Nus 504 M1 discussion

Nus 504 M1 discussion

· 76-year-old Black/African-American male with disabilities living in an urban setting.

· Adolescent Hispanic/Latino boy living in a middle-class suburb

1. What are the barriers to interpersonal communication?

2. What are the procedures and examination techniques that will be used during the physical exam of your patient?

3. Describe the Subjective, Objective, Assessment, Planning (S.O.A.P.) approach for documenting patient data and explain what they are.

Submission Instructions:

· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

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Nus 504 M1 discussion

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Barriers to interpersonal communication can vary greatly depending on individual characteristics and environmental factors. For the two patients described:

  • 76-year-old Black/African-American male with disabilities living in an urban setting:
    • Physical Barriers: Disabilities may affect the ability to communicate effectively, such as difficulties with speech or mobility issues that complicate interaction.
    • Socioeconomic and Cultural Barriers: Living in an urban setting might expose the individual to systemic barriers like lack of access to health services or cultural insensitivity. The patient’s cultural background may also impact their communication style and openness to discussing health issues.
    • Emotional Barriers: Chronic illnesses or disabilities can lead to feelings of frustration or depression, which might affect communication. The patient might also experience mistrust of healthcare providers due to past negative experiences.
    • Environmental Barriers: Noise and overcrowding typical of urban settings can disrupt communication and make it harder to engage in a meaningful conversation.
  • Adolescent Hispanic/Latino boy living in a middle-class suburb:
    • Developmental Barriers: Adolescents may be reluctant to share information due to a desire for privacy or fear of judgment. They might also struggle to articulate their concerns clearly.
    • Cultural and Linguistic Barriers: If English is not the primary language spoken at home, there could be language barriers or cultural differences that impact communication. Understanding and respecting cultural norms and values is crucial.
    • Emotional Barriers: Adolescents are often dealing with identity issues, peer pressure, and emotional turbulence, which can influence their willingness to communicate openly.
    • Perceptual Barriers: The patient might perceive the healthcare provider as an authority figure, potentially leading to reluctance in discussing sensitive issues.

2. Procedures and Examination Techniques for Physical Exams

For the physical examination of the described patients, the following procedures and techniques are relevant:

  • 76-year-old Black/African-American male with disabilities:
    • Preparation: Ensure that the examination area is accessible and comfortable. Use assistive devices if necessary and provide clear instructions for movements.
    • Procedures:
      • History Taking: Detailed medical history considering any disabilities and chronic conditions.
      • Physical Examination: Assess mobility, strength, and any signs of disability-related issues. Focus on vital signs, cardiovascular, respiratory, and musculoskeletal systems.
      • Techniques: Utilize techniques like palpation and auscultation while considering any discomfort the patient may have due to their disabilities. Adapt examination positions as needed to accommodate the patient’s mobility issues.
  • Adolescent Hispanic/Latino boy:
    • Preparation: Create a welcoming environment to make the adolescent feel comfortable. Ensure privacy and maintain a non-judgmental demeanor.
    • Procedures:
      • History Taking: Engage in open-ended questions to encourage the patient to share information about their health and lifestyle.
      • Physical Examination: Focus on growth and development, including assessment of vital signs, respiratory and cardiovascular systems, and any other concerns specific to adolescence.
      • Techniques: Use age-appropriate language and explanations. Involve the patient in the examination process to increase their comfort level and cooperation.

3. S.O.A.P. Approach for Documenting Patient Data

The S.O.A.P. approach is a structured method used for documenting patient data:

  • Subjective (S): This section includes the patient’s personal experiences, feelings, and perceptions about their health. It is gathered through interviews and may include complaints, symptoms, and concerns expressed by the patient.
    • Example: “The patient reports feeling increased pain in the lower back over the past week.”
  • Objective (O): This part includes measurable and observable data collected during the physical examination. It consists of vital signs, physical findings, and results from diagnostic tests.
    • Example: “Blood pressure is 130/80 mmHg. Physical exam reveals tenderness in the lower back area.”
  • Assessment (A): Here, the healthcare provider interprets the subjective and objective data to form a clinical judgment. This includes diagnosing the condition or identifying problems based on the collected information.
    • Example: “The patient may be experiencing lower back strain. Consideration for further imaging may be necessary.”
  • Planning (P): This section outlines the proposed interventions, treatments, and follow-up plans based on the assessment. It includes both short-term and long-term goals.
    • Example: “Recommend physical therapy for lower back pain management. Schedule a follow-up appointment in four weeks to evaluate progress.”

References

Ensure to include academic sources to support your discussion, formatted in APA style. Here are a couple of examples you might consider:

  • Smith, J. (2020). Barriers to effective communication in healthcare settings. Journal of Health Communication, 25(2), 123-134.
  • Jones, L., & Brown, M. (2019). Techniques in physical examination: An overview. Clinical Practice Review, 34(1), 45-58.