Shadow Health - Tina Jones, Health History ,./ ,./ ,./ ,./ ,./ ,./
Health History Tips & Tricks: - TJ Health Interview
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Student: Hello! - correct answer ✔ ✔ ,./ ,./ ,./ ,./ ,./
Diana Shadow: Hi. I'm Preceptor Diana. I will explain the det
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ails 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. Durin
/ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
g the simulation, you may return to these instructions at any ti
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
me by scrolling to the top of your transcript.
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Student: What is the situation? - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Diana Shadow: Your patient is Tina Jones:, a 28-year-
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
old African American woman who has just been admitted to Sh
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
adow General Hospital for a painful foot wound. Your role in t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
his simulation is that of a healthcare provider who will take Ms
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
. Jones' health history, a key component of her admission proce
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ss.
Student: What are my objectives in this assessment? -
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
correct answer ✔ ✔
,./ ,./ ,./
, Diana Shadow: A health history requires you to ask questions
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
related to Ms. Jones' past and present health, from her current
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
foot wound to her pre-
,./ ,./ ,./ ,./
existing conditions. You will also want to review Ms. Jones' sy
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
stems, psychosocial history, and family medical history. These
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
assessments together will give you a comprehensive picture of ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Ms. Jones' overall health. If you discover any disease states, as
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
k about symptoms and the patient's experiences of them. Your
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
questioning should cover a broad array of the symptoms' chara ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
cteristics. Throughout the conversation, you should educate and
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,
empathize with Ms. Jones when appropriate to increase her he
./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
alth literacy and sense of well-
,./ ,./ ,./ ,./ ,./
being. Regardless of whether you have assessed Ms. Jones prev
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
iously, ask all questions that are necessary for obtaining a com
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
plete health history. While you should communicate with patie
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
nts using accessible, everyday language, it is standard practice t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
o use professional medical terminology everywhere else, such a
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
s in documenting physical findings and nursing notes. You may
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
complete the exam activities in any order and move between t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
hem as needed. After obtaining Ms. Jones' health history, you
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
will complete an information processing activity. You will iden
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
tify and prioritize diagnoses, then create a plan to address the i
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
dentified diagnoses. ,./
Student: What else will this exam involve? - correct answer ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
✔
, Diana Shadow: You will complete nursing tasks to protect th
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
e patients safety, privacy, and health. You can document your f
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
indings, including vital signs, in the Electronic Health Record.
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
This record provides necessary information for healthcare profe
,./ ,./ ,./ ,./ ,./ ,./ ,./
ssionals who will continue patient care. Besides Subjective Dat
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
a Collection, and Education and Empathy, there are activities w
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ithin the simulation that provide valuable practice for their real-
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
world counterparts, but they are not automatically graded by th
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
e simulation.
,./
Student: How will I be evaluated? - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Diana Shadow: In this assignment, you will be evaluated on
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
your Subjective Data Collection, as well as your Education and
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,.
Empathy. Your success in Education and Empathy is based on
/ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
whether you promptly respond after identifying a moment wort
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
hy of therapeutic communication. The evaluation of your interv
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
iew is dependent on how you word your questions therapeutical
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ly and precisely and explore all relevant topics with comprehen
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
sive breadth and depth. You will also be evaluated on your abil
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ity to collect data and form nursing diagnoses in the informatio
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
n processing activity. This assignment takes on average betwee
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
n 90 and 110 minutes. This exam may take longer than in real l
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ife, because in this safe simulation, students of all experience le
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
vels can take time to hone and review their skills. You can pau
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
se and resume the assignment at any time; your work is always
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,.
saved automatically.
/ ,./
, Student: How does this assignment prepare me for the real wor
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ld? - correct answer ✔ ✔
,./ ,./ ,./ ,./
Diana Shadow: In this assessment, you will become familiari
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
zed with the structure and content of a health history exam so t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
hat with real-,./ ,./
life patients, you can: º ask effective and comprehensive questi
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ons º obtain a thorough health history º evaluate the patient's ris
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
k of disease, infection, injury, and complications º educate and
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
empathize º reflect on your experience and identify areas to im
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
prove º identify and prioritize nursing diagnoses º and develop
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
a plan to address nursing diagnoses.
,./ ,./ ,./ ,./ ,./
Diana Shadow: In 1 or 2 sentences, answer this question to hel
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
p prepare for the upcoming exam: Why is it important to obtain
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
a patient's complete health history? - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Student: So that you understand if there are any problems rel
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ated to their chief complaint. Also, to help treat their current co
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ndition.
