Homework answers / question archive / Week 3 Assessment Assignments 1,2 due 06/20 Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children Learning Objectives Students will: • • • • • Evaluate validity and reliability of assessment tools and diagnostic tests Analyze diversity considerations in health assessments Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment Apply assessment skills to collect patient health histories Assignment 2: Child Health Case When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools

Week 3 Assessment Assignments 1,2 due 06/20 Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children Learning Objectives Students will: • • • • • Evaluate validity and reliability of assessment tools and diagnostic tests Analyze diversity considerations in health assessments Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment Apply assessment skills to collect patient health histories Assignment 2: Child Health Case When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools

Nursing

Share With

Week 3 Assessment Assignments 1,2 due 06/20 Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children Learning Objectives Students will: • • • • • Evaluate validity and reliability of assessment tools and diagnostic tests Analyze diversity considerations in health assessments Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment Apply assessment skills to collect patient health histories Assignment 2: Child Health Case When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results. Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process. Photo Credit: Getty Images/Hero Images For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. • • • • To Prepare Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI. By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor. Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather? Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool. • o o If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example. Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. Consider how you could encourage parents or caregivers to be proactive toward the child’s health. The Assignment Assignment (3–4 pages, not including title and reference pages): Assignment Option 2: Child Health Case: Include the following: • • • • • An explanation of the health issues and risks that are relevant to the child you were assigned. Describe additional information you would need in order to further assess his or her weightrelated health. Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. See Rubric Grading for this Assignment down below at the end Learning Resources Required Readings (click to expand/reduce) Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. 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. • Chapter 3, “Examination Techniques and Equipment” This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process. • Chapter 8, “Growth and Nutrition” In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems. • Chapter 5, “Recording Information” (Previously read in Week 1) This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel's guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center. Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity. Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569. This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. • Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis” This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment. Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124. This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education. Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & JohnsWommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128 Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35. Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center. This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. • • Chapter 2, "The Comprehensive History and Physical Exam" (Previously read in Week 1) Chapter 5, "Pediatric Preventative Care Visits" (pp. 91 101) Shadow Health Support and Orientation Resources Use the following resources to guide you through your Shadow Health orientation as well as other support resources: Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY Assignment # 2 to be completed from Announcements • Week 3 Obesity Screening Posted on: Tuesday, June 15, 2021 9:15:19 AM EDT When patients tell me they don't have time to eat healthy or exercise, i show them this little boy The U.S. adult obesity rate stands at 42.4 percent, the first time the national rate has passed the 40 percent mark, and further evidence of the country’s obesity crisis. The national adult obesity rate has increased by 26 percent since 2008. Based in part on newly released 2019 data from the Centers for Disease Control and Prevention’s Behavioral Risk Factors Surveillance System (BFRSS) and analysis by TFAH, this report provides an annual snapshot of rates of overweight and obesity nationwide including by age, gender, race and state of residence. Obesity rates vary considerably between states and regions of the country. Mississippi has the highest adult obesity rate in the country at 40.8 percent and Colorado has the lowest at 23.8 percent. Twelve states have adult rates above 35 percent, they are: Alabama, Arkansas, Indiana, Kansas, Kentucky, Louisiana, Michigan, Mississippi, Oklahoma, South Carolina, Tennessee and West Virginia. As recently as 2012, no state had an adult obesity rate above 35 percent; in 2000 no state had an adult obesity rate above 25 percent. Rates of childhood obesity are also increasing with the latest data showing that 19.3 percent of U.S. young people, ages 2 to 19, have obesity. In the mid-1970s, 5.5 percent of young people had obesity. Being overweight or having obesity as a young person puts them at higher risk for having obesity and its related health risks as an adult. Furthermore, children are exhibiting earlier onset of what used to be considered adult conditions, including hypertension and high