Building a comprehensive health history
Order Instructions:
Take the role of a clinician who is building a health history for one of the following new patients.
pre-school aged white female living in a rural community
With the information presented in chapter 1 of Ball et al. 2015) do the following:
1) How would your communication and interview techniques for building a health history differ with each patient?
2) How might you target your questions for building a health history based on the patient’s age, gender, ethnicity, or environment?
3) What risk assessment instruments would be appropriate to use with each patient?
4) What questions would you ask each patient to assess his or her health risks?
5) focus your discussion on patient above (pre-school aged white female in rural community)
6) Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
7) Select one to the risk assessment instruments presented in chapter one or 26 of the course text, or another tool with which you are familiar, related to selected patient.
8) Develop at least 5 targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.
***ONE REFERENCE HAS TO BE THIS ONE AND YOU MAY SELECT 2 MORE*********
1) Ball, J.W., Dains, J.E., Flynn, J.A., Solomon,B.S., & Stewart, R.W. (2015). Seidel’s gude to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
SAMPLE ANSWER
Building a comprehensive health history
The interview technique and communication will be selected cautiously because the patient is a child and from rural community. The interview technique applied is oral interview skills using open-ended communication. Additionally, purposeful silence, and active listening will be applied. This will help building a trustful patient-physician relation, thereby improving communication. The target questions will be assessed to avoid misinterpretation and miscommunication especially when dealing with concepts such as the patient age, gender, ethnic background and the environment. These include patient’s age, gender, medical history and their environment (Ball et al., 2015).
The risk assessment instruments that is appropriate for this patient is the AHRQ clinical care tools, particularly the Put Prevention into Practice (PPIP). This tool is chosen because it captures patient’s experiences as well as their lifestyles. This facilitates the assessment of the patient’s health condition. The five-targeted questions for this patient (pre-school aged white woman from a rural community) will mainly be addressed to the parent, as the child cannot express herself appropriately (Keeton, Soleimanpour, & Brindis, 2012). These include;
- What are the child’s name, age, and ethnic background?
- What are your child’s basic meals?
- Is the child exposed to smoking?
- Has the parent noticed any lost of interest to things that the child enjoyed in the recent past?
- Has the child been hospitalized for any health reasons in the last three months? Explain the reason.
From the analysis, the following potential health related risk factors are identified; the first risk factor is obesity. The child is lives a sedentary life, and her diet is mainly fast food with high fat content. The child is also likely to suffer from respiratory disorders and cardiovascular disorders such as asthma and hypertension respectively.
References
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon,B.S., & Stewart, R.W. (2015). Seidel’s gude to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Keeton, V., Soleimanpour, S., & Brindis, C. (2012). School-Based Health Centers in an Era of Health Care Reform: Building on History. Current Problems In Pediatric And Adolescent Health Care, 42(6), 132-156. https://www.doi:10.1016/j.cppeds.2012.03.002
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