Assignment 1: Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children NURS 6512N
Assignment 1: Case Study Assignment:
Assessment Tools and Diagnostic Tests in
Adults and Children
When seeking to identify a patient’s health condition, advanced practice nurses can use
a diverse selection of diagnostic tests and assessment tools; however, different factors
affect the validity and reliability of the results produced by these tests or tools. Nurses
must be aware of these factors in order to select the most appropriate test or tool and to
accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a
general picture of whether a child is receiving adequate nutrition or is at risk for health
issues. These data, however, are just one aspect to be considered. Lifestyle, family
history, and culture—among other factors—are also relevant. That said, gathering and
communicating this information can be a delicate process.
Photo Credit: Getty Images/Hero Images
For this Assignment, you will consider the validity and reliability of different assessment
tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and
positive and negative predictive values. You will also consider examples of children with
various weight issues. You will explore how you could effectively gather information and
encourage parents and caregivers to be proactive about their children’s health and
weight.
To Prepare
Review this week’s Learning Resources and consider factors that impact the validity
and reliability of various assessment tools and diagnostic tests. You also will review
examples of pediatric patients and their families as it relates to BMI.
By Day 1 of this week, you will be assigned to one of the following Assignment options
by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child
Health Case (Option 2). Note: Please see the “Course Announcements” section of the
classroom for your assignments from your Instructor.
Search the Walden Library and credible sources for resources explaining the tool or test
you were assigned. What is its purpose, how is it conducted, and what information does
it gather?
Also, as you search the Walden library and credible sources, consider what the
literature discusses regarding the validity, reliability, sensitivity, specificity, predictive
values, ethical dilemmas, and controversies related to the test or tool.
If you are assigned Assignment Option 2 (Child), consider what health issues and risks
may be relevant to the child in the health example.
o Based on the risks you identified, consider what further information you would need to
gain a full understanding of the child’s health. Think about how you could gather this
information in a sensitive fashion.
o Consider how you could encourage parents or caregivers to be proactive toward the
child’s health.
The Assignment
Assignment (3–4 pages, not including title and reference pages):
Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:
A description of how the assessment tool or diagnostic test you were assigned is used
in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
Based on your research, evaluate the test or the tool’s validity and reliability, and
explain any issues with sensitivity, reliability, and predictive values. Include references
in appropriate APA formatting.
Assignment Option 2: Child Health Case:
Include the following:
An explanation of the health issues and risks that are relevant to the child you were
assigned.
Describe additional information you would need in order to further assess his or her
weight-related health.
Identify and describe any risks and consider what further information you would need to
gain a full understanding of the child’s health. Think about how you could gather this
information in a sensitive fashion.
Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
Provide at least two strategies you could employ to encourage the parents or caregivers
to be proactive about their child’s health and weight.
By Day 6 of Week 3
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn1+last
name+first initial.(extension)” as the name.
Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the
Assignment.
Click the Week 3 Assignment 1 link. You will also be able to “View Rubric” for grading
criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the
document you saved as “WK3Assgn1+last name+first initial.(extension)” and
click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit
my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 3 Assignment 1 Option 1 Rubric
To access your rubric:
Week 3 Assignment 1 Option 2 Rubric
To check your Assignment draft for authenticity:
Submit your Week 3 Assignment 1 draft and review the originality report.
Submit Your Assignment by Day 6 of Week 3
To participate in this Assignment:
Week 3 Assignment 1
Learning Resources
Required Readings (click to expand/reduce)
Note: To access this week's required library resources, please click on the
link to the Course Readings List, found in the Course Materials section of
your Syllabus.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Seidel's guide to physical examination: An interprofessional
approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 3, “Examination Techniques and Equipment”
This chapter explains the physical examination techniques of inspection,
palpation, percussion, and auscultation. This chapter also explores special
issues and equipment relevant to the physical exam process.
Chapter 8, “Growth and Nutrition”
In this chapter, the authors explain examinations for growth, gestational
age, and pubertal development. The authors also differentiate growth
among the organ systems.
Chapter 5, “Recording Information” (Previously read in Week 1)
This chapter provides rationale and methods for maintaining clear and
accurate records. The text also explores the legal aspects of patient
records.
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W.
(2019). Student checklist: Health history guide. In Seidel's guide to
physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the
Copyright Clearance Center.
Centers for Disease Control and Prevention. (2018). Childhood overweight
and obesity. Retrieved from http://www.cdc.gov/obesity/childhood
This website provides information about overweight and obese children.
Additionally, the website provides basic facts about obesity and strategies
to counteracting obesity.
Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to
unnecessary diagnostic testing. Mehran University Research Journal of
Engineering and Technology, (3), 569.
This study explores the escalating healthcare cost due the
unnecessary use of diagnostic testing. Consider the impact of
health insurance coverage in each state and how nursing
professionals must be cognizant when ordering diagnostics for
different individuals.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health
assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO:
Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., &
Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom
Analysis”
This chapter introduces the diagnostic process, which includes performing
an analysis of the symptoms and then formulating and testing a
hypothesis. The authors discuss how becoming an expert clinician takes
time and practice in developing clinical judgment.
Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy:
Attention to assessment and the skills clients need. Health, 4(3), 120–124.
This study explores nutrition literacy. The authors examine the
level of attention paid to health literacy among nutrition
professionals and the skills and knowledge needed to
understand nutrition education.
Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., &
Johns-Wommack, R. (2014). Weight status misperception as related to
selected health risk behaviors among middle school students. Journal of
School Health, 84(2), 116–123. doi:10.1111/josh.12128
Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin,
B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol.
84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright
Clearance Center.
Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative
research . Evidence Based Nursing, 18(2), pp. 34–35.
Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., &
Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide
to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A.,
Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance
Center.
This History Subjective Data Checklist was published as a companion to
Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J.
E., & Flynn, J.A. Copyright Elsevier (2015). From
https://evolve.elsevier.com
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.).
Philadelphia, PA: F. A. Davis.
Chapter 2, "The Comprehensive History and Physical Exam" (Previously
read in Week 1)
Chapter 5, "Pediatric Preventative Care Visits" (pp. 91 101)
Shadow Health Support and Orientation Resources
Use the following resources to guide you through your Shadow Health orientation
as well as other support resources:
Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file].
Retrieved from https://www.youtube.com/watch?v=Rfd_8pTJBkY
Shadow Health. (n.d.). Shadow Health help desk. Retrieved
from https://support.shadowhealth.com/hc/en-us
Document: Shadow Health. (2014). Useful tips and tricks (Version 2)
(PDF)
Document: Shadow Health Nursing Documentation Tutorial (Word
document)
Document: Student Acknowledgement Form (Word document)
Note: You will sign and date this form each time you complete your DCE
Assignment in Shadow Health to acknowledge your commitment to
Walden University’s Code of Conduct.
Optional Resource
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s
diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.
Chapter 3, "The Physical Screening Examination"
Chapter 17, "Principles of Diagnostic Testing"
Chapter 18, "Common Laboratory Tests"
Required Media (click to expand/reduce)
Taking a Health History
How do nurses gather information and assess a patient’s health?
Consider the importance of conducting an in-depth health assessment
interview and the strategies you might use as you watch. (16m)
Accessible player
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