Assessment Tools And Diagnostic Tests In Adults And Children Case Study Assignment

 Assessment Tools And Diagnostic Tests In Adults And Children Case Study Assignment

 Assessment Tools And Diagnostic Tests In Adults And Children Case Study Assignment

            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.’ 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). 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.

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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

1. What is your daughter’s opinion on her body image, based on how she talks about her body weight when at home?
2. Please describe the eating habits of your daughter when at home, in terms of how frequently she eats healthy foods, and in what quantities?
3. 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

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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.

Photo Credit: Getty Images/Hero Images
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.
o 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.
o 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.
o What is its purpose?
o How is it conducted?
o 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.

CASE STUDY IS OPTION 2:
25 year old Caucasian underweight female college student with anxiety who lives in a dorm with her normal weight roommate

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 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. (2021, April 9). Childhood overweight & obesity. 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.

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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.

Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.

Nyante, S. J., Benefield, T. S., Kuzmiak, C. M., Earnhardt, K., Pritchard, M., & Henderson, L. M. (2021). Population‐level impact of coronavirus disease 2019 on breast cancer screening and diagnostic procedures. Cancer, 127(12), 2111–2121. https://doi.org/10.1002/cncr.33460

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:

Shadow Health. (2021). Welcome to your introduction to Shadow Health. https://link.shadowhealth.com/Student-Orientation-Video

Shadow Health. (n.d.). Shadow Health help desk. Retrieved from https://support.shadowhealth.com/hc/en-us

Shadow Health. (2021). Walden University quick start guide: NURS 6512 NP students. https://link.shadowhealth.com/Walden-NURS-6512-Student-Guide

Document: Shadow Health Nursing Documentation Tutorial (Word document)

Optional Resource
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2020). DeGowin’s diagnostic examination (11th ed.). New York, NY: McGraw Hill Medical.
• Chapter 3, “The Screening Physical 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
Assessment Tool, Diagnostics, Growth, Measurements, and Nutrition in Adults and Children – Week 3 (11m)
Accessible player

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RUBRIC: PLEASE USE THIS RUBRIC FOR THE PAPER:

Excellent Good Fair Poor
In 3–4 pages, address the following:

An explanation of the health issues and risks that are relevant to the child you were assigned. 20 (20%) – 25 (25%)
The response clearly, accurately, and in detail explains the relevant health issues and risks for the assigned child. 19 (19%) – 24 (24%)
The response accurately explains the relevant health issues and risks for the assigned child. 18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy explains the relevant health issues and risks for the assigned child. 0 (0%) – 17 (17%)
The response is inaccurate and/or missing explanations of the relevant health issues and risks for the assigned child.
Describe additional information you would need in order to further assess his or her weight-related health. 20 (20%) – 25 (25%)
The response clearly and accurately describes detailed additional information needed to further assess the child’s weight-related health. 19 (19%) – 24 (24%)
The response accurately describes additional information needed to further assess the child’s weight-related health. 18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy describes additional information needed to further assess the child’s weight-related health. 0 (0%) – 17 (17%)
The response is inaccurate and/or missing a description of additional information needed to further assess the child’s 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. 18 (18%) – 20 (20%)
The response clearly and accurately identifies and describes in detail any risks to the child’s health. The response clearly and accurately identifies and describes in detail further information needed to gain a full understanding of the child’s health, with a detailed explanation of how to gather that information in a way that is sensitive to the child. 16 (16%) – 17 (17%)
The response accurately identifies and describes any risks to the child’s health. The response accurately identifies and describes further information needed to gain a full understanding of the child’s health, with a clear explanation of how to gather that information in a way that is sensitive to the child. 14 (14%) – 14 (14%)
The response vaguely and with some inaccuracy identifies and describes any risks to the child’s health. The response vaguely identifies and describes further information needed to gain a full understanding of the child’s health, with a vague explanation of how to gather that information in a way that is sensitive to the child. 0 (0%) – 13 (13%)
The response identifies inaccurately and/or is missing descriptions of any risks to the child’s health. The response identifies inaccurately and/or is missing descriptions of further information needed to gain a full understanding of the child’s health, with an inadequate or missing explanation of how to gather that information in a way that is sensitive to the child.
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. 10 (10%) – 10 (10%)
The response clearly and accurately lists three or more specific questions that would gather more information about the child. Specific questions are carefully worded to clearly demonstrate sensitivity to the parent(s) or caregiver(s) of the child. 9 (9%) – 9 (9%)
The response lists three specific questions that would gather more information about the child. Specific questions are worded to demonstrate sensitivity to the parent(s) or caregiver(s) of the child. 8 (8%) – 8 (8%)
The response lists three questions with wording that is vague and lacking specificity for gathering more information about the child. Some wording of the questions lacks sensitivity to the parent(s) or caregiver(s) of the child. 0 (0%) – 7 (7%)
The response lists two or fewer confusing or inadequate questions, or is missing questions, for gathering more information about the child. Wording of questions provided lacks sensitivity to the parent(s) or caregiver(s) of the child.
Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. 5 (5%) – 5 (5%)
The response clearly describes two or more detailed strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. 4 (4%) – 4 (4%)
The response describes at least two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. 3 (3%) – 3 (3%)
The response vaguely describes two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. 0 (0%) – 2 (2%)
The response inadequately describes one strategy or is missing strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight.
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. 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. 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. 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. 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.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
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. 5 (5%) – 5 (5%)
Uses correct APA format with no errors. 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.