Shadow Health Focused Exam Abdominal Pain Esther Park

Within the Shadow Health platform, complete the Focused Exam: Abdominal Pain. The estimated average time to complete this assignment is 1 hour and 25 minutes. Please note, this is an average time. Some students may need longer.

This clinical experience is a focused exam. Students have one opportunity to complete this assignment and score at the Proficiency level. Upon completion, submit the lab pass through the assignment dropbox.

Students successfully scoring within the Proficiency level in the Digital Clinical Experience will earn a grade of 100 points. Students who do not pass the performance-based assessment and scoring within the Proficiency level will receive a failing grade (68 points).

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

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Hello!

Diana Shadow Hi. I’m Preceptor Diana. I will explain the details of this assignment and your objectives, just as a preceptor would in real life. Pay close attention to this information as it will help guide your exam. At the end of this prebrief, you will answer a short question about the upcoming assignment. During the simulation, you may return to these instructions at any time by scrolling to the top of your transcript.

Your avatar What is the situation?

Question
01/18/20 11:04 AM MST
Diana Shadow Your patient is Esther Park, a 78-year-old Korean woman presenting with abdominal pain in Shadow General Hospital’s Emergency Department. Your role in this simulation is that of a healthcare provider who will conduct a focused history and physical examination of Mrs. Park in order to assess her condition and transfer her care.

Your avatar What are my objectives in this assessment?

Question
01/18/20 11:04 AM MST
Diana Shadow In your interview with Mrs. Park, you will ask about the history of her presenting illness and the functioning of relevant systems in order to obtain subjective data related to her abdominal pain. If you discover any disease states, ask about symptoms and the patient’s experiences of them. Your questioning should cover a broad array of the symptoms’ characteristics. In addition to collecting subjective data, you will perform a physical exam on Mrs. Park to gather objective data about her health and physiology. While you should communicate with patients using accessible, everyday language, it is standard practice to use professional medical terminology everywhere else, such as in documenting physical findings and nursing notes. You may complete the exam activities in any order and move between them as needed. Shadow Health Focused Exam Abdominal Pain Esther Park

Your avatar How does this assignment prepare me for the real world?

Question
01/18/20 11:06 AM MST
Diana Shadow In this assessment, you will become familiarized with the structure and content of a abdominal focused exam so that with real-life patients, you can: º ask effective and comprehensive questions º use therapeutic language º evaluate the patient’s risk of disease, infection, injury, and complications º obtain and assess objective data. º and transfer patient care using SBAR.

Diana Shadow In 1 or 2 sentences, answer this question to help prepare for the upcoming exam: In a geriatric patient, what are some common considerations regarding abdominal pain?

Your avatar Bowel obstruction is a common cause of abdominal pain in geriatric patients..

Statement
01/18/20 11:09 AM MST
Your avatar Hello

Greet
01/18/20 11:09 AM MST
Esther Park Hello.

Your avatar My name is Chinwe and I will be conducting the abnormal physical assessment on you. (No matching questions found.)

Question
01/18/20 11:10 AM MST
Your avatar My name is Chinwe and I will be conducting the abnormal physical assessment on you.

Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.

Stanley Ogbo

Posted Date

Feb 14, 2022, 5:17 PM

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Health Assessment

Stanley Ogbo

College Name, Grand Canyon University

Course Number: NRS-434VN-0500

Topic 3 DQ 2

Dr. Lily Polsky

11 February 2022

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Introduction

Bullying is defined as seeking to harm, intimidate, or coerce someone perceived as vulnerable. Bullying within the adolescent community affects about 20-30 % of students who admit being the perpetrator or victim of such harassment (Faulkner, 2018).

Describe two stressors that are unique to adolescents

Bullying and identity confusion are two stressors affecting adolescent population. Bullying in any form can lead to teen depression or suicide (Falkner, 2018). Educating students, parents, professionals and communities on effects of bullying such as teen suicide and depression is imperative to stop the trend. Signs and symptoms of depression are: loss of interest in activities, sadness or hopelessness, irritability, withdrawal from friends and family, changes in eating and sleeping habits, feeling of guilt, lack of motivation/enthusiasm, fatigue and suicidal ideation..

