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RESPONSE

Respond to a colleague who selected a different patient than you, using one or more of the following approaches:

1.Share additional interview and communication techniques that could be effective with your colleague’s selected patient.

2.Suggest additional health-related risks that might be considered.

3.Validate an idea with your own experience and additional research.

(2 paragraphs/2 sources)

POST

Building an individual’s comprehensive health history is one of the core competency of Advanced Practice Registered Nurses (APRNs) as a role. A comprehensive health assessments of both a healthy history and physical examination is performed by health care professional to collect holistic subjective and objective data which will assist in making a professional judgements related to patients. Therefore, a good history of a patient requires effective communication and interview to provide an insight that supports decision making (Ball, Dains, Flynn, Solomon, & Stewart, 2019; Laureate Education, 2019). This discussion will focus on building a health history for an adolescent Hispanic/Latino boy living in a middle-class suburb. It will describe interview and communication techniques to utilize for this patient as well as the reason for choosing the techniques. It will identify a risk assessment instrument, as well as justify why it would apply to this patient. Finally, it will provide at least five targeted questions to ask the patient in the process of building his health history.

Interview and Communication Techniques

This discussion focuses on the adolescent Hispanic/Latino boy living in a middle-class suburb setting. The interview and communication techniques is to get more information from the patient and should involve treating the patient with respect, listen actively and steer conversation towards health issues needed to be assessed at that time. Research has shown that teenagers want their physicians to ask questions, while communicating respect and trust for their confidentiality (Wu & Orlando, 2015). I will start by introducing myself to the patient, explain my role as a nurse practitioner and address the patient properly. Also, I will leave it optional for patient to decide if he wants his parents in the room and explain to the parents the role of the APRNs as an information resources for their children. This is because adolescents may not be comfortable explaining any risk behaviors in the presences of their parents. Moreover, it is imperative that I explain to the patient why I ask any personal or behavioral question because adolescent worry most about their physical parts or are embarrassed and might not cooperative fully in the history taking. Since adolescent are very sensitive, I will use open-ended question and approach delicate issues with care by controlling my facial expression and not being judgmental. Also, including family history as part of routine health care interactions for clinical decision making and preventive services is necessary (Lushniak, 2015). Finally, I will focus on the issue or the chief complaint that brought the patient seeking health care.

Risk Assessment Instrument

According to Wu and Orlando (2015), health risk assessments provide an opportunity to emphasize health promotion and disease prevention for individuals and population. The risk assessment tool I would utilize for the selected patient is the Rapid Assessment for Adolescent Preventive Services (RAAPS) because most health problems among adolescents are due to risky behavior rather than biological dysfunction. The RAAPS screening tool was developed to identify adolescent risk behaviors. It helps assess and identify social, emotional, and behavioral problems, which are common in this age group, and could lead to high morbidity and mortality rate. Health practitioners could miss detecting harms, which could develop into serious problems in later years, so RAAPS provide a more modernized assessment to help providers address key adolescent risk behaviors in time and easy to use efficiently. Early identification of these problems will help prevent future problems (Ball et al., 2019; Salerno, Marshall & Picken, n.d.).

Targeted Questions

I would utilize these targeted questions to build a health history for the selected patient (Centers for Disease Control and Prevention [CDC], 2019; Salerno, Marshall & Picken, n.d.).

Briefly describe the problem you seek help for?

Are you engaged in an unprotected sex?

What activities do you enjoy successfully?

Who are some of the influential and supportive people?

Do you currently drink alcohol or smoke?

Conclusion

Addressing these five questions would help the practitioner identify behaviors, as well as emotional and social issues that could negatively affect the adolescence when he is older. Also, with a good history taking and building health relationship, it will provide an excellent opportunity for health teaching and learning. For example, learning about their ever-changing bodies. Early identification of a problem is crucial to preventing serious health issues (Ball et al., 2019; CDC, 2019).

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to

physical examination: An international approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Centers for Disease Control and Prevention (CDC). (2019). Developmental monitoring and

screening for health professionals. Retrieved from www.cdc.gov

Laureate Education (Producer). (2019). The role of a comprehensive health history [Video file]. Baltimore, MD: Author.

Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3.

Salerno, J., Marshall, V. D., & Picken, E. B. (n.d.). Validity and reliability of the rapid assessment for adolescent preventive services adolescent health risk assessment. Journal of Adolescent Health, 50(6), 595-599. https://doi-org.ezp.waldenulibrary.org/10.1016/j.jadohealth.2011.10.015

Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508-513.

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