Diana Shadow: Time to begin. - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Health History Tips & Tricks: - TJ Health Interview
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Student: Hello! - correct answer ✔ ✔ ,./ ,./ ,./ ,./ ,./
Diana Shadow: Hi. I'm Preceptor Diana. I will explain the det
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ails 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. Durin
/ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
g the simulation, you may return to these instructions at any ti
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
me by scrolling to the top of your transcript.
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Student: What is the situation? - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Diana Shadow: Your patient is Tina Jones:, a 28-year-
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
old African American woman who has just been admitted to Sh
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
adow General Hospital for a painful foot wound. Your role in t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
his simulation is that of a healthcare provider who will take Ms
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
. Jones' health history, a key component of her admission proce
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ss.
Student: What are my objectives in this assessment? -
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
correct answer ✔ ✔
,./ ,./ ,./
, Diana Shadow: A health history requires you to ask questions
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
related to Ms. Jones' past and present health, from her current
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
foot wound to her pre-
,./ ,./ ,./ ,./
existing conditions. You will also want to review Ms. Jones' sy
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
stems, psychosocial history, and family medical history. These
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
assessments together will give you a comprehensive picture of ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Ms. Jones' overall health. If you discover any disease states, as
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
k about symptoms and the patient's experiences of them. Your
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
questioning should cover a broad array of the symptoms' chara ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
cteristics. Throughout the conversation, you should educate and
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,
empathize with Ms. Jones when appropriate to increase her he
./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
alth literacy and sense of well-
,./ ,./ ,./ ,./ ,./
being. Regardless of whether you have assessed Ms. Jones prev
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
iously, ask all questions that are necessary for obtaining a com
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
plete health history. While you should communicate with patie
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
nts using accessible, everyday language, it is standard practice t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
o use professional medical terminology everywhere else, such a
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
s in documenting physical findings and nursing notes. You may
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
complete the exam activities in any order and move between t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
hem as needed. After obtaining Ms. Jones' health history, you
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
will complete an information processing activity. You will iden
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
tify and prioritize diagnoses, then create a plan to address the i
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
dentified diagnoses. ,./
Student: What else will this exam involve? - correct answer ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
✔
, Diana Shadow: You will complete nursing tasks to protect th
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
e patients safety, privacy, and health. You can document your f
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
indings, including vital signs, in the Electronic Health Record.
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
This record provides necessary information for healthcare profe
,./ ,./ ,./ ,./ ,./ ,./ ,./
ssionals who will continue patient care. Besides Subjective Dat
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
a Collection, and Education and Empathy, there are activities w
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ithin the simulation that provide valuable practice for their real-
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
world counterparts, but they are not automatically graded by th
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
e simulation.
,./
Student: How will I be evaluated? - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Diana Shadow: In this assignment, you will be evaluated on
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
your Subjective Data Collection, as well as your Education and
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,.
Empathy. Your success in Education and Empathy is based on
/ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
whether you promptly respond after identifying a moment wort
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
hy of therapeutic communication. The evaluation of your interv
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
iew is dependent on how you word your questions therapeutical
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ly and precisely and explore all relevant topics with comprehen
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
sive breadth and depth. You will also be evaluated on your abil
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ity to collect data and form nursing diagnoses in the informatio
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
n processing activity. This assignment takes on average betwee
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
n 90 and 110 minutes. This exam may take longer than in real l
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ife, because in this safe simulation, students of all experience le
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
vels can take time to hone and review their skills. You can pau
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
se and resume the assignment at any time; your work is always
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,.
saved automatically.
/ ,./
, Student: How does this assignment prepare me for the real wor
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ld? - correct answer ✔ ✔
,./ ,./ ,./ ,./
Diana Shadow: In this assessment, you will become familiari
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
zed with the structure and content of a health history exam so t
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
hat with real-,./ ,./
life patients, you can: º ask effective and comprehensive questi
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ons º obtain a thorough health history º evaluate the patient's ris
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
k of disease, infection, injury, and complications º educate and
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
empathize º reflect on your experience and identify areas to im
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
prove º identify and prioritize nursing diagnoses º and develop
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
a plan to address nursing diagnoses.
,./ ,./ ,./ ,./ ,./
Diana Shadow: In 1 or 2 sentences, answer this question to hel
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
p prepare for the upcoming exam: Why is it important to obtain
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
a patient's complete health history? - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
Student: So that you understand if there are any problems rel
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ated to their chief complaint. Also, to help treat their current co
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
ndition.
Diana Shadow: Time to begin. - correct answer ✔ ✔
,./ ,./ ,./ ,./ ,./ ,./ ,./ ,./
