Cheap essays, research papers, dissertations.NURS 6512 Week 1: Building a Comprehensive Health History
Sample Answer for NURS 6512 Week 1: Building a Comprehensive Health History Included After Question
According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a health care setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.
The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.
This week, you will consider how factors such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how these factors influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.
Learning Objectives
Students will:
Analyze communication techniques used to obtain patients’ health histories based upon age, gender, ethnicity, or environmental setting
Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
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NURS 6512 Week 1: Building a Comprehensive Health History
Learning Resources
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. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 1, “The History and Interviewing Process” (pp. 1–21)
This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.
Chapter 26, “Recording Information” (pp. 616–631)
This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
Chapter 1, “Medicolegal Principles of Documentation” (pp. 1–14 and abbreviations, pp. 19)
Chapter 2, “The Comprehensive History and Physical Exam” (pp. 23-32)
Note about Uploading Media:
Please refer to the Kaltura Media Uploader page located in the course navigation menu.. The documents on this page provide guidance on how to upload media for your Health Assessment Videos assignments for this course.
Deck, L., Akker, M., Daniels, L., DeJonge, E. T., Bulens, P., Tjan-Heijnen, V., L Van Abbema, D. & Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: results of a cohort study. BMC Family Practice, 16(30), 1–12. doi 10.1186/s12875-015-0241-x. Retrieved from http://bmcfampract.biomedcentral.com/articles/10.1186/s12875-015-0241-x
Wu, R. R. & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Post Grad Medical Journal, 91 (1079), 508–513. doi:10.1136/postgradmedj-2014-133195. Retrieved from http://pmj.bmj.com/content/91/1079/508
Lushniak, B. D. (2015). Surgeon General’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, 130(1), 3–5. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4245280/
Jardim. T. V., Sousa, A., Povoa, T., Barroso, W., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Family Practice, 15(1111), 1–7. doi 10.1186/s12889-015-2477-8. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4642770/
Optional Resources
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw- Hill Medical.
Chapter 2, “History Taking and the Medical Record” (pp. 15–33)
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for one of the following new patients:
76-year-old Black/African-American male with disabilities living in an urban setting
Adolescent Hispanic/Latino boy living in a middle-class suburb
55-year-old Asian female living in a high-density poverty housing complex
Pre-school aged white female living in a rural community
16-year-old white pregnant teenager living in an inner-city neighborhood
To prepare:
With the information presented in Chapter 1 in mind, consider the following:
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s age, gender, ethnicity, or environment?
What risk assessment instruments would be appropriate to use with each patient?
What questions would you ask each patient to assess his or her health risks?
Select one patient from the list above on which to focus for this Discussion.
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 26 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
By Day 3
Post a description of the interview and communication techniques you would use with your selected patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected a different patient than you, using one or more of the following approaches:
Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
Suggest additional health-related risks that might be considered.
Validate an idea with your own experience and additional research.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 1 Discussion
Looking Ahead: Physical Health Assessment Videos
This course requires that you demonstrate proficiency in conducting physical health assessments, including a health history and a head-to-toe physical examination. You will demonstrate this proficiency by videotaping yourself as you perform the assessments. You will need to have access to a video recorder to capture the required physical health assessments on video. Additionally, you will need to obtain the necessary equipment required to perform these physical health assessments, including a stethoscope, an otoscope, an ophthalmoscope, a pocket eye chart, a tape measure, a reflex hammer and tuning forks (Frequency of 500-1000Hz to be used). All of the required equipment must be used in order to pass the video and you must pass each video with a score >69.5% in order to pass the course. You will also need to have a volunteer to act as your “patient” for each physical assessment. Your volunteer patient must be over 18 years of age, non-pregnant, and willing to be available for the entire video session. Each volunteer must sign the Video Release Form located on the Kaltura Media Uploader page located in the course navigation menu. The signed form must be faxed to the following toll-free number prior to recording each Video Assignment: 888–546–7564. Note: You may use the same volunteer for each video if appropriate.
Throughout this course, you will create and submit three physical health assessment videos.
Week 3: Health History
In Week 3, you will videotape yourself collecting a “patient’s” health history. This video is due by Day 7 of Week 4.
Week 8: Skin, Hair, and Nails and HEENT Assessment
By Day 7 of Week 8, you will create and submit a video of yourself conducting a Skin, Hair, and Nails and HEENT assessment
Week 10: Head-To-Toe Physical Assessment
By Day 7 of Week 10, you will create and submit a video of yourself conducting a head-to-toe physical exam.
