Adolescent Hispanic/Latino boy living in a middle-class suburb Comprehensive Health History Essay

Advanced Health Assessment: Comprehensive Health History

Patient Case E: Adolescent Hispanic/Latino boy living in a middle-class suburb

• Post a summary of the interview and a description of the communication techniques you would use with your assigned patient.
• Explain why you would use these techniques.
• Identify the risk assessment instrument you selected and justify why it would be applicable to the selected patient.
• Provide at least five targeted questions you would ask the patient.

Comprehensive Health History Essay

The patient selected to build a health history is an Adolescent Hispanic/Latino boy living in a middle-class suburb.

Interview and Communication Techniques

I would begin the interview by introducing myself to the patient and confirming if he can effectively communicate English. The patient must demonstrate that he is comfortable talking to me before continuing the interview. The patient interview will be carried out in a private setting to ensure the confidentiality and comfort of the patient. It is crucial to make an excellent first impression to build trust with the patient. I will use the following communication techniques;

Use of an interpreter/translator. The boy is of Hispanic/Latino origin, hence a translater. Some Hispanic/Latino individuals experience language barriers and can only clearly communicate in their native language. The patient should understand why there is a need for a translator in the interview room not to feel like his privacy is invaded (Al Shamsi et al., 2020).

Observation. Non-verbal cues such as facial expression, sitting position, and body movement express the unspoken. An interviewer can learn more about a patient by observing his non-verbal signals.

Confidentiality and privacy. Adolescence is a crucial stage of development in life. Adolescents need to be handled carefully to prevent rebellion, anger, bitterness and to feel rejected. Therefore, it is essential to request the parents/guardian/caregiver of the boy to exit the room before starting the interview. It is vital to reassure the boy that his responses will not be shared with anyone, including his parents. This ensures that the boy can give complete information that they would not disclose in the presence of a parent.

Use of open-ended questions. These are questions that can not be answered using yes or no responses. It ensures the patient gives more details about their health situation without leaving anything out.

Patience. Adolescents are known to show signs of rebellion; therefore, they mostly do not open up, especially adults. It is essential to be patient with the boy as he navigates through all the questions (Odgers & Jensen, 2020).

Active listening. Patients can share more details when they are sure that the interviewer is listening. Techniques such as nodding, maintaining eye contact, and taking notes show the patient that the interviewer is keen. Asking the patient questions shows that the interviewer is eager to understand and learn more about the patient’s situation (Mata et al., 2021).

Risk Assessment Instrument

The risk assessment instrument chosen is the HEEADSS tool. This is a tool used to discover issues in an adolescent’s life (Ho et al., 2020). It covers adolescents’ sexuality, mental health, views on drugs, living situation, education, employment, day-to-day activities, family history, and social history. The patient is an adolescent; therefore, this tool will highlight all areas in his life.

Targeted Questions

• Where do you live, and who do you live with?
• What are your hobbies? What are your day-to-day activities?
• Do you have friends? Tell me a bit about your friends
• Do you go to school? How is your performance? What do you think about education?
• Do you know any drugs? Do you know anyone who uses them? Have you experimented with any drug?
• Are you in a relationship? If yes, with a boy or a girl?
• Are you sexually active? If yes, do you practice safe sex?

References

Al Shamsi, H., Almutairi, A. G., Al Mashrafi, S., & Al Kalbani, T. (2020). Implications of Language Barriers for Healthcare: A Systematic Review. Oman medical journal, 35(2), e122. https://doi.org/10.5001/omj.2020.40

Ho, J., Fong, C. K., Iskander, A., Towns, S., & Steinbeck, K. (2020). Digital psychosocial assessment: An efficient and effective screening tool. Journal of pediatrics and child health, 56(4), 521–531. https://doi.org/10.1111/jpc.14675

Mata, Á., de Azevedo, K., Braga, L. P., de Medeiros, G., de Oliveira Segundo, V. H., Bezerra, I., Pimenta, I., Nicolás, I. M., & Piuvezam, G. (2021). Training in communication skills for self-efficacy of health professionals: a systematic review. Human resources for health, 19(1), 30. https://doi.org/10.1186/s12960-021-00574-3

Odgers, C. L., & Jensen, M. R. (2020). Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of child psychology and psychiatry, and allied disciplines, 61(3), 336–348. https://doi.org/10.1111/jcpp.13190