A Comprehensive Health Assessment refers to a procedural methodology for gathering data or information concerning individual’s health status and history, physical condition, psychological and social needs, cognitive status, and an individual’s potential to gain from efforts directed towards their well-being ( University of New England, nd) . This paper deals with the description of concepts concerning Comprehensive Health Assessment as well as their applications to a student undertaking the course.
The three concepts of Comprehensive Health Assessment include (1) Assessment of behavioral and social influences of patients; (2) assessment of patients’ health risks; and (3) assessment of patients’ information needs. The health examination course encompasses an assessment of cultural and social requirements, limitations, strengths, and preferences. Characteristics of the M8 course include, but are not limited to family/patient concerns, environmental/household risk factors, support systems, and household/family structure ( Ilmarinen, 2009) .
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The information about Comprehensive Health Assessment concerning both the older as well as younger persons, as a course, is mandated to help healthcare practitioners to collect, appraise, and make wise evidence-based decisions about respective patient requirements as well as an individual-focused intervention strategy based on sound data ( Egger, Juni, Bartlett, Holenstein, & Sterne, 2003) .
The information gathered from the comprehensive health assessment course will help in achieving the following: (1) conducting adequate and effective clinical reasoning as well as general examination; (2) communicating examination results as well as professional ramification; (3) conducting a comprehensive musculoskeletol examination; (3) conducting appropriate elimination, metabolic, and nutrition examination; (4) carrying out an improved cardiovascular analysis; and (4) conducting proper respiratory examination. The Comprehensive Health Assessment M8 course is designed for enrolled as well as registered nurses from every setting in healthcare, including private, public, and NGOs’ sub-acute and acute hospitals, district nursing services, emergency departments, public sector residential patients, and allied health professionals ( Horsman, Furlong, Feeny, & Torrance, 2003) . As a student of nursing, I will be better equipped at serving the needs of every patient.
References
Egger, M., Juni, P., Bartlett, C., Holenstein, F., & Sterne, J. (2003). How important are comprehensive literature searches and the assessment of trial quality in systematic reviews?: Empirical study.
Horsman, J., Furlong, W., Feeny, D., & Torrance, G. (2003). The Health Utilities Index (HUI®): concepts, measurement properties and applications. Health and quality of life outcomes , 1 (1), 1.
Ilmarinen, J. (2009). Work ability—a comprehensive concept for occupational health research and prevention. Scandinavian journal of work, environment & health , 1-5.
University of New England. (nd). Center for excellence in health innovation. UNE Web. Retrieved December 9, 2016, from https://www.une.edu/care-management-learning-activities/Comprehensive-Health-Assessment