Submitting Your Videos
All videos will be submitted through the weekly assignment submission area using the Kaltura Media option available via the mashup tool. Refer to the Kaltura Media Uploader page in the course navigation menu for more information about uploading media for assignments.
Note: Although you will only film and submit the health history, partial physical exam, and head-to-toe physical exam video assessments in Weeks 4, 8, and 10, respectively, it is highly recommended that you view each week’s media and practice performing the related health assessment on family members and/or patients. For example, in Week 7, you study the abdomen and gastrointestinal system. After watching the media assigned in that week’s Learning Resources, it is recommended that you practice conducting an abdominal examination.
To submit your completed Video Assignment(s), do the following:If you have not already done so, click on the Week 8 Assignment link. Once you have clicked on the link, click on the Write Submission button to turn on the Content Editor toolbar. Next, fill in the Submission field with any pertinent information. Attach your Assignment file by clicking on the Mashup button on the text editor menu bar and select Kaltura Media. Then find the media file you saved as “WK6Assgn+first initial+last name” and click on Open. Add any appropriate comments pertaining to your Assignment(s) in the Comments field. Be sure to attach all your video assignments. Finally, click on the Submit button to turn in your Assignment(s) for review.
For additional details on using the Kaltura Media mashup tool, please refer to the Kaltura Media Uploader page located in the course navigation menu.
A Sample Answer For the Assignment: NURS 6512 Week 1: Building a Comprehensive Health History
Title: NURS 6512 Week 1: Building a Comprehensive Health History
Week in Review
This week, you identified various communication techniques used to obtain important patient health histories. In addition, you applied patient interviewing concepts, theories, and principles to retrieving and recording patient information.
Next week, you will explore various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.
Interview and Communication Techniques
During the interview of a 16-year-old white pregnant teenager living in an inner-city neighborhood, the techniques to build a health history should be thoughtfully and compassionately carried out. Firstly, it is recommended during any interview that it take place in a comfortable setting. It is advisable to stray away from equipment or desks/tables unintentionally creating a barrier between the provider and the patient. The provider should sit eye level with the patient, relaxed, with a calm tone of voice. These techniques will help the provider establish a relationship with the patient; gaining the patient’s trust, thus obtaining an accurate and thorough health history (Ball, Dains, Flynn, Solomon, & Stewart, 2015).
Secondly, the patient is an adolescent still. When the provider introduces him/herself to the patient, anyone accompanying the patient should also be identified and addressed by name. If there is a parent with the patient, the provider should learn the parent’s name and involve the parent. However, a patient over the age of seven can typically be a dependable reporter for health information and the patient should be allowed confidentiality and privacy. Adolescents may be reluctant to disclose certain information in front of a parent and wish to speak with the provider privately. It is important to honor these wishes yet involve the parent and the patient’s support system in the patient’s care. Despite the pregnancy, this patient still can struggle with normal adolescent behaviors and experiences in which risk factors such as poor self-esteem and peer pressure must also be recognized. It is important to incorporate these techniques into practice so that these risk factors can be identified and help and prevention measures provided (Ball et al., 2015).
Thirdly, although an adolescent, this patient is pregnant. Obtaining her health history regarding her pregnancy, any problems or complications thus far, menstrual and gynecologic history, and family history of genetic conditions or pregnancy related complications is vital. This helps provide a direction for the appointment and future appointments, as well as identification of any health risks currently or potentially in the future (Ball et al., 2015). Medical conditions such as diabetes or cardiac problems, risks for preterm labor, being pregnant with multiples, or any condition or issue which classifies the pregnancy as high risk, may prompt the need for a provider who cares for high-risk pregnancies (Fuentes, 2018). Again, while obtaining her health history removal of any physical barriers such as electronic devices will help the patient feel more comfortable during the appointment, especially when talking about any sensitive issues or concerns (Ball et al., 2015).
