NURS 6512 Week 3 Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
NURS 6512 Week 3 Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
NURS 6512 Week 3 Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
Bodyweight and its perception play a crucial role in the mental and physical well-being of an individual. The World Health Organization (WHO) utilized the body mass index (BMI) to classify different kinds of weight statuses. A BMI of less than 18.5 is considered underweight whereas gretaer than 25 is considered overweight (Golubnitschaja et al., 2021). The WHO reports an increasing rate of underweight among college students especially women, who have the perception that ‘thinner is better.’
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This has led to an increased rate of malnutrition among these women and mental issues like depression and anxiety among others. The purpose of this paper is to elaborate on the health issues and risks which may impact the health of a 25-year-old Caucasian female college student who is underweight with anxiety and lives in a dorm with a roommate whose weight is normal.
Health Issues and Risks
Most young female adults, especially those who are in college consider a thin body image as ideal. The ‘thin is better’ perception among these women has led to increased rates of body image disturbance and disordered eating. Being underweight is very problematic as it can jeopardize the health of the individual in the long run. Underweight individuals may experience a reduction in sex hormones and the density of bone marrow leading to anemia, fatigue, and discomfort, in addition to eating disorders like binge eating disorders, bulimia nervosa, and anorexia nervosa (Kibria et al., 2019).
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Studies also show that being underweight increases the risks of cardiovascular diseases. Some studies show that underweight childbearing women like the one in the provided case study display an increased risk of preterm, birth, and infertility (Golubnitschaja et al., 2021). The patient also has anxiety and lives with a normal-weight roommate. This can contribute to body image dissatisfaction which would worsen the patient’s mental health.
Additional Information
For further assessment of the patient’s underweight status, it is crucial to know her exact BMI, hence the need to record her body weight and height. Additional, in evaluating the cause of the patient underweight, it is necessary to obtain adequate information such as the patient eating patterns both at home and when she is in college, in addition to other lifestyle habits like physical activity, and food choices among others (Lee& Kim, 2018).
Given that being underweight is genetic just like obesity, it is necessary to take a complete patient history of family members who have had the same experience. On the other hand, the female college student also has anxiety, which is probably associated with her body weight, given that her roommate is of normal body weight. As a result, it will be necessary to assess whether the patient is satisfied with her current body image and if the weight loss was intentional. This will help promote a comprehensive mental evaluation to determine whether the patient underweight is related to physical or mental causes for the development of an appropriate care plan.
Risk Assessment
The underweight female college student is at high risk of health issues such as malnutrition, anemia, depression, anxiety, and eating disorders just as mentioned above. However, given that weight-related issues are associated with high rates of emotional dysregulation, the clinician must consider gaining more information from the patient in a sensitive manner (Hong et al., 2018).
As such, it is necessary to be very considerate and use professional and respectful
language when collecting sensitive information from the client. Additionally, the clinician must be neutral and nonjudgmental and show the client that they are aware of what they are going through. This way, the client will feel more comfortable, hence providing accurate and relevant information to promote the care plan.
To gain a full understanding of the client’s condition, It will be necessary to review the cause of the client being underweight, by considering life habits or genetic factors as mentioned earlier. Gaining information on the patient’s past medical history is also necessary as this will help determine whether the cause of the patient being underweight is associated with a certain medical condition.
It is also necessary to explore and discuss with the client her emotions and events associated with eating in a sensitive manner (Thomas & Warren-Findlow, 2020). Lastly, it is also crucial to discuss with the client her current activity levels to promote the development of a progressive exercise program tailored to the individual’s goals and choice.
Questions
- What is your daughter’s opinion on her body image, based on how she talks about her body weight when at home?
- Please describe the eating habits of your daughter when at home, in terms of how frequently she eats healthy foods, and in what quantities?
- How confident is your daughter when she is around her age mates?
Mitigating Strategies
Parents or caregivers play a crucial role in promoting the health and well-being of their children. In this case, it is crucial to advise the parents to get involved in helping the patient achieve a normal body weight by offering non-judgmental support. The first way the parent can be proactive in promoting the health of their daughter is through helping her regain an understanding of what ideal body weight is and the health risks associated with being underweight.