cholesterol. Demographic trends and the conditions in people’s lives have a large impact on their ability to maintain a healthy weight. Generally, the data show that the more a person earns the less likely they are to have obesity. Individuals with less education were also more likely to have obesity. Rural communities have higher rates of obesity and severe obesity than do suburban and metro areas. Socioeconomic factors such as poverty and discrimination have contributed to higher rates of obesity among certain racial and ethnic populations. Black adults have the highest level of adult obesity nationally at 49.6 percent; that rate is driven in large part by an adult obesity rate among Black women of 56.9 percent. Latinx adults have an obesity rate of 44.8 percent. The obesity rates for white adults is 42.2 percent. Asian adults have an overall 17.4 percent obesity rate. Obesity has serious health consequences including increased risk for type 2 diabetes, high blood pressure, stroke and many types of cancers. Obesity is estimated to increase healthcare spending by $149 billion annually (about half of which is paid for by Medicare and Medicaid) and being overweight or having obesity is the most common reason young adults are ineligible for military service. Concerns about the impact of obesity have taken on new dimensions this year as having obesity is one of the underlying health conditions associated with the most serious consequences of COVID infection, including hospitalization and death. These new data mean that 42 percent of all Americans are at increased risk of serious, possibly fatal, health impacts from COVID-19 due to their weight and health conditions related to obesity. Food insecurity is linked to lower quality diets and tracks with higher levels of obesity in many population groups. Food insecurity is closely linked to economic conditions. There were higher levels of food insecurity during the 2008-2009 financial crisis and early data indicate a large increase in the number of American families experiencing food insecurity due to the COVID-19 crisis. According to U.S. Census Bureau survey data, 25 percent of all respondents and 30 percent of respondents with children, reported experiencing food insecurity between April and June of this year. The report includes recommendations on how best to address the obesity crisis grounded in two principles: 1) the need for a multi-sector, multi-disciplinary approach and 2) a focus on those population groups that are disproportionately impacted by the obesity crisis. Recommendations include: • While the COVID-19 public health emergency continues to be in place, continue USDA nutrition policy waivers and expand no-cost school meals to all enrolled students for the entire 2020-2021 school year. • Increase funding to allow for the expansion of critical CDC obesity-prevention programs including the State Physical Activity and Nutrition Program and the Racial and Ethnic Approaches to Community Health program. • Expand benefits in the Supplemental Nutrition Assistance Program (SNAP, formerly known as “food stamps”) by raising maximum benefit levels, extending PandemicEBT (P-EBT) for students and children, doubling investments in SNAP-Ed, and finding innovative, voluntary ways to improve diet quality without harming access or benefit levels. • Incentivize businesses and public land use to increase access to healthy food options and safe places to be physically active. • Disincentivize unhealthy food choices by closing tax loopholes and eliminating business-cost deductions related to the advertising of unhealthy food and beverages to children and by enacting sugary drink taxes where tax revenue is allocated to local efforts to reduce health and socioeconomic disparities. • Encourage Medicaid to cover pediatric weight-management programs for all eligible beneficiaries. CDC2021 Rubric Detail Select Grid View or List View to change the rubric's layout. Name: NURS_6512_Week_3_Assignment_2_Rubric_Option_2 Exit • Excellent In 3–4 pages, address the following: An explanation of the health issues and risks that are relevant to the child you were assigned. 20 (20%) - 25 (25%) The response clearly, accurately, and in detail explains the relevant health issues and risks for the assigned child. Excellent Describe additional information you would need in order to further assess his or her weight-related health. 20 (20%) - 25 (25%) Identify and describe any risks, and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. 18 (18%) - 20 (20%) Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. 10 (10%) - 10 (10%) Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. 5 (5%) - 5 (5%) Written Expression and Formatting Paragraph Development and Organization: 5 (5%) - 5 (5%) The response clearly and accurately describes detailed additional information needed to further assess the child's weight-related health. Four references from 2016 to 2021 The response clearly and accurately identifies and describes in detail any risks to the child's health. The response clearly and accurately identifies and describes in detail further information needed to gain a full understanding of the child's health, with a detailed explanation of how to gather that information in a way that is sensitive to the child. The response clearly and accurately lists three or more specific questions that would gather more information about the child. Specific questions are carefully worded to clearly demonstrate sensitivity to the parent(s) or caregiver(s) of the child. The response clearly describes two or more detailed strategies to encourage the parent(s) or caregiver(s) to be proactive about the child's health and weight. Paragraphs and sentences follow writing standards for flow, continuity, Excellent Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused-neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%) Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Uses correct APA format with no errors. Total Points: 100 Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2