NURS6512 Week 1 Discussion: Building a Health History
NURS 6512 week 1 Discussion: Building a Health History SAMPLE 1
Adolescent Hispanic/Latino boy living in a middle-class suburb
The first thing to do when interviewing any adolescent is to make them comfortable and to them trust you. The nurse can ask the parent to step out for the patient to be more comfortable and open since sometimes this population might not want the parent to know or might be embarrassed to answer some questions. If the interpreter is needed, a professional interpreter will be required but, in this case, the patient does not need an interpreter. Ball et al. (2019) states that when interviewing the patient, choose a comfortable setting, maintain eye contact, begin by introducing yourself and explain what your role is, use open-ended questions and avoid confrontational questions (Ball et al., 2019).
Communication Techniques
After the patient is comfortable and ready for the interview, use open-ended questions, so the patient can explain himself more so that you can get more information instead of yes or no answers. Give the patient enough time to answer the question without rushing him, some questions asked can be embarrassing to the patients and they may hesitate to answer them. To be able to have good communication skills and techniques the interviewee must be prepared. Edgemon et al. (2020) states that asking appropriate questions is an indicator that an interviewee has prepared for the interview and by doing this the interviewer can get the targeted answers (Edgemon et al., 2020). Maintaining eye contact and having a good posture can help the patient to trust you and can help the interviewee to notice any uncomfortable behavior or hesitation and give the patient more time. The interviewee should have appropriate nonverbal communication throughout the interview for the patient to cooperate.
Risk Assessment Instrument
The risk assessment of choice is the Structured Interview of Family Assessment Risk (SIFAR). According to Santos & Alberto (2016), SIFAR is designed as a structured professional judgment (SPJ) tool for assessing adolescent offenders’ family risk, it evaluates physical health, mental stability, substance abuse, education, employment, housing/transport, legal problems, violence, ethnic and social dissonance, poverty, social net, and parenting (Santos, & Alberto, 2016). This assessment tool was chosen because it covers all the targeted questions for the adolescent. This assessment instrument is perfect because it covers pretty much all the information needed both in the medical unit and psychiatric unit.
Targeted Questions
Where do you live and who do you live with?
Do you go to school? What grade are you in?
Do you have any medical problems?
Do you sometimes feel sad more than usual?
Do you smoke or use any illegal drugs?
References
Edgemon, A. K., Rapp, J. T., Brogan, K. M., Richling, S. M., Hamrick, S. A., Peters, R. J., & O’Rourke, S. A. (2020). Behavioral skills training to increase interview skills of adolescent males in a juvenile residential treatment facility. Journal of Applied Behavior Analysis, 53(4), 2303–2318. https://doi-org.ezp.waldenulibrary.org/10.1002/jaba.707
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). Elsevier Mosby.
Santos, D., & Alberto, I. (2016). Developing a Family Risk Assessment Tool in Adolescent Offenders: An Exploratory Study. Child & Adolescent Social Work Journal, 33(2), 103–113. https://doi-org.ezp.waldenulibrary.org/10.1007/s10560-015-0409-1
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
Photo Credit: Sam Edwards / Caiaimage / Getty Images
To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
- By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
- How would your communication and interview techniques for building a health history differ with each patient?
- How might you target your questions for building a health history based on the patient’s social determinants of health?
- What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
- Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
- Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
- Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1
Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:
- Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
- Suggest additional health-related risks that might be considered.
- Validate an idea with your own experience and additional research.
Response
I enjoyed reading your post. You did a great job highlighting your communication skills. People with the age range of 10 and 24 years are term as adolescence. At this period of life, these individuals usually place a high value on social stimuli and are more concerned with the need for peer interaction.
However, the difference in culture might play a part in how this adolescent responds to questions asked by a provider. The provider might be very sharp with assessment skills but having a high intelligent quotient is not only what is needed (Emanuel & Gudbranson, 2018). Emotional intelligence is necessary when interviewing an adolescent.
There have been different scientific, human, and animal research studies that show how valuable peer acceptance and peer influence are to adolescents and how social deprivation and isolation affect the brain and behavior of adolescent animals compared with other stages of life. These findings show how physical isolation or distancing can disproportionately affect this age group (Orben et al., 2020).
