NURS 6512 Assessment Tools Diagnostics Growth Measurement

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NURS 6512 Assessment Tools Diagnostics Growth Measurement

NURS 6512 Assessment Tools Diagnostics Growth Measurement

Many experts predict that genetic testing for disease susceptibility is well on its way to
becoming a routine part of clinical care. Yet many of the genetic tests currently being
developed are, in the words of the World Health Organization (WHO), of “questionable

prognostic value.”
—Leslie Pray, PhD

Obesity remains one of the most common chronic diseases in the United States. As a
leading cause of United States mortality, morbidity, disability, healthcare utilization and
healthcare costs, the high prevalence of obesity continues to strain the United States
healthcare system (Obesity Society, 2016).  More than one-third (39.8%) of U.S. adults
have obesity (CDC, 2018). The estimated annual medical cost of obesity in the U.S.
was $147 billion in 2008 U.S. dollars; the medical costs for people who are obese were
$1,429 higher than those of normal weight (CDC, 2018).
According to the Centers for Disease Control and Prevention (CDC), the rate of
childhood obesity has tripled in the past 30 years, with an estimated 13.7 million
children and adolescents considered obese (CDC, 2018). When seeking insights about
a patient’s overall health and nutritional state, body measurements can provide a
valuable perspective. This is particularly important with pediatric patients.
Measurements such as height and weight can provide clues to potential health
problems and help predict how children will respond to illness. Nurses need to be
proficient at using assessment tools, such as the Body Mass Index (BMI) and growth
charts, in order to assess nutrition-related health risks and pediatric development while
being sensitive to other factors that may affect these measures. Body Mass Index is
also used as a predictor for measurement of adult weight and health.
Assessments are constantly being conducted on patients, but they may not provide
useful information. In order to ensure that health assessments provide relevant data,
nurses should familiarize themselves with test-specific factors that may affect the
validity, reliability, and value of these tools.
This week, you will explore various assessment tools and diagnostic tests that are used
to gather information about patients’ conditions. You will examine the validity and
reliability of these tests and tools. You will also examine assessment techniques, health
risks and concerns, and recommendations for care related to patient growth, weight,
and nutrition.
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
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.

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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., &
Johns-Wommack, 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
Shadow Health. (n.d.). Shadow Health help desk. Retrieved
from https://support.shadowhealth.com/hc/en-us
Document: Shadow Health. (2014). Useful tips and tricks (Version 2)
(PDF)
Document: Shadow Health Nursing Documentation Tutorial (Word
document)
Document: Student Acknowledgement Form (Word document)
Note: You will sign and date this form each time you complete your DCE
Assignment in Shadow Health to acknowledge your commitment to
Walden University’s Code of Conduct.
Optional Resource
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s
diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.

 Chapter 3, "The Physical Screening Examination"

 Chapter 17, "Principles of Diagnostic Testing"
 Chapter 18, "Common Laboratory Tests"
Required Media (click to expand/reduce)

Taking a Health History

How do nurses gather information and assess a patient’s health?
Consider the importance of conducting an in-depth health assessment
interview and the strategies you might use as you watch. (16m)
Accessible player

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