Risk Assessment Tool
A risk assessment screening tool that could be utilized during the interview process with this patient would include the HITS screening tool for domestic violence. The HITS screening tool includes questions for the patient, which asks if her partner has physically hurt her, insulted or belittled her, threatened her, or screamed at her in the past year (Ball et al., 2015). As a 16-year-old, female gender, and pregnant, this patient is at an increased risk for intimate partner violence (IPV). Intimate partner violence can have a significant consequence on an individual’s health. These negative health risks can include chronic, acute, or fatal effects. In regards to this particular patient’s pregnant health status, some negative health consequences can include an unintended or unwanted pregnancy, pregnancy complications, or miscarriage or abortion. Additionally, this patient is at risk for sexually transmitted infections (STIs), sexual dysfunction, vaginal bleeding, vaginal or pelvic infections, multiple sexual partners, are at increased risk of having abusive partners in the future, and less likely to use contraception (World Health Organization, 2012). It is imperative to ask questions when building a health history in order to assess the patient’s health risks. Five questions that could be asked of this patient include:
“Have you been hit, kicked, punched, or otherwise hurt by someone within the past year?”
“Do you feel safe at home or in your current relationship?”
“Did you want to, or were you forced or talked into having sex?”
“Is alcohol or drugs part of the problem?”
“Has it gotten worse lately?”
Answering “yes” to any of these questions warrants further evaluation (Ball et al., 2015).
References
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidel’s
guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Fuentes, A. (2018). Medical care during pregnancy. KidsHealth. Retrieved from
https://kidshealth.org/en/parents/medical-care-pregnancy.html
World Health Organization. (2012). Understanding and addressing violence against
women: Health consequences. Retrieved from http://apps.who.int/iris/bitstream/handle/10665/77431/WHO_RHR_12.43_eng.pdf;jsessionid=9B21862A7D4A6F36422173D14595A05E?sequence=1
A Sample Answer 2 For the Assignment: NURS 6512 Week 1: Building a Comprehensive Health History
Title: NURS 6512 Week 1: Building a Comprehensive Health History
Scenario: 76-year-old Black/African-American male with disabilities living in an urban setting
A Description of the Interview and Communication Techniques for this Patient
According to Ball, Dains, Flynn, Soloman, and Stewart (2015), the first meeting of a patient and a clinician sets the tone of the relationship between the two individuals regardless of other dynamics. However, seeing that this is an elderly patient consideration of cognitive disabilities such as limited vision, hearing loss, and possible deterioration of comprehension skills should be taken into consideration (Ball, Dains, Flynn, Soloman & Stewart, 2015). Sensory loss can make communication and the interview process rather difficult and tedious leading to a mislay of the major reason for the initial visit (Deck et al., 2015). The interview setting would be a quiet room, face to face communication, speaking slowly, clearly, using simple terms with a possible close family member for history assistance. The comprehensive geriatric assessment (CGA) too, would be utilized that give a structured approach to identify, prioritize and manage the disease processes and therapeutic interventions of the elderly (Seematter-Bagnoud & Büla, 2018).
Explain, Identify, and Justify the Risk Assesment Instrument and Why it Applies to the Chosen Patient
When using CGA, the clinician screens the patient for functional impairment asking questions regarding activities of daily living (ADL’s) such as bathing, dressing, toileting, transferring, continence, eating, preparing meals, medication distribution, and transportation (Seematter-Bagnoud & Büla, 2018). A screening for depression and social isolation due to the significance for depressive disorders on 10-15% of older adults (Seematter-Bagnoud & Büla, 2018). A screening of cognitive impairment due to the prevalence of dementia in 5% of adults aged 65-70 to 30-40% in 90 years and older (Seematter-Bagnoud & Büla, 2018). A test called the Mini-Cog is used on these patients that is comprised of a three-word recall test within a clock drawing (Doerflinger, 2017). Impaired cognition is suspected when a patient is unable to recall any or either one or two words and must follow up with neuropsychological testing to rule out dementias or Alzheimers (Doerflinger, 2017). A screening for sensory impairments such as vision and hearing that can impact communication on specifically how to take a certain medication (Seematter-Bagnoud & Büla, 2018). Screenings for nutritional problems, where malnutrition can m be triggered by medications, chronic illness, socioeconomic and psychological issues (Seematter-Bagnoud & Büla, 2018). Finally, a fall risk assessment due to one in three persons 65 years and older falls every year with one in ten having significant debilitating injuries (Seematter-Bagnoud & Büla, 2018). The current patient is a prime candidate for this screening tool.
