Assessment Tools And Diagnostic Tests In Adults And Children

Assessment Tools And Diagnostic Tests In Adults And Children

Assessment Tools And Diagnostic Tests In Adults And Children

Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

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.

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.

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                                                     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, Diagnostic Tests, or Child Health Case. Based on the Assignment      option assigned to you, your Instructor will also assign you assessment      tools or diagnostic tests to apply to either an adult or the child health      example assigned to you. 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 : Adult Assessment Tools or Diagnostic Tests: Rapid strep testing in children

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.

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.

NOTE: THIS IS THE BOOK LINK:

https://www.sendspace.com/file/wd7quh

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Required Readings

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. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.032e1af6f8c54862844d6d418ea62855&site=eds-live&scope=site

Note: You will access this article from the Walden Library databases.

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.

Note: You will access this article from the Walden Library databases.

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.

Note: You will access this article from the Walden Library databases.

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)