Advanced Physical Assessment
Student Name
Program Name, Institution
COURSE CODE: Course Title
Instructor Name
Date
Advanced Physical Assessment
In the Shadow Health assignment, I was able to complete a detailed health history and acquire confidence in my abilities to ask relevant questions as a result of this project. The “hands-on” approach not only helped me grasp how the interview procedure should flow, but it also taught me how to educate and sympathize with my clients. As a nurse, I’ve always had to deal with patients in a crowded emergency room, where I could seldom get a complete medical history. This project challenged me to calm down, think critically, and acquire insight into my future career as a family nurse practitioner. For the first time since beginning the program, I feel like I’m learning how to be a competent healthcare practitioner. While gathering a detailed health history is distressing right now, this information will help me manage my patient effectively and maybe detect additional underlying medical concerns in the future. The patient was not always forthright with her responses in the assignment. My ability to complete thorough health histories will continue to increase and expand with additional training, enabling me to emerge as a confident, capable nurse practitioner.
I learnt that a comprehensive examination may aid in the identification of key issues that might affect one’s health, including high blood cholesterol, tobacco smoking, diabetes, or hypertension. As a consequence, the test should be included in all abbreviated and comprehensive assessments. When a full evaluation reveals a possible issue, a tailored examination is typically recommended (Raleigh & Allan, 2017). When an interval or shortened assessment indicates a shift in state from your last assessment or the record you got, when a new symptom occurs, or the client experiences any distress, the focused examination is also recommended.
Because the simulation is so comparable to what I could encounter with a patient, I can utilize what I’ve gained from this assignment to my clinical practice. The process of interviewing the client has given me a better knowledge of the steps required to gather a complete health history and the significance of timing. I found it tough to go back and cover the topic afterwards since I lost chances to teach the patient. These kinds of assignments will not only help me ready for my prospective career as a family nurse practitioner, but they will also help me feel more relaxed during practicum. Before I ever speak to a person, Shadow Health will help me to simplify my strategy to asking questions and guarantee that I ask the right questions to obtain my differential diagnosis (Raleigh & Allan, 2017).
I believe there is always space for improvement, and I believe that improvement in murmur recording and location was heavily covered in the Shadow Health program. I believe that a targeted evaluation, such as the one we are performing in this module, helps us comprehend each bodily system. The programs’ focus on a variety of assessment methods, including subjective, objective, and even empathy, will only help us enhance our charting and communication.
I want to improve by combining my knowledge of health history and physical examination. To make the accurate diagnosis, you’ll need a lot of objective and subjective data, as well as the ability to appraise. By engaging with the client and communicating to the computer, Shadow Health helps us become better NPs. It’s critical that, as I go into an NP job, the right questions be addressed and that I’m able to examine all of the health data in order to make a diagnosis (Richardson, 2020).
References
Raleigh, M., & Allan, H. (2017). A qualitative study of advanced nurse practitioners’ use of physical assessment skills in the community: shifting skills across professional boundaries. Journal of clinical nursing, 26(13-14), 2025-2035.
Richardson, A. (2020). Enhancing physical assessment skills in the preregistration nursing curriculum. British Journal of Cardiac Nursing, 15(2), 1-3.