Week- Health and Health Promotion

Much like archaeologists sift through sand to identify artifacts of interest, nurse practitioners must devote time and effort to interviewing patients, sifting through facts to identify relevant information that can be pieced together to create a relevant patient history. These efforts have their own unique challenges and approaches based on the characteristics of the patient, including sex, age, culture, and more.

Female patient interviews have their own unique characteristics. Sensitive matters related to sexual health, physical and/or emotional abuse, pregnancy, menstruation, and other topics may leave patients uncomfortable and create challenges to productive conversations.

For this week, you will examine the role of the patient interview in health promotion. You also will practice approaches to building a patient history by interviewing a volunteer by creating a script which you use to conduct a mock patient interview with the volunteer.

Learning Objectives

Students will:

  • Analyze professional interests of study
  • Analyze the different roles related to the a CRNP (certified registered nurse practitioner), a CNM (certified nurse midwife), and a PA (Physician Assistant)
  • Create scripts for taking a health history to include difficult questions
  • Develop patient health histories related to difficult questions

*These Learning Objectives are introduced this week and assessed in Week 2.

Learning Resources

 

Required Readings (click to expand/reduce)

 

Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning.

·         Chapter 1, “A Feminist Perspective of Women’s Health” (pp. 3–10)

·         Chapter 3,” Women’s Growth and Development Across the Life Spans) pp. 39–49)

·         Chapter 4, “Using Evidence to Support Clinical Practice” (pp. 55–69)

·         Chapter 5, “Health Promotion” (pp. 75–86)

·         Chapter 7, “Gynecologic History and Physical Examination” (pp. 99–124) 

·         Chapter 11, “Gynecologic Health Care for Lesbian, Bisexual, Queer Women, and Transgender and Nonbinary Individuals” (pp. 173–210)

Guideline Resources

 

American Nurses Association (ANA). (n.d.). Scope of practice. https://www.nursingworld.org/practice-policy/scope-of-practice/

 

American College of Obstetricians and Gynecologists. (2020). Well-woman visit (Number 755) [Committee Opinion]. https://www.acog.org/clinical/clinical-guidance/committee-opinion/articles/2018/10/well-woman-visit

 

American Society for Colposcopy and Cervical Pathology (ASCCP). (2014). Algorithms: Updated consensus guidelines for managing abnormal cervical cancer screening tests and cancer precursors. https://www.asccp.org/Guidelines

 

Competency Resources 

 

The National Organization of Nurse Practitioner Faculties (NONPF). (2017). Nurse Practitioner Core Competencies Content. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf

 

American Academy of Physician Assistants (AAPA) (2013). Competencies for the Physician Assistant Profession. https://www.aapa.org/wp-content/uploads/2017/02/PA-Competencies-updated.pdf

 

Ethics Resources

 

American Nurses Association (ANA). (n.d.). View the code of ethics for nurses with interpretive statements. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/

 

 

Keuroghlian, A. S., Ard, K. L., & Makadon, H. J. (2017). Advancing health equity for lesbian, gay, bisexual and transgender (LGBT) people through sexual health education and LGBT-affirming health care environments. Sexual Health, 14, 119–122. https://doi.org/10.1071/SH16145

 

 

Fredriksen-Goldsen, K. I., Hoy-Ellis, C. P., Goldsen, J., Emlet, C. A., & R, N., Hooyman. (2014). Creating a vision for the future: Key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services. Journal of Gerontologic Social Work, 57(0), 80–107. https://doi.org/10.1080/01634372.2014.890690

 

Discussion: Different Roles of the Nurse Practitioner

The term ‘history” is broad in meaning. Within that broad framework archeologists tend to focus their careers on various specialties and areas of interest, such as specific historical eras or geographical areas.

So it is with nurses. Within the broad framework of healthcare, nurse practitioners focus their careers on various roles. These roles may in part be based on narrower areas of interest such as women’s health. Careers also focus on selected technical nursing specialties.

 

Photo Credit: Getty Images/Blend Images

For this Discussion, you will explore your professional interests and those interests are addressed in specific guidelines and competencies. You also examine the different nurse practitioner roles related to women’s health and how these roles might impact the way you work.

To prepare:

  • Review the modular structure of this course and reflect on how each module defines the specific skills needed as an advanced Nurse Practitioner (NP). 
  • Review the ANA guidelines, NP competencies, and the Ethic resources found in this week’s Learning Resources and consider how they impact the work of the NP.

 

RUBIC

me: NRNP_6552_Week1_Discussion_Rubric

 

·         Grid View

 

Excellent Point range: 90–100

Good Point range: 80–89

Fair Point range: 70–79

Poor Point range: 0–69

Main Posting: Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least 3 current credible sources.

35 (35%) – 39 (39%)

Responds to most of the discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least 3 credible references.

31 (31%) – 34 (34%)

Responds to some of the discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with fewer than 2 credible references.

0 (0%) – 30 (30%)

Does not respond to the discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only 1 or no credible references.

Main Posting: Writing

6 (6%) – 6 (6%)

Written clearly and concisely. Contains no grammatical or spelling errors. Further adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Main Posting: Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation. Posts main discussion by due date.

8 (8%) – 8 (8%)

Posts main discussion by due date. Meets requirements for full participation.

7 (7%) – 7 (7%)

Posts main discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation. Does not post main discussion by due date.

First Response: Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic, may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

First Response: Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English.

4 (4%) – 4 (4%)

Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.

First Response: Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation. Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation. Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

2 (2%) – 2 (2%)

Does not meet requirements for full participation. Does not post by due date.

Second Response: Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic, may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

Second Response: Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English.

4 (4%) – 4 (4%)

Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.

Second Response: Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation. Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation. Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation. Does not post by due date.

Total Points: 100

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