This can be achieved through organizing family sessions with a dietitian and nutritionist to help develop a healthy eating plan to help their daughter achieve and maintain normal body weight (Lyzwinski et al., 2018). The other strategy is by boosting their child’s self-esteem to promote body image confidence. They need to motivate her to proceed with the care plan for gaining weight for her health benefits and not her physical appearance. The parents must help her take her medication and always remind her of the benefits of having an ideal body weight.
Conclusion
The provided case study demonstrates an underweight college student, who also has anxiety. The health assessment of this client will thus involve both physical and mental evaluation given the risks associated with being underweight. Given that weight-related issues are associated with emotional dysregulation, the healthcare provider must use sensitive language when collecting information from the client. Parents or caregivers must also be involved in the management of the patient’s condition to promote a positive outcome.
References
Golubnitschaja, O., Liskova, A., Koklesova, L., Samec, M., Biringer, K., Büsselberg, D., … & Kubatka, P. (2021). Caution,“normal” BMI: health risks associated with potentially masked individual underweight—EPMA Position Paper 2021. EPMA Journal, 12(3), 243-264. https://doi.org/10.1007/s13167-021-00251-4
Hong, S. A., Peltzer, K., Lwin, K. T., & Aung, L. S. (2018). The prevalence of underweight, overweight, and obesity and their related socio-demographic and lifestyle factors among adult women in Myanmar, 2015-16. PloS one, 13(3), e0194454. https://doi.org/10.1371/journal.pone.0194454
Kibria, A., Muhammed, G., Swasey, K., Hasan, M. Z., Sharmeen, A., & Day, B. (2019). Prevalence and factors associated with underweight, overweight, and obesity among women of reproductive age in India. Global health research and policy, 4(1), 1-12. https://doi.org/10.1186/s41256-019-0117-z
Lee, S. B., & Kim, J. H. (2018). Comparison of dietary behaviors and blood clinical indices in underweight, normal weight, normal weight obese and obese female college students. Korean Journal of Community Nutrition, 23(5), 431-443. https://doi.org/10.5720/kjcn.2018.23.5.431
Lyzwinski, L. N., Caffery, L., Bambling, M., & Edirippulige, S. (2018). The relationship between stress and maladaptive weight-related behaviors in college students: a review of the literature. American Journal of Health Education, 49(3), 166-178. https://doi.org/10.1080/19325037.2018.1449683
Thomas, E. V., & Warren-Findlow, J. (2020). Body image, self-esteem, and behavioral risk for chronic disease among college students: Additional evidence for integrated prevention. Journal of American College Health, 68(6), 658-665. https://doi.org/10.1080/07448481.2019.1590370
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.
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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: Adult Assessment Tools or Diagnostic Tests (option 1), or 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.
- 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 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:
- A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
- What is its purpose?
- How is it conducted?
- What information does it gather?
- Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
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 weight-related 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.
By Day 6 of Week 3
Submit your Assignment.
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- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
Grading Criteria
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NURS_6512_Week_3_Assignment_1_Rubric
Excellent | Good | Fair | Poor | ||
Using the SOAP (Subjective, Objective, Assessment, and Plan) note format: · Create documentation, following SOAP format, of your assignment to choose one skin condition graphic (identify by number in your Chief Complaint). · Use clinical terminologies to explain the physical characteristics featured in the graphic. |
Points Range: 30 (30%) – 35 (35%)
The response clearly, accurately, and thoroughly follows the SOAP format to document one skin condition graphic and accurately identifies the graphic by number in the Chief Complaint. The response clearly and thoroughly explains all physical characteristics featured in the graphic using accurate terminologies. |
Points Range: 24 (24%) – 29 (29%)
The response accurately follows the SOAP format to document one skin condition graphic and accurately identifies the graphic by number in the Chief Complaint. The response explains most physical characteristics featured in the graphic using accurate terminologies. |
Points Range: 18 (18%) – 23 (23%)
The response follows the SOAP format, with vagueness and some inaccuracy in documenting one skin condition graphic, and accurately identifies the graphic by number in the Chief Complaint. The response explains some physical characteristics featured in the graphic using mostly accurate terminologies. |
Points Range: 0 (0%) – 17 (17%)
The response inaccurately follows the SOAP format or is missing documentation for one skin condition graphic and is missing or inaccurately identifies the graphic by number in the Chief Complaint. The response explains some or few physical characteristics featured in the graphic using terminologies with multiple inaccuracies. |