Risk taking behaviors resulting from the external stressors and the coping mechanism

Low socioeconomic status, being pessimistic, cognitive factors, and gender are contributing factors that can lead to higher risk of adolescent depression (Kislitsyna, 2010). Females may be at a greater risk for developing depression because girls are more socially oriented, more dependent on positive social relations and more vulnerable to loss of such relations. Adolescents living with guardians that are depressed may also become depressed. The coping mechanisms are eating healthily, adequate exercising, sleeping adequately and building adequate relaxation time into busy schedules for teenagers. In addition, parents and caregivers should learn to listen carefully to teenager`s problems and support them in sports and other pro-social activities.

Conclusion

People who force and those who are bullied have been found have suicidal ideation, physical injury, somatic problems, anxiety, loe self esteem, depression and school absenteeism than those not involved with bullying (Klein, Myhre, & Ahrendt, 2013).

References

Falkner, A. (2018). Adolescent Assessment. Health Assessment: Foundations for Effective Practice. Retrieved from: https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/3

Kislitsyna, O. (2010). The social and economic risk factors of mental disorders of adolescents. Russian Education and Society. 52(10). 66-84 DOI:10.2753/RES1060-9393521005

Klein. D.A, Myhre. k.k..& Ahrendt. D.M. (2013). Bullying Among Adolescents: A Challenging in Primary Care. Am Fam Physician. Vol 88(2):87-92.Retrieved from https://www.aafp.org/afp/2013/0715/p87.html

TL

Thomas Leen

Posted Date

Feb 13, 2022, 9:58 PM

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Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.

According to Falkner, “Teenagers are often considered part of a vulnerable population group. Vulnerable populations as individuals who require special attention related to well-being and safety” (2018). Many external stressors exist in the world today, but two stressors that are unique to the adolescent population is peer pressure to engage in sexual activity, as well as social acceptance by peers which helps develop positive or negative self-image. Understanding the stages of this developmental period is important to provide further support when teenager and adolescents are asking for help.

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Bullying is one of the unfortunate truths many admit to experiences in his or her life. This impacts one’s feeling of self-esteem, as well as impacts the value the hold toward themselves. When social acceptance plays such a large part in who you become, it is likely to bring negative opinions as well. Becoming one’s own source of positive reinforcement and positive talk will take the reliance of other’s and caring about other’s opinions will play less and less of a role in the development of self. When adolescents listen to opinions from others it can result in many negative outcomes, such as self-injury, withdrawal, or possible suicide. Jantzer, Haffner, Parzer, Resch, & Kaess states, “Bullying within the adolescent community is a growing concern, affecting nearly 20–30% of students who admit to being the perpetrator or victim o

Though separate, bullying and peer influence plays a big factor in sexual partners. Though often sexual partners are by choice, there may be sometimes when “friends” force others to engage in sexual activity with someone who he or she is not intending to. There is a fine line here between consensual and forced, but when peer image plays such a substantial part in how you develop, listening to your “friends” and what they think of you makes a huge impact on the wellbeing. Encouraging individuals to think positive thoughts and have positive self-image will remove many of these external stressors faced by many.

References:

Falkner, A. (2018). Grand Canyon University (E.D). Age-Appropriate Approach to Pediatric Health Care

Assessment. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-

foundations-for-effective-practice/v1.1/#/chapter/3

Jantzer, V., Haffner, J., Parzer, P., Resch, F., & Kaess, M. (2015). Does parental monitoring moderate the

relationship between bullying and adolescent nonsuicidal self-injury and suicidal behavior? A

community based self-report study of adolescents in Germany. BMC Public Health, 15, 583-592.

doi:10.1186/s12889-015-1940-x