Health History and Physical
Student Name
Chamberlain University
Course Number and Title
Instructor
Due Date
Complete a health history and physical examination of an individual. Using the following subjective and objective components and your textbook for explicit details about each category, complete an individual’s health history and physical examination and fill in the template below. Make sure to use correct terminology while documenting the details of each section. The person interviewed must be 18 years of age or older. Please avoid using any identifiers in preparing the assignment and follow HIPAA protocols.
| Assignment Sections and
Required Criteria
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Assessment Documentation | Reference Citations (If needed) |
| Health History
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| Demographic data
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| Reason for care
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| Present illness (PQRST of current illness)
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| Perception of health
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| Past medical history (including medications, allergies, vaccinations, and immunizations)
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| Family medical history
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| Review of systems
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| Developmental considerations
(using Erikson’s Stages of Psychosocial Development)
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| Cultural considerations
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| Psychosocial considerations
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| Presence or absence of collaborative resources
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| Physical Examination:
Objective Data
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| HEENT (head, eyes, ears, nose, |
| and throat)
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| Neck (includes thyroid and lymph chains)
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| Respiratory system
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| Cardiovascular
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| Neurological system
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| Gastrointestinal system
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| Musculoskeletal system
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| Peripheral vascular system
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| Needs Assessment
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| Based on the health history and physical examination findings, determine at least two health education needs for the individual. Remember, you may identify an educational topic that is focused on wellness.
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| Support the identified health teaching needs selected with evidence from two peerreviewed journal articles.
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| Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial considerations will influence, assist, or become barriers to the effectiveness of the proposed health education.
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| Describe how the individual’s strengths (personal, family, and friends) and collaborative resources (clinical, community, and health and wellness | ||
| resources) affect proposed teaching.
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Reflection
References