Health Assessment Of A Client Essay

A study of Black AYA concluded that they rated providers’ characteristics as more important than confidentiality when they sought STI care and treatment. The specific attributes listed by Black AYA were that providers 1) indicated exactly what the medical issue was; 2) answered AYA’ questions about STIs; 3) were knowledgeable about AYA health concerns; and 4) explained everything they did during a physical exam (Lane et al.,

The purpose of this essay is to define public health and compare it to personal health, also a discussion of benefits and disadvantages of public health. The following questions will also be answered: What are the benefits of public health assessments? What are the disadvantages, if any? Give an example of a potential conflict within the community that could arise as a result of public health assessments. How can public health advocates and policy makers prevent and/or manage such a conflict? How can public health assessments be used to form public policy? Additionally, this paper will debate the how the community has or will be affected by the smoking in public places laws.

This essay provides a written account of the holistic assessment used when admitting a patient onto a respiratory ward. A brief outline is also included of the processes involved together with the resources used for collating information. Using the Roper, Logan and Tierney activities of daily living (ADL’s), eating and drinking, has been identified as one goal of nursing care. A short reflection has also been included based on experiences gained on a first clinical placement on the ward. For the benefit of this essay the selected patient will be referred to as Mrs P in order to maintain confidentiality.

Prior to this, the books AIDS Sourcebook by Sarah Judd (2011) and The Persons with HIV/AIDs by Jerry Durham and Felissa Lashley (2000) were critically evaluated, in order to determine whether they would provide relevant information in answering the Research Question. However, whilst reading Durham and Lashley’s (2010) handbook, it was challenging to identify how the book’s content related directly to the research question. The content appeared to explain only palliative, as opposed to primary care diagnosis, treatment and prevention techniques, potentially degrading the relevance and currency of information within the research outcome, if used. Further advice from a specialist in virology, at the South Australian state Library, allowed the use of the handbook Diagnosis and Management of STDs (1996) by Gavin Hart, a substantially more appropriate source, with a credible author. Despite being premised on sexually transmitted disease, in general, the resource itself clearly distinguished and identified appropriate diagnosis techniques within “universal clinical settings” (Hart, 1996). This was demonstrated by the utilisation of bullet points, indented paragraphs, tables and diagrams: visual resources, which aided the extraction for use within the Research Outcome. Also, Hart’s style, was succinct; thus, signifying that the coherent communication of ideas was vital, for the investigative report and hence, holistically responding to the research question. Nevertheless, the handbook was a highly beneficial resource, complementing Sarah Judd’s AIDS Sourcebook, as highlighted

Public health has the interests of the public at its core. According to the Department of Health (DoH) (2012) Public health is concerned with prevention and therefore encourages people to ‘stay healthy’ and ‘avoid getting ill’.

Further, the primary prevention of STDs is assessing behavior risk, which place he/she at risk of acquisition or transmission of the infection. Second, heath-care providers must routinely address risk of unsafe sex by interviewing and counseling with respect, compassion, and non-judgmental behavior. Using open ending questions techniques and by reinforcing that condoms are the best option of defense and prevention of STDs. Unfortunately, some older adults with diagnosis of a STD are not able to benefit from medications treatment due to they are embarrassed; it strike as surprising because some of the STDs have no symptoms until permanent damage has strike; therefore, it is imperative that healthcare providers initiate the dialogue. Times are different and growing older is not stereotype of impotence or less sex activities, which is a recipe for increase STDs (King et al,

This piece of work will be based on the pre-assessment process that patients go through on arrival to an endoscopy unit in which I was placed in during my second year studying Adult diploma Nursing. I will explore one patient’s holistic needs, identifying the priorities of care that the patient requires; I will then highlight a particular priority and give a rational behind this. During an admission I completed under the supervision of my mentor I was pre-assessing a 37 year old lady who had arrived to the unit for an upper gastrointestinal endoscopy. During the pre-assessment it was important that a holistic assessment is performed as every patient is an individual with unique care needs as the patient outline in this piece of work has

Therefore, Australian adolescents are at serious risk as there are approximately 25% of young people reported sexually active by 15 years-old, with numbers increasing to 50% by Year 12; only 40% practice safe sex and use a condom (ACYS, 2014).Therefore, they are at greater risk of contracting STIs as a consequence of inexperience and lack of knowledge concerning risks with unprotected sex and access to contraception, social pressure, frequency of partner change, substance use and unwillingness to talk with parents or their general practitioner (DoHA, 2005). Hence, the success of lowering the prevalence of STIs among adolescents relies heavily on the knowledge about reproductive matters and access to and use of effective

The nurse should make an inquiry regarding the previous STDs, number of partners, involvement in oral sex, and birth control measures. Inquire if the patient has any kind of purulent discharge, regular urination, headache, and bleeding after intercourse. It should be noted that majority of the patients are asymptomatic and only complain about an increase in the vaginal discharge (Herieka, 2005).

I met with N’Shira Gray this morning, and she disclosed an incident that has left her distressed. She initially had a consensual sexual encounter with another pt, Cory Clacken, at the New Phases this past Monday. However, in the middle of the act, the male pt removed the condom and ignored pt’s request to stop. Since the incident, pt has been increasingly distressed and felt unsafe in returning to the program. In the session, pt has disclosed several incidents where he tried to have sex with her in the program and the wooded area behind the program. She explicitly described his attempt to grope her breasts while sitting in the back of the van driven by a staff at one point.

BARBARA, A. MAJERONI, A. And SREELATHA-UKKADAM, M. (2007) Screening and Treatment for Sexually Transmitted Inf

The night before the clinical, I have tried my best to learn as much as I can about the nurse’s role in the care of pediatric patient in a public health setting; immunization, patient interaction, and patient education. So, after learning that I would spend most of my day at the women’s health clinic, particularly at the sexually transmittable disease unit, I was disappointed. However, as the day went along and after observing the first patient testing procedure, this clinical assignment does not seem so bad after all. I have observed four different sexually transmitted disease cases, each one different from the other, but every patient seemed to have similarities in terms of their risks taking behaviors. Indeed, it was interesting to note that some patient are repeatedly seen at the clinic, without any alteration to that kind of behavior. Moreover, the patient seen at the clinic that day, coming from a very diverse demographic, engaging in activities that detrimental

With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings & Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann & Gaberson, 2014). Developing a clinical evaluation tool to determine whether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.

Throughout this complete health assessment, I will approach my patient, a 49 years old, female, married patient, and perform a head to toe examination. Starting with the gathering of information, I will start with biographic data, reason for seeking care, present illness, past health history, family history, functional assessment, perception of health, head to toe examination, and baseline measurements. The subjective data will be collected first, where the patient will provide necessary information about every organ system for further examination while the objective data will be amassed in every system based on my findings. This assignment serves as an opportunity to establish a nurse-client interpersonal relationship that

The team found 2.8 percent of participants in the intervention group to have an STI in contrast with the control group’s 1.4 percent. About 1.1 percent of the intervention group received treatment, and 0.7 percent of the control group was treated. Of those who completed the STI test by the six-week milestone, 4.3 percent proved positive for an STI in the e-STI group as opposed to the 4.6 percent in the control group. “As sexual health services develop we would like to see further work aligning online and clinic based services,” according to Paula Baraitser, another author on the study but from Kings College London.