Five Targeted Risk Assessment Questions
1. Do you have difficulties with ADL’s? (ex. bathing, dressing, making meals, taking medications, transportation)
2. Can you recall three words in this clock drawing? (Mini-Cog Test)
3. In the past two weeks have you had little interest in doing things, feeling down, depressed, or hopeless?
4. How is your vision and hearing? (perform an Snellen eye chart trail and whisper in each ear)
5. How are your eating habits? Any unexplained weight loss? Do you shop for and prepare your own meals? (body mass index performed)
6. Do you have problems with your gait? Do your have stairs in your house? Do you walk with a walker or cane?
7. Who do you live with? Do you have someone to take care of you if you get sick? Who can make decisions for you is you were unable to?
Overall, the CGA assessment instrument focuses on function-related outcomes, underlying causes, and multiple chronic disorders in older people(Seematter-Bagnoud & Büla, 2018). CGA reduced disability, extended home-stay, and reduced the institutionalized rate by 20% when intitiated in community dwelling hospitalized older adults (Seematter-Bagnoud & Büla, 2018). CGA decreased the risk of hospital and nursing home admissions. Finally, for general practice physicians, withCGA medical problems were managed within 12 months of diagnosis which improved quality of care including reductions of falls and quality of life (Seematter-Bagnoud & Büla, 2018).
References
Ball, J. W., Dains, J, E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to
Physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Deck, L., Akker, M., Daniels, L., DeJonge, E. T., Bulens, P., Tjan-Heijnee, V., L Van
Abbema, D, & Buntinx, F, (2015). Geriatric screening tools are of limited value to
predict decline in functional status and quality of life: results of a cohort study. BMC
Family Practice, 16(30), 1-12. Doi 10.1186/s12875-015-0241-x. Retrieved from
http://bmcfampract.biomedcentral.com/articles/10.1186/s12875-015-0241-x
Doerflinger, D. C. (2017). ConsultGeri. Retrieved from https://consultgeri.org/
Seematter-Bagnoud, L., & Büla, C. (2018). Brief assessments and screening for geriatric
conditions in older primary care patients: a pragmatic approach. Public Health
Reviews, 39(1). doi:10.1186/s40985-018-0086-7
A Sample Answer 3 For the Assignment: NURS 6512 Week 1: Building a Comprehensive Health History
Title: NURS 6512 Week 1: Building a Comprehensive Health History
Building a Health History: 76-year-old Black/African-American male with disabilities living in an urban setting
As a clinician, it is crucial to utilize good communication tools in building the health history of my patient. The communication techniques that I will use while interviewing my client include providing clear responses, listening first before speaking, and asking engaging questions (Koo et al., 2016). The main interview technique that I will use is bridging which will help me keep the process on track.
For this patient who is living in an urban settlement, I will use the HomeSafety Self-Assessment Tool. This tool is essential in evaluating the several living conditions of older adults and find out if his home is a safe environment considering that he lives with disabilities (Buta et al., 2016). It is difficult for an individual to the age where the homes do not have the required features or even the homeowners have not been doing home maintenance. The tool is also essential since it helps in the identification of all the fall risk in a home environment that further results in improvement in home safety (Tomita et al., 2014).
The following are the questions that I will ask my client:
Do you have stairs in your home? If yes how do you manage to move around the house?
Whom do you live with?
Have you ever fallen while moving with your wheelchair?
Do you use any drugs? If yes, which ones?
Has your disability affected your life in any way? Do you usually need assistance in things like cooking or bathing?
Trust is usually an essential tool for a patient and a clinician. As a clinician, my main concern is the safety of my client that is why I need to know whom he lives with. Furthermore, I would evaluate activities of daily living which include feeding, bathing., or toileting. If the client lives with someone, then it makes it easier for him to engage in daily activities. However, it is a risk if he uses drugs of has ever fallen since it may result in the development of other health issues. Therefore, living with disabilities is difficult especially with an older adult, and that is the reason Home Safety Self-Assessment Tool-assisted in knowing the issues affecting my client.
Reference
Buta, B. J., Walston, J. D., Godino, J. G., Park, M., Kalyani, R. R., Xue, Q. L., … & Varadhan, R. (2016). Frailty assessment instruments: systematic characterization of the uses and contexts of highly-cited instruments. Ageing research reviews, 26, 53-61.
Koo, L. W., Horowitz, A. M., Radice, S. D., Wang, M. Q., & Kleinman, D. V. (2016). Nurse practitioners’ use of communication techniques: results of a Maryland Oral Health Literacy Survey. PloS one, 11(1), e0146545.
