NURS 6512 Assignment Functional Assessments and Assessment Tools

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NURS 6512 Assignment Functional Assessments and Assessment Tools

NURS 6512 Assignment Functional Assessments and Assessment Tools

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What's Happening in This Module?
Module 2: Functional Assessments and Assessment Tools is a 2-week module, Weeks
2 and 3. In this module, you consider the impact of functional assessments, diversity,
and sensitivity in conducting health assessments. You also explore various assessment
tools and diagnostic tests that are used to gather information about patients’ conditions
and examine the validity and reliability of these tests and tools. Finally, you examine
assessment techniques, health risks and concerns, and recommendations for care
related to patient growth, weight, and nutrition.
What do I have to do?     When do I have to do it?
Review your Learning Resources. Days 1–7, Weeks 2 and 3

Discussion: Diversity and Health
Assessments

Post by Day 3 of Week 2, and respond to your
colleagues by Day 6 of Week 2.

Case Study Assignment: Assessment
Tools and Diagnostic Tests in Adults
and Children

Submit your Case Study Assignment by Day 6
of Week 3.

DCE: Health History Assessment

You are encouraged to work on your DCE
every week. However, this Assessment is not
due until Day 7 of Week 4.

Go to the Module's Content

Week 2: Functional Assessments and
Cultural and Diversity Awareness in Health

Assessment

Diversity is not about how we differ. Diversity is about embracing one another's

uniqueness.
—Ola Joseph

Countless assessments can be conducted on patients, but they may not be useful. In
order to ensure that health assessments result in the necessary care, health
assessments should take into account the impact of factors such as cultures and
developmental circumstances.
Learning Objectives
Students will:
 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
Learning Resources

Required Readings (click to expand/reduce)
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 1, “The History and Interviewing Process”  (Previously read in
Week 1)
This chapter highlights history and interviewing processes.

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The authors
explore a variety of communication techniques, professionalism, and
functional assessment concepts when developing relationships with
patients.

 Chapter 2, “Cultural Competency”
This chapter highlights the importance of cultural awareness when
conducting health assessments. The authors explore the impact of culture
on health beliefs and practices.

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 2, “Evidenced-Based Clinical Practice Guidelines”
Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health
literacy and asthma management among African-American adults: An
interpretative phenomenological analysis. Journal of Asthma, 51(7),
703–713. doi:10.3109/02770903.2014.906605
Credit Line: Health literacy and asthma management among African-American adults: An interpretative phenomenological
analysis by Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J., in Journal of Asthma, Vol. 51/Issue 7. Copyright 2014 by
Taylor & Francis, Inc. Reprinted by permission of Taylor & Francis, Inc. via the Copyright Clearance Center.

The authors of this study discuss the relationship between health literacy
and health outcomes in African American patients with asthma.
Centers for Disease Control and Prevention. (2015). Cultural competence.
Retrieved from https://npin.cdc.gov/pages/cultural-competence

This website discusses cultural competence as defined by the Centers for
Disease Control and Prevention (CDC). Understanding the difference
between cultural competence, awareness, and sensitivity can be obtained
on this website.
United States Department of Human & Health Services. Office of Minority
Health. (n.d.). A physician's practical guide to culturally competent care.
Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/

From the Office of Minority Health, this website offers CME and CEU
credit and equips healthcare professionals with awareness, knowledge,
and skills to better treat the increasingly diverse U.S. population they
serve.

Espey , D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T.,
Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-
cause mortality in American Indians and Alaska Natives. American Journal
of Public Health, 104(Suppl 3), S303–S311.

The authors of this article present patterns and trends in all-
cause mortality and leading cause of death in American
Indians and Alaskan Natives.

Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., &
Tanasugarn, C. (2016). Health literacy, medication adherence, and blood
pressure level among hypertension older adults treated at primary health
care centers. Southeast Asian Journal of Tropical Medicine and Public
Health, 47(1), 109–120.

The authors of this study explore the causal relationships
between health literacy, individual characteristics, literacy,
culture and society, cognitive ability, medication adherence,
and the blood pressure levels of hypertensive older adults
receiving healthcare services at primary healthcare centers.

Required Media (click to expand/reduce)

Module 2 Introduction

Dr. Tara Harris reviews the overall expectations for Module 2. Consider
how you will manage your time as you review your media and Learning
Resources for your Discussion, Case Study Lab Assignment, and your

DCE Assignment (3m).

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