Health History and Physical Assessment Supplemental Assignments

8/7/2019 Grades for Hannah Gabon: Health Assessment II-Stigler

https://chamberlain.instructure.com/courses/45424/grades 2/3

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NAME DUE SCORE OUT OF

Week 7: RUA: Health History and Physical Assessment Supplemental Assignments

Aug 11 by 11:59am 100

Assessment by Christa Stigler

Health History and Physical Assessment

CRITERIA RATINGS PTS

Health History

and Physical

Examination

Comments Hannah, You did not address the client’s perception of health. The review of systems did not include them all and was very vague (what were the results? What did the patient tell you?). Developmental, cultural, psychosocial, and collaborative resources were not addressed.

37 / 50 pts

Needs

Assessment

Comments Hannah, Although you discussed some teaching points for patients in general, you did not address speci�c needs for this patient nor how he could incorporate them into his life. You also only had one journal article and the rubric required 2.

5 / 20 pts

Re�ection 15 / 20 pts

Writing Style

and Format

Comments Hannah, You had several APA formatting issues and issues with grammar. You can use grammarly in the library to help with this and owl@purdue for APA formatting assistance. You also had several areas of the rubric either not addressed or not addressed fully. Please see embedded comments throughout paper for more detailed feedback.

5 / 10 pts

Total Points: 62

50 to >45 pts

Outstanding or Highest Level of

Performance

Thoroughly presents a health history

narrative that includes a detailed description

of all the following components •

Demographic data • Reason for care •

Present illness • Perception of health • Past

medical history • Family medical history •

Review of systems • Developmental

considerations • Cultural considerations •

Psychosocial considerations • Collaborative

resources Thoroughly presents a physical

exam narrative that includes a detailed

description of all the following components

HEENT • Neurological system • Neck •

Respiratory system • Cardiovascular system

• Gastrointestinal system • Musculoskeletal

system • Peripheral vascular system •

Integumentary system integrated in exam of

all systems where appropriate Information is

presented in a clear, organized, and

professional manner.

45 to >41 pts

Very Good or High Level of Performance

One of the key elements of the health history

narrative is not presented or lacks suf�cient

detail. • Demographic data • Reason for care

• Present illness • Perception of health • Past

medical history • Family medical history •

Review of systems • Developmental

considerations • Cultural considerations •

Psychosocial considerations • Collaborative

resources One of the key elements of the

physical exam is not presented or lacks

suf�cient detail. HEENT • Neurological

system • Neck • Respiratory system •

Cardiovascular system • Gastrointestinal

system • Musculoskeletal system •

Peripheral vascular system • Integumentary

system integrated in exam of all systems

where appropriate Information is presented

in a clear, organized, and professional manner.

41 to >37 pts

Competent or Satisfactory Level of

Performance

Two of the key elements of the health history

narrative are not presented or lack suf�cient

detail. • Demographic data • Reason for care

• Present illness • Perception of health • Past

medical history • Family medical history •

Review of systems • Developmental

considerations • Cultural considerations •

Psychosocial considerations • Collaborative

resources Two of the key elements of the

physical exam are not presented or lacks

suf�cient detail. • HEENT • Neurological

system • Neck • Respiratory system •

Cardiovascular system • Gastrointestinal

system • Musculoskeletal system •

Peripheral vascular system • Integumentary

system integrated in exam of all systems

where appropriate Information is not

presented in a clear, organized, and

professional manner.

37 to >0 pts

Poor, Failing or Unsatisfactory Level of

Performance

Three or more of the key elements of the

health history narrative are not presented or

lack suf�cient detail. • Demographic data •

Reason for care • Present illness • Perception

of health • Past medical history • Family

medical history • Review of systems •

Developmental considerations • Cultural

considerations • Psychosocial considerations

• Collaborative resources Three or more of

the key elements of the physical exam are not

presented or lack suf�cient detail. • HEENT •

Neurological system • Neck • Respiratory

system • Cardiovascular system •

Gastrointestinal system • Musculoskeletal

system • Peripheral vascular system •

Integumentary system integrated in exam of

all systems where appropriate Information is

not presented in a clear, organized, and

professional manner.

