1. student response 2
Adolescent Hispanic/Latino boy living in a middle-class suburbBuilding a therapeutic
relationship requires effective communication, one of the most crucial components. Finding
out if the patient speaks and understands English is vital since, in this case, communication
hurdles may arise because the patient is Hispanic. It may be possible to enhance patient
outcomes by effectively disseminating complex medical information to various patient
populations. The patient’s age is a substantial obstacle to effective communication in this
situation; thus, they may have low health literacy. The patient must articulate the agreed-
upon plan, and the engagement must be easily understood. Teenagers are typically at the
age when risky activities are explored.Additionally, these patients are more reluctant to
speak; maintaining confidentiality is crucial. Consequently, it is necessary to clarify the
boundaries of secrecy. For the patient to communicate their requirements privately during
the interview, the parent or caregiver should be asked to leave the room (Ball et al.,
2019).How would your communication and interview techniques for building a health
history differ with each patient?To build the trust necessary to help patients to disclose
sensitive and personal information, breaking social challenges and working with them to
find solutions is very important. The healthcare professional needs to accept people from all
cultural backgrounds and avoid stereotyping by realizing that individual variation within
groups is frequently more pronounced than the variation between groups (Anderman,
Pang, & Newton, 2016). Effective communication establishes a successful provider-patient
relationship during the initial consultation with the patient. The patient will comprehend
that the physician is accessible, adaptable, and eager to assist with queries while clarifying
the care provided. That the goal is to learn what matters to this patient in terms of concerns
and expectations, and this is accomplished when the physician demonstrates sincere
interest, curiosity, and relationship-building (Ball et al., 2019)How might you target your
questions for building a health history based on the patient’s social determinants of
health?Both parties can better grasp the challenges and issues that should be prioritized for
the patient when the healthcare professional builds a relationship with the patient through
development and familiarization with the patient’s health history. According to the World
Health Organization (WHO 2020), social determinants of health include “a wider variety of
elements and institutions that have an impact on the conditions of daily life, as well as the
circumstances under which people are born, grow, work, live, and age.”What risk
assessment instruments would be appropriate to use with each patient, or what questions
would you ask each patient to assess his or her health risks?Van et al., Stated that by the
2. time adolescents reach adulthood, they are “12 times more likely to have attempted suicide,
seven times more likely to be exposed to alcohol, and ten times more likely to have injected
street drugs” than their peers who have not experience multiple forms of abuse. Such as
domestic violence or growing up in a home where family members are mentally ill,
substance abusers, or have been imprisoned (2014). The answers to the risk-related
questions would rely on several variables, including how peer pressure, a loosening of
parental bonds, a lack of school attendance, and low self-esteem (Ball et al., 2019).Identify
any potential health-related risks based upon the patient’s age, gender, ethnicity, or
environmental setting that should be taken into consideration.According to Ball et al.
(2019), the main problem, a brief statement explaining why the patient has come in for
help, can be addressed after the identifiers are out of the way. The practitioner wants to
know more about how this worries the patient so much that they are seeking assistance
rather than just putting up with it and going about their everyday lives. Finding out how
long this issue has been affecting the patient’s life and collecting direct quotes from them
are beneficial. The next step is to gather information on the current topic, any prior medical
issues, family history, and personal and social history. Understanding the current issue
requires a step-by-step analysis of the facts surrounding the primary cause of this patient’s
need for assistance. Any previous medical or surgical procedures are included in the past
medical history since they help provide a clearer picture of the patient’s overall health. The
patient’s family history may contain hints about potential genetic causes for their issues.
Carefully consider the patient’s work patterns, family relationships, and interactions with
coworkers while asking about their personal and social experiences. Finally, a system
review needs to be finished (Ball et al., 2019).Select one of the risk assessment instruments
presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or
another tool with which you are familiar, related to your selected patient.HEEADSS is a
screening assessment instrument that would be effective for adolescents. Using this
evaluation tool can help the healthcare professional discover the following:“What’s going on
at home?“Are you working? “How is school going?”“Describe your friends to me.”“What sort
of after-school activities do you engage in?”“What are your strengths?”To encourage the
patient to provide more information later, start by asking them open-ended inquiries.
However, several technologies have been created focusing on health promotion and
prevention to enhance healthcare interactions with young people. These include the Event
History Calendar and the Guidelines for Adolescent Preventive Services (GAPS), the current
standard of care (EHC). The GAPS was created to provide a screening tool for routine
examination of adolescent psychosocial difficulties, health risk behaviors, and biological
problems.ReferencesAndermann A, Pang T, Newton J. (2016). Evidence for health III:
producing evidence for improving health and reducing inequities. Health Res Policy Syst
2016;14:18Ball, 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. Low LK. (2003). Guidelines for adolescent preventive services (GAPS)
Journal of Midwifery & Women’s Health. 2003;48:231–233.Van Niel C, Pachter LM, Wade R,
Jr. (2014). Adverse events in children: predictors of adult physical and mental conditions. J
3. Dev Behav Pediatr 2014;35:549–51World Health Organization. (2020). What are the social
determinants of health? Geneva: www.who.int/social_determinants/sdh_definition/en/