Since this social interaction is of utmost importance with people of this age group, social deprivation questions become the focal point during the interview.
The use of an interpreter is ideal during the interviewing process; however, cultural competency and sensitivity are crucial to making the boy feel comfortable relating to the interviewer.
Racial Socialization Competency Scale (RaSCS), also known as the Racial Encounter Coping Appraisal and Socialization Theory (RECAST), is ideal in assessing three dimensions (stress, skills, and confidence) of racial socialization competency in these individuals (Anderson et al., 2020. This tool, RaSCS, addresses racial socialization stressors in adolescents but addresses other health-related issues.
Ball et al. (2019) highlights HEEADASSS as a good screening tool for adolescents, including home environment, education, employment, eating, activities, drugs, sexuality, suicide/depression safety from injury and violence. The PACES screening tool addresses parents and peers, accidents, alcoholism/drugs, cigarette smoking, emotional issues, and school and sexuality (Ball et al., 2019). The CRAFFT (an acronym for Cars, Relax, Alone, Forget, Friends, Trouble) tool poses questions about car driving issues, Relaxation styles, what is being used when alone, friends, and troubles adolescents get into (Ball et al., 2019).
Some identified health-related risks among Hispanic adolescent boys include cardiovascular disease (relating to increased cholesterol secondary to ethnic food choices high in saturated fats), alcohol binge drinking, and illegal drugs (Assari et al., 2019). Your questions posed to this young boy are necessary and very important. Do you think some of your questions can be re-worded to avoid yes and no responses, which can block effective communication?
References
Anderson, R. E., Jones, S. C., & Stevenson, H. C. (2020). The initial development and validation of the Racial Socialization Competency Scale: Quality and quantity. Cultural Diversity and Ethnic Minority Psychology, 26(4), 426-436. doi:10.1037/cdp0000316
Assari, S., Farokhnia, M., & Mistry, R. (2019). Education Attainment and Alcohol Binge Drinking: Diminished Returns of Hispanics in Los Angeles. Behavioral Sciences, 9(1), 9. doi:10.3390/bs9010009
Ball, J., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Mosby.
Emanuel, E. J., & Gudbranson, E. (2018). Does Medicine Overemphasize IQ? Jama, 319(7), 651. doi:10.1001/jama.2017.20141
Orben, A., Tomova, L., & Blakemore, S. (2020). The effects of social deprivation on adolescent development and mental health. The Lancet Child & Adolescent Health, 4(8), 634-640. DOI:10.1016/s2352-4642(20)30186-3
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Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
Photo Credit: Getty Images/Caiaimage
To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
NURS 6512 week 1 Discussion: Building a Health History SAMPLE 2
Developing or building an accurate and detailed patient history is a cornerstone of initiating an appropriate plan of care for any patient and is a skill that is essential for the APRN. In this way, we get to know our patient’s, their past concerns and issues, and how past problems impact current functioning. A complete health history is also necessary when collaborating with other healthcare clinicians or when there is a transfer of care. Factors such as age, gender, ethnicity, and living environment all should be considered since they greatly impact a patient’s health status. When interviewing a patient, whether it is a first encounter or follow-up care, communication, interviewing techniques, and other tools are necessary to ensure that the necessary information is gathered and understood to meet the needs of the patient. For the purpose of this discussion, the patient in question is a 14 year old biracial male living with his grandmother in a high-density public housing complex.
Whenever meeting with any patient, I prefer to use a method called AIDET which is as follows: Acknowledge and greet the patient by name, make eye contact, smile, and include any others who are present; Introduce yourself, your position, and background or experience; the Duration that the interview and exams will take; Explain what steps are next and what the patient can expect from the visit; and lastly, Thank the patient and any family or friends for their time and consideration (Studer Group, 2020).. These steps can be completely in a few sentences, take less than five minutes, and can provide reassurance to nervous patients who don’t know what to expect.