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· Formulate a different diagnosis of three to five possible considerations for the skin graphic. · Determine which is most likely to be the correct diagnosis, and explain your reasoning using at least three different references from current evidence-based literature. | Points Range: 45 (45%) – 50 (50%)
The response clearly, thoroughly, and accurately formulates a different diagnosis of five possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature. |
Points Range: 39 (39%) – 44 (44%)
The response accurately formulates a different diagnosis of three to five possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained accurately using at least three different references from current evidence-based literature. |
Points Range: 33 (33%) – 38 (38%)
The response vaguely or with some inaccuracy formulates a different diagnosis of three possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained vaguely and with some inaccuracy using three different references from current evidence-based literature. |
Points Range: 0 (0%) – 32 (32%)
The response formulates inaccurately, incompletely, or is missing a different diagnosis of possible considerations for the skin graphic, with two or fewer possible considerations provided. The response vaguely, inaccurately, or incompletely determines the most likely correct diagnosis with reasoning that is missing or explained using two or fewer different references from current evidence-based literature. |
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Written Expression and Formatting – Paragraph Development and Organization: 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. |
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
Points Range: 3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. |
Points Range: 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
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Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
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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. | Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
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Total Points: 100 | |||||
Name: NURS_6512_Week_3_Assignment_1_Rubric
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Week 3 Assignment 1
assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children
Colonoscopy is an essential procedure that evaluates the colon mucosa for cancer, adenomas, and inflammation. The purpose of this paper is to outline the function of colonoscopy, the procedure followed when using colonoscopy, and the information generated. The paper will also outline the validity, reliability, sensitivity, and positive predictive values of colonoscopy.
Colonoscopy in Healthcare
Colonoscopy acts as a diagnostic, elective, and therapeutic tool within healthcare settings. It is executed using a colonoscope, a hand-held flexible tube-like tool with a high-definition camera at the tip (Saito et al., 2021). The colonoscope also constitutes accessory channels that help in the insertion and fluids to cleanse the colonic mucosa and the colonoscope lens. The camera project visual data on a screen that shows abnormalities and overgrowth of the colonic wall. The data also helps in evaluating, biopsy, and removal of mucosal lesions using the accessory channels.
Colonoscopy Purpose
Colonoscopy is indicated for various reasons. First, it is used for screening colonoscopies to assess for colorectal cancer in patients at high risks like those with a history of inflammatory bowel disease, hereditary polyposis, a family history of colorectal cancer at age <60 years, and surveillance after resection of colorectal cancer (Saito et al., 2021). Healthcare guidelines recommend starting the screening at age 45 and after every 10 years.
As an elective procedure, colonoscopy evaluates symptoms like inexplicable changes in bowel habits, inflammatory colitis, GI bleeding, weight loss among the geriatrics, persistent abdominal pain, and iron deficiency anemia (Saito et al., 2021). Therapeutically, colonoscopy helps with excision and ablation of lesions, removal of foreign bodies, stenosis dilation, palliative management of known neoplasms, and handling of bleeding lesions.
Colonoscopy Performance
Generally, colonoscopy can be performed in an outpatient center or within a hospital. The process duration ranges between 30 and 60 minutes. It begins with the insertion of an IV needle in the arm for pain medicine, anesthesia, or sedatives. These help to numb pain during the procedure. Once sedated, the patient then lies on a table and the colonoscope is inserted into the colon through the anus.
The scope inflates the large intestines with air for clarity as the camera sends a video image to a monitor (Saito et al., 2021). The scope is adjusted for clarity and better viewing. Once at the opening of the small intestines, the scope is withdrawn as the doctor inspects the lining of the large intestines again. The process looks for the presence of colon polyps and bowel cancer to address unexplained diarrhea, blood in the stool, and abdominal pain.
Reliability and Validity of Colonoscopy
Colonoscopy remains the gold standard for colon detection despite the emergence of new screening methods. It is safe and accurate since Mack et al. (2022) explain that it yields a 94% accuracy rate in both outpatient facilities and hospitals (Mack et al., 2022). Due to its high accuracy, experts recommend a baseline colonoscopy at age 50 and a repeat of the exam every 10 years. Colonoscopy is a reliable test because it reduces the risk of colorectal cancer by 72% and reduces mortality rates by 81% (Pilonis et al., 2020). With a high accuracy rate and higher positive outcomes,