You will consider the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions and examine the validity and reliability of these tests and tools. Finally, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.
ASSIGNMENT
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why.
Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Questions are based on socioeconomic, spiritual, lifestyle, and other cultural factors.
CASE STUDY 4:
Mono Nu, a 44 year-old Filipino patient comes to the clinic today to have his “blood thinner” labs drawn since he started them two weeks ago. Upon assessing the labs the nurse practitioner notes that he is still out of range. When assessing the patients’ compliance both stated that he had been taking them just as prescribed. He has been doing well and eating a diet rich in fish and tofu. He doesn’t understand why his medications are not working.
references used are to be no older than five (5) years old
scholarly peer-review journals are to be used
rubric to following for assignment is in an attached file
Many employers use tests and assessments to select those candidates that best meet the essential knowledge, skills, abilities, and other characteristics (KSAOs) required to perform a specific job:
Questions for Discussion:1. Do you think employers should use integrity and personality assessments to make recruiting and promotion decisions? Support your reasoning based on current research.
2. Can you think of certain positions or job categories where integrity and personality assessments are more relevant than others? Provide specific examples and explain your rationale.
3. Do you think government agencies and companies in the private sector will use more or less integrity and personality testing in the future? Why? Why not?
Many employers use tests and assessments to select those candidates that best meet the essential knowledge, skills, abilities, and other characteristics (KSAOs) required to perform a specific job:
Questions for Discussion:1. Do you think employers should use integrity and personality assessments to make recruiting and promotion decisions? Support your reasoning based on current research.
2. Can you think of certain positions or job categories where integrity and personality assessments are more relevant than others? Provide specific examples and explain your rationale.
3. Do you think government agencies and companies in the private sector will use more or less integrity and personality testing in the future? Why? Why not?
Based on the learning resources provided in this unit on Authentic Assessment:
Discuss the benefits for the students in using Authentic Assessments.
Analyze whether there are costs for the teacher in using Authentic Assessments.
References
1. Authentic assessment. (n.d.). Center for Innovative Teaching and Learning (CITL). https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/
‘Authentic Assessment’ is a description of the assessment ass it is used in Indiana University.
2. Callison, Daniel. (1998). Authentic assessment. School Library Media Activities Monthly 14(5). http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_AuthenticAssessment_InfoPower.pdf
‘Authentic Assessment’ is a thorough explanation of this type of assessment as well as of its uses.
3. Chapman, V., & Inman, D. (2009). A conundrum: rubrics or creativity/metacognitive development? Educational Horizons. https://files.eric.ed.gov/fulltext/EJ849020.pdf
‘A conundrum: rubrics for creativity/metacognitive development’ is an interesting article because it addresses some limitations of rubrics and examines how these can be avoided.
4. Frey, B., Schmitt, V., & Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, 17(2).
‘Defining authentic classroom assessment’ is an in-depth literature review of authentic assessment with a rich discussion and recommendations.
5. Henning, Melissa. (n.d.). Rubrics to the rescue. Teachers First, Thinking Teachers Teaching Thinkers. https://www.teachersfirst.com/lessons/rubrics/index.cfm
‘Rubrics to the rescue’ in the Teachers First website offers a very complete guide for the use and purpose of rubrics for teachers.
6. Millis, B. (2016, December). Using metacognition to promote learning. IDEA Paper #63. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_63.pdf or https://eric.ed.gov/?id=ED573671
‘Using metacognition to promote learning’ explores how teachers can promote metacognition in their classrooms.
7. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit, you need to read Chapter 3, pp 29-39.
Optional Video
1. EDUTOPIA. (2011, June 23). Keeping assessment relevant and ‘authentic’ [Video]. YouTube. https://youtu.be/HfwGqH9w-64
In ‘Keeping assessment relevant and ‘authentic’’. Ben Mook, the teacher, shows how he introduces an activity in his class that is authentic and that he uses to assess his students
Based on the readings and videos of this unit write a paper on Formative Assessment by addressing the points below:Analyze the following statement: ‘formative assessments are more formative for teachers than for students’; give an example.
Analyze how formative assessments ARE formative for students; give an example.
Submit a paper that is 2-3 pages in length, exclusive of the reference page, double-spaced using 12 point, Times New Roman font. The paper must be well written and cite at least 3 outside sources in APA format,, and at least one from the one provided in the references below. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used. your paper should have practical experience
References
1. Erie, PA., Public Schools. (2017). Diagnostic assessment. ERIESD. https://www.eriesd.org/cms/lib/PA01001942/Centricity/Domain/1917/Types%20of%20Assessments%20information%20sheets.pdf
‘Diagnostic assessment’ is a clear summary of this assessment.
2. Lamprianu, I., & Athanasau, J. (2009). A teacher’s guide to classroom assessment. Sense Publishers. Available here.
Read pp: 15-38
In pages 15-38 of ‘A teacher’s guide to classroom assessment, you will find an analysis of the different types of classroom assessments and their uses.
3. Lynch, M. (2016, August 23). Summative assessments, do you know these basics? The Edvocate. https://www.theedadvocate.org/summative-assessments-know-basics/
‘Summative assessments, do you know these basics?’ is a description of the basic aspects of summative assessments.
4. Lynch, M. (2016, November 22). The five major features of summative assessments. The Edvocate. https://www.theedadvocate.org/five-major-features-summative-assessments/
Five major features of summative assessments’ is a description of the major features of summative assessments.