While AIDET is an appropriate tool that can be used for most patient and situations, other communication and interview techniques may differ depending on the specific patient. For example, since this patient is an adolescent, I would first let him and his grandmother know that I will be speaking with them together and privately. While the grandmother may be necessary for background information, especially when the boy was younger, most adolescents are able to give an accurate health history and may speak more freely without the guardian if they are given the opportunity. However, adolescents may have difficulty choosing their words or may feel embarrassed so they should be given time to express themselves without confrontation, to which they do not respond well (Bell, Dains, Flynn, Solomon, & Stewart, 2019). In addition, there are specific topics that should be discussed with patients and their caregivers which are age-appropriate and referred to as anticipatory guidance (Sullivan, 2019). For example, topics to focus on for patients aged 10 to 14 years include safety issues, nutrition, dental hygiene, peer pressure, puberty, safe sex/contraception/STD prevention, safety rules with adults, communication, screen time, self-control, depression/anxiety, tobacco/alcohol/substance use, educational goals and activities, and after school activities, and supervision. NURS 6512 week 1 Discussion: Building a Health History
When interviewing any patient, social determinants of health should be considered and questions should be targeted towards identified areas of concern. Social determinants of health are socioecological factors such as gender, religion, ethnicity/race, sexual orientation, mental health, geographical location, education, income, employment, disabilities. Discrimination related to these factors cause disparities that negatively impact health and outcomes (Tebb, Pica, Twietmeyer, Diaz, & Brindis, 2018). Questions for this particular patient would be aimed towards factors such as his biracial status, being reared by a grandparent, and highly crowded public housing. Specific issues related to diseases in overcrowded environments such as tuberculosis should be assessed. I would also carefully monitor growth, milestones, and dietary habits since many individuals in urbanized areas live in food deserts without ready access to fresh, healthy, unprocessed foods.
When assessing a patient’s risk factors, especially once disparities in social determinants of health are identified, it is helpful to have a specific screening tool tailored to the demographic in question. For example, studies show that adolescents tend to have more social risks than medical ones. Therefore, tools such as The Guidelines for Adolescent Preventative Services (GAPS) was developed that targets primary and secondary interventions to prevent adolescent morbidity and mortality by improving health-care delivery (Sullivan, 2019). Risk taking behaviors in teens are identified, such as smoking, drinking, or unprotected sex, by 24 topics that examine health guidance, screening, immunizations, and health-care delivery. Another tool that was developed to assess drug and alcohol use in adolescents is the CRAFFT Questionnaire. CRAFFT refers to car, relax, alone, forget, friends, and trouble (Ball et al., 2019).
As mentioned above, adolescents tend to have more social risks than medical ones. Therefore, an assessment tool such as the HEEADSSS is helpful in obtaining an accurate psychosocial history for this age group. The acronym HEEADSSS stands for home, education/employment, eating, activities, drugs, sexuality, suicide/depression, and safety and encompasses many of the same social determinants (Sullivan, 2019).
Five specific questions targeted towards my patient to assess his health risks and build his health history are as follows: 1) Do you know anyone who has committed suicide? While suicide can be an uncomfortable subject, it is a common cause or mortality in teens, particularly in males, and should be assessed (Bell et al., 2019). This is a non-threatening question that may open the conversation and lets the teen know that this is a safe topic; 2) Are you sexually active? Adolescence is a time for experimenting and risk-taking behaviors. Children are becoming sexually active at younger ages and should be educated regarding safe sex, contraception, and disease prevention; 3) Do you safe at home? This question is a great open-ended question that can start the conversation and lead to a variety of safety-related issues. For example, does the boy feel safe with his grandmother? Answers to the contrary could indicate abuse or neglect. Maybe he does not feel safe in his living environment due to crowding in a public housing complex; 4) Tell me what you had for breakfast this morning? This question not only assesses the patient’s memory recall, but also may give an indication of nutrition and dietary habits; 5) Is there anything we have not talked about that you think I should know? Oftentimes the patient, especially ones who are young, may expect the clinician to guide the interview and answer questions that are posed. They may be more reluctant to initiate their own topics or concerns and this gives them to opportunity to have the floor to ask or discuss anything in a safe place.
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Studer Group. (2020). AIDET patient communication. Retrieved from https://www.studergroup.com/aidet#:~:text=The%20acronym%20AIDET%C2%AE%20stands,%2C%20Explanation%2C%20and%20Thank%20You.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Tebb, K.P., Pica, G., Twietmeyer, L., Diaz, A., & Brindis, C.D. (2018). Innovative approaches to address social determinants of health among adolescents and young adults. Health Equity, 2(1), 321-328. doi: 10.1089/heq.2018.0011.