Tomita, M. R., Saharan, S., Rajendran, S., Nochajski, S. M., & Schweitzer, J. A. (2014). Psychometrics of the Home Safety Self-Assessment Tool (HSSAT) to prevent falls in community-dwelling older adults. American journal of occupational therapy, 68(6), 711-718.
A Sample Answer 4 For the Assignment: NURS 6512 Week 1: Building a Comprehensive Health History
Title: NURS 6512 Week 1: Building a Comprehensive Health History
Interview and Communication Techniques
During the interview of a 16-year-old white pregnant teenager living in an inner-city neighborhood, the techniques to build a health history should be thoughtfully and compassionately carried out. Firstly, it is recommended during any interview that it take place in a comfortable setting. It is advisable to stray away from equipment or desks/tables unintentionally creating a barrier between the provider and the patient. The provider should sit eye level with the patient, relaxed, with a calm tone of voice. These techniques will help the provider establish a relationship with the patient; gaining the patient’s trust, thus obtaining an accurate and thorough health history (Ball, Dains, Flynn, Solomon, & Stewart, 2015).
Secondly, the patient is an adolescent still. When the provider introduces him/herself to the patient, anyone accompanying the patient should also be identified and addressed by name. If there is a parent with the patient, the provider should learn the parent’s name and involve the parent. However, a patient over the age of seven can typically be a dependable reporter for health information and the patient should be allowed confidentiality and privacy. Adolescents may be reluctant to disclose certain information in front of a parent and wish to speak with the provider privately. It is important to honor these wishes yet involve the parent and the patient’s support system in the patient’s care. Despite the pregnancy, this patient still can struggle with normal adolescent behaviors and experiences in which risk factors such as poor self-esteem and peer pressure must also be recognized. It is important to incorporate these techniques into practice so that these risk factors can be identified and help and prevention measures provided (Ball et al., 2015).
Thirdly, although an adolescent, this patient is pregnant. Obtaining her health history regarding her pregnancy, any problems or complications thus far, menstrual and gynecologic history, and family history of genetic conditions or pregnancy related complications is vital. This helps provide a direction for the appointment and future appointments, as well as identification of any health risks currently or potentially in the future (Ball et al., 2015). Medical conditions such as diabetes or cardiac problems, risks for preterm labor, being pregnant with multiples, or any condition or issue which classifies the pregnancy as high risk, may prompt the need for a provider who cares for high-risk pregnancies (Fuentes, 2018). Again, while obtaining her health history removal of any physical barriers such as electronic devices will help the patient feel more comfortable during the appointment, especially when talking about any sensitive issues or concerns (Ball et al., 2015).
Risk Assessment Tool
A risk assessment screening tool that could be utilized during the interview process with this patient would include the HITS screening tool for domestic violence. The HITS screening tool includes questions for the patient, which asks if her partner has physically hurt her, insulted or belittled her, threatened her, or screamed at her in the past year (Ball et al., 2015). As a 16-year-old, female gender, and pregnant, this patient is at an increased risk for intimate partner violence (IPV). Intimate partner violence can have a significant consequence on an individual’s health. These negative health risks can include chronic, acute, or fatal effects. In regards to this particular patient’s pregnant health status, some negative health consequences can include an unintended or unwanted pregnancy, pregnancy complications, or miscarriage or abortion. Additionally, this patient is at risk for sexually transmitted infections (STIs), sexual dysfunction, vaginal bleeding, vaginal or pelvic infections, multiple sexual partners, are at increased risk of having abusive partners in the future, and less likely to use contraception (World Health Organization, 2012). It is imperative to ask questions when building a health history in order to assess the patient’s health risks. Five questions that could be asked of this patient include:
“Have you been hit, kicked, punched, or otherwise hurt by someone within the past year?”
“Do you feel safe at home or in your current relationship?”
“Did you want to, or were you forced or talked into having sex?”
“Is alcohol or drugs part of the problem?”
“Has it gotten worse lately?”
Answering “yes” to any of these questions warrants further evaluation (Ball et al., 2015).
References
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2015). Seidel’s
guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Fuentes, A. (2018). Medical care during pregnancy. KidsHealth. Retrieved from
https://kidshealth.org/en/parents/medical-care-pregnancy.html
World Health Organization. (2012). Understanding and addressing violence against
women: Health consequen
