Assessment and Diagnostic Reasoning Discussion

Assessment and Diagnostic Reasoning Discussion

Assessment and Diagnostic Reasoning Discussion

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT : Assessment and Diagnostic Reasoning Discussion

Question Description


RE: Discussion – Week 1 Main Post

Please respond to my classmates question with 2 paragraphs. 4-5 sentences each paragraph. Apa format. with 3 references no more than 5 years old .

Advanced Health Assessment and Diagnostic Reasoning: NURS-6512

May 31, 2017

Building a Comprehensive Health History

Scenario: Pre-school aged white female living in a rural community

Techniques in Interviewing

When interviewing and communicating with a child, it is critical to make the setting for the exam in a comfortable and friendly environment. Putting oneself at the level of the children and using terms that the child would understand is critical to discover and identify risks. The use of play is helpful with this age group. A practitioner would typically incorporate an adult (the parent or legal guardian) with the interview as children are not considered reliable or dependable reporters until the age of seven. Creating a safe and positive experience for a pre-school age child is critical. This may mean interviewing the child while sitting on a parent’s lap or using play to identify developmental milestones. By using play, the practitioner can evaluate musculoskeletal, neurological, developmental, bonding between the parent and child, and decreases a child’s apprehension with the practitioner wants to complete the hands-on portion of the exam (Ball, Dains, Flynn, Solomon & Stewart, 2015).

Risk Assessment Instrument

I would use the ages and stages assessment tool provided by the American Academy of Pediatrics to evaluate for possible risk factors. The ASQ-3 and the ASQ- SE takes into consideration age, gender, and formulates strengths and areas of growth for children. This type of assessment tool is best used if taken at the beginning or before a well-child visit so the practitioner can review and identify key points. See website below for more information: (Marks, 2013).

Five Target Questions

Given the patient’s age and history, I would focus on asking these five questions with follow-up education on recommendations or possible troubleshooting for potential issues.

1. Safety – Does the patient ride in a car seat and if so what kind? Does the patient wear a helmet when riding a bike or tricycle? Do you have a swimming pool and if so what safety measure are you taking?

2. Nutrition – What type of diet and appetite does the child have and how are you promoting quality food?

3. Hygiene – Is the patient brushing their teeth? Is the patient toilet trained?

4. Screen Time – Are you controlling screen time and setting limits?

5. School readiness – What is the child’s attention span and pre-school readiness?

By addressing these five target areas, a practitioner can gauge the health and wellness, safety, nutrition, development and even independence of the child (Sullivan, 2012).


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.

Marks, K. (2013). Early Intervention Assembly: Implementing the ASQ-3 ™ & ASQ-SE in a Medical Home Setting. Retrieved from:
Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Get a 10 % discount on an order above $ 50
Use the following coupon code :
Order Now

The post Assessment and Diagnostic Reasoning Discussion appeared first on Savvy Essay Writers.