Week 1: Building a Comprehensive Health History
According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.
The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.
This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.
Learning Objectives
Students will:
- Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health
- Analyze health-related risk
- Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
Learning Resources
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
Photo Credit: Getty Images/Caiaimage
To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
- By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
- How would your communication and interview techniques for building a health history differ with each patient?
- How might you target your questions for building a health history based on the patient’s social determinants of health?
- What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
- Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
- Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
- Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3 of Week 1
Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:
- Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
- Suggest additional health-related risks that might be considered.
- Validate an idea with your own experience and additional research.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 of Week 1 and Respond by Day 6 of Week 1
To Participate in this Discussion:
Week 1 Discussion
What’s Coming Up in Module 2?
In Module 2, you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.
Next week, you will specifically examine functional assessments as they relate to diversity and sensitivity
Registration for Shadow Health
Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment. NURS 6512 week 1 Discussion: Building a Health History
There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:
- Health History Assessment (Week 3 & 4)
- Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough
- Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain
- Comprehensive (Head-to-Toe) Physical Assessment (Week 9)
Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:
- Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.
- Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.
- Review this video explaining how to register in Shadow Health: https://vimeo.com/275921826/c12d50ee6e
- Use the Shadow Health link located in the navigation menu on the left in the Blackboard course.
- Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard.
- Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work. NURS 6512 week 1 Discussion: Building a Health History
- Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.
- Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.
Note: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that. NURS 6512 week 1 Discussion: Building a Health History
Week 2 Case Studies
In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time. NURS 6512 week 1 Discussion: Building a Health History
Practicum – Upcoming Deadline
In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, you will need to submit your application via Meditrek .
For information on the practicum application process and deadlines, please visit the Field Experience: College of Nursing: Application Process – Graduate web page.
Please take the time to review the Appropriate Preceptors and Field Sites for your courses.
Please take the time to review the practicum manuals, FAQs, Webinars and any required forms on the Field Experience: College of Nursing: Student Resources and Manuals web page.
- Field Experience: College of Nursing Quick Answers
- Field Experience: MSN Nurse Practitioner Practicum Manual
- Student Practicum Resources: NP Student Orientation
NURS_6512_Week_1_Discussion_Rubric
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Main Posting |
Points Range: 45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
|
Points Range: 40 (40%) – 44 (44%)
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
NURS 6512 week 1 Discussion: Building a Health History
|
Points Range: 35 (35%) – 39 (39%)
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.
|
Points Range: 0 (0%) – 34 (34%)
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
|
| Main Post: Timeliness |
Points Range: 10 (10%) – 10 (10%)
Posts main post by Day 3.
|
Points Range: 0 (0%) – 0 (0%)
N/A
|
Points Range: 0 (0%) – 0 (0%)
N/A
|
Points Range: 0 (0%) – 0 (0%)
Does not post main post by Day 3.
|
| First Response |
Points Range: 17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
|
Points Range: 15 (15%) – 16 (16%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
|
Points Range: 13 (13%) – 14 (14%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
|
Points Range: 0 (0%) – 12 (12%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
NURS 6512 week 1 Discussion: Building a Health History
|
| Second Response |
Points Range: 16 (16%) – 17 (17%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
|
Points Range: 14 (14%) – 15 (15%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
|
Points Range: 12 (12%) – 13 (13%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
|
Points Range: 0 (0%) – 11 (11%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
NURS 6512 week 1 Discussion: Building a Health History
|
| Participation |
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
|
Points Range: 0 (0%) – 0 (0%)
N/A
|
Points Range: 0 (0%) – 0 (0%)
N/A
|
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
|
| Total Points: 100 |
|---|
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We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium. NURS6512 Week 1 Discussion: Building a Health History
- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS6512 Week 1 Discussion: Building a Health History
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
- LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS6512 Week 1 Discussion: Building a Health History
- Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS6512 Week 1 Discussion: Building a Health History
- Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS6512 Week 1 Discussion: Building a Health History
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SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS
We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.
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