5. Looney, J. (2011). Integrating formative and summative assessments: progress towards a seamless system. OECD Education Working Papers No. 58. https://files.eric.ed.gov/fulltext/ED529586.pdf
‘Integrating formative and summative assessments: progress towards a seamless system’ is an overview of the efforts to integrate these assessments. The challenges are, on the one hand, strengthening the classroom-based formative assessments and, on the other hand, improving testing and measurement technologies.
6. Rethinking classroom assessment with purpose in mind. (n.d.). WNCP. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit you need to read Chapter 2.
7. Ronan, A. (2015, April 29). Every teacher’s guide to assessment. Edudemic. https://www.moedu-sail.org/wp-content/uploads/2014/02/CFA-Handouts-for-C-Assessment-Design.pdf
‘Every teacher’s guide to assessment’ is quite a complete overview of classroom assessment.
Optional Videos
1. Common Sense Education. (2016, July 12). 3 tips for great formative assessment [Video]. YouTube. (2:16)https://youtu.be/JJ5yRhyIeFI
3 tips for great formative assessment’ raises two interesting questions: is formative assessment more formative for teachers than for students? If so, how can formative assessment be also formative for students?
2. Datko, K. (2013, May 6). Rethinking assessment [Video]. YouTube. (5:39) https://youtu.be/sFZP4gsEVWo
‘Rethinking assessment’ is a visual summary of formative (for learning) and summative (of learning) assessments.
3. SanBdoCitySchools. (2015, December 4). Formative assessments: using feedback to guide instruction [Video]. YouTube. (7:06) https://youtu.be/Ecp5tFwXA_M
In ‘Formative assessments: using feedback to guide instruction’ the instructor shows how to use formative assessments and give feedback to students
A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.
Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.
Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report:
The Reason for Referral and Background Information In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.
Assessment Procedures In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.
Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.
General Observations and Impressions In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.
Test Results and Interpretations In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.
Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.
Summary and Recommendations In this section, students will summarize the test results. They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report
Developmental assessments are crucial when assessing children and adolescents. These assessments allow healthcare professionals to track and trend the mental and physical health of their clients. It is also used to help identify any delays in a client’s development and ensure developmental milestones are reached. Developmental assessments are also key components that assist in accurately diagnosing and treating clients with evidence-based procedures (CDC, 2020).
Two Assessments
Two assessments used in children and adolescents, but not adults, are the CRIES (Children’s Revised Impact of Event Scale) and PEDS (Pediatric Emotional Distress Scale) scale. The CRIES scale is given to children eight years old and older, and it can assist the provider in diagnosing and treating post-traumatic stress disorder (PTSD) depending on the client’s score (Verlinden et al., 2015). There are two forms of this scale, which come in an eight or 13 item questionnaire. CRIES aims to provide a look into how a traumatic event has impacted a child (Verlinden et al.).
PEDS is a parent-report scale that consists of 21 items and is used in the pediatric population (National Child Traumatic Stress Network, (n.d.). PEDS helps to identify specific symptoms and behaviors in children ages 2 to 10 following stressful or traumatic events (National Child Traumatic Stress Network). The scale encompasses 17 general behavior items, four items specific to trauma, and each item corresponds to being anxious or withdrawn, fearful, and acting out (National Child Traumatic Stress Network).
Both scales are geared towards measuring the child’s emotional distress related to traumatic events. They are specific to children, and to use the CRIES scale, the child must read and comprehend well enough for the scale to yield accurate results. These scales are not intended for adults as the questions within them are more for assessing child-like behaviors, which are not typically seen in adults.
Two Treatment Options
Positive parenting program and play therapy are two forms of treatment options used for treating issues related to children and adolescents. Positive parenting program is a comprehensive, evidence-based program designed for family and parental support (Ashori et al., 2019). The positive parenting program assists the parents of children in managing behaviors in a safe and healthy manner while promoting positive relationships within a family (Ashori et al.). This program also destigmatizes children with behaviors and increased the parents’ confidence, helping with assertive discipline (Ashori et al.).
Play therapy is an effective form of psychotherapy used to treat mental illness and behavioral problems in children and adolescents. During play therapy, the child leads the therapist through play (Senko and Bethany, 2019). This allows the therapists to create an environment where the client feels safe, promoting communication of difficult topics and allowing for a therapeutic alliance (Senko and Bethany). These two treatment options are not suitable for treating adults as positive parenting focuses on strengthening the parent’s ability to manage their children’s behavior, and play therapy uses recreational time as an outlet to encourage communication.
The Role of Parents
Parents are essential to the interviewing, assessment, and treatment process of children and adolescents. They provide and validate information given by the client, ensure treatment outside of the facility, and assist the practitioner is decision making and monitoring. Parents provide an environment that is conducive to healthy progression and living. This helps with the implementation of treatment. Young clients whose parents are actively involved in their care are more likely to have positive health outcomes and be more compliant (Ashori et al.).
References
Ashori, M., Norouzi, G., and Jalil-Abkenar, S. (2019). The effect of positive parenting program
on mental in mothers of children with intellectual disability. J Intellect Disabil. Vol
23(3): 385-396. doi: 10.1177/1744629518824899.
Centers for Disease Control and Prevention. (2020). Developmental Monitoring and Screening.