20 to >18 pts

Outstanding or Highest Level of

Performance

Accurately identi�es two health education

needs for this individual and provides at least

three factors that may, positively or

negatively, in�uence the person’s ability to

incorporate the health teaching to improve

his or her well-being. References two peer-

reviewed journal articles that provide

evidence-based support for the health

teaching; APA format (most current edition)

used to list the sources.

18 to >16 pts

Very Good or High Level of Performance

Accurately identi�es a health education need

for this individual and provides at least two

factors that may, positively or negatively,

in�uence the person’s ability to incorporate

the health teaching to improve his or her well-

being. References two peer-reviewed journal

articles that provide evidence-based support

for the health teaching but does not use

appropriate APA format (most current

edition) to list the sources.

16 to >15 pts

Competent or Satisfactory Level of

Performance

Accurately identi�es a health education need

for this individual and provides at least two

factors that may, positively or negatively,

in�uence the person’s ability to incorporate

the health teaching to improve his or her well-

being. References one peer-reviewed journal

articles that provides evidence-based support

for the health teaching but does not use

appropriate APA format (most current

edition) to list the sources.

15 to >0 pts

Poor, Failing or Unsatisfactory Level of

Performance

Accurately identi�es a health education need

for this individual and poorly or minimally

applies one or more factors that may,

positively or negatively, in�uence the person’s

ability to incorporate the health teaching to

improve his or her well-being. No references

are submitted or, if they are used, they have

three or more types of errors in APA format

(most current edition) to list the sources.

20 to >18 pts

Outstanding or Highest Level of

Performance

Thoughtfully appraises the individual

holistically. Re�ection includes a detailed

response to all the following questions. • How

did your interaction compare to what you’ve

learned? • What went well? • What barriers

to communication did you experience? • How

did you overcome them? • Were there

unanticipated challenges to the interview? •

Was there information you wished you’d

obtained? • How will you alter your approach

the next time? Key and relevant information is

presented in suf�cient detail and is clear and

organized.

18 to >8 pts

Very Good or High Level of Performance

Thoughtfully appraises the individual

holistically. One of the following questions is

not presented or lacks suf�cient detail. • How

did your interaction compare to what you’ve

learned? • What went well? • What barriers

to communication did you experience? • How

did you overcome them? • Were there

unanticipated challenges to the interview? •

Was there information you wished you’d

obtained? • How will you alter your approach

the next time? Key and relevant information is

presented in suf�cient detail and is clear and

organized.

8 to >7 pts

Competent or Satisfactory Level of

Performance

Broadly appraises the individual. Two of the

following questions are not presented or lack

suf�cient detail. • How did your interaction

compare to what you’ve learned? • What

went well? • What barriers to communication

did you experience? • How did you overcome

them? • Were there unanticipated challenges

to the interview? • Was there information

you wished you’d obtained? • How will you

alter your approach the next time? Key and

relevant information is presented in

insuf�cient detail but is clear and organized.

7 to >0 pts

Poor, Failing or Unsatisfactory Level of

Performance

Broadly appraises the individual. Three or

more of the following questions are not

presented or lack suf�cient detail. • How did

your interaction compare to what you’ve

learned? • What went well? • What barriers

to communication did you experience? • How

did you overcome them? • Were there

unanticipated challenges to the interview? •

Was there information you wished you’d

obtained? • How will you alter your approach

the next time? Key and relevant information is

presented in insuf�cient detail and is not clear

or organized.

10 to >9 pts

Outstanding or Highest Level of

Performance

Student presents information using clear and

logical language. Grammar, spelling, and

punctuation are free of errors. APA sixth

edition was used to guide the style and format

of this paper.

9 to >8 pts

Very Good or High Level of Performance

Student presents information using clear and

logical language. Grammar, spelling, and

punctuation have two or fewer types of

errors, or there is no more than one error in

APA sixth-edition formatting.

8 pts

Competent or Satisfactory Level of

Performance

Student presents information using clear and

logical language. Grammar, spelling, and

punctuation have three types of errors, or

there are no more than two errors in APA

sixth-edition formatting.

8 to >0 pts

Poor, Failing or Unsatisfactory Level of

Performance

Information is unclear and dif�cult to follow.

Grammar, spelling, and punctuation have

three or more types of errors, or there are

more than three errors in APA sixth-edition

formatting.

62  (https://chamberlain.instructure.com/courses/45424/assignments/1496449/submissions/89464/originality_report/attachment_5071725)

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