Gordon’s Functional Health Patterns Assessment

SAMPLE

Overall Introduction:

I am presenting here my overall health assessment by using the Gordon’s functional health patterns. Then, my stress is presented as focused assessment. This part of assessment assist me in knowing the level of stress while the internet source helps me in gaining more knowledge about causes , effects of stress in normal health status and the methods to reduce the stress or its management. Finally my essay on the health promotion is presented last.

Part 1: Self Health Assessment and plan

Functional Health Pattern (Gordon)

Biographical Data

Name: Lalita Bhandari

Address: 3/5 Danica Ct., Kearneys Spring

Date of Birth: 13th Feb. 1992

Place: Nepal

Age: 22 years

Gender: Female

Occupation: Student

Marital status: Single

Qualification: Bachelor in nursing (ongoing)

Contact number: 0404473722

Height: 162 cm.

Weight: 60 kg.

• Health perception and management pattern:

• Past health history: No history of any chronic illness
• Present condition: Stress due to study workload and homesickness

-Immunized all the vaccines which include tuberculosis, all three doses of Diphtheria, Pertusis and Tetanus, polio, measles, BCG, hepatitis and Rubella.

-No habit of alcohol consumption, smoking and chewing of tobacco and no use of other injectable drugs.

• Nutritional-metabolic pattern:
• Good appetite
• Food intake: 2-3 times a day and many snacks
• No any food allergies
• Fluid intake: 3-4 liters of water per day
• Have no difficulties with eating and swallowing
• Vitals (at the time of doing assignment)
• Temperature: 36.8 deg. centigrade
• Pulse: 74/min.
• Respiration: 78/min
• Blood Pressure: 110/60 mm of Hg.
• Height: 162 cm.
• Weight: 60 kg.

But sometimes get disturbed with stress.

• Elimination pattern
• Bowel: regular bowel at least once daily
• Bladder: normal frequency of menstruation and no problem associated with bladder or urination
• Activity-Exercise pattern
• No planned routine for regular exercise regime
• Depends upon mood and only on leisure time but rare
• Sleep and rest pattern
• Normally no problem of insomnia
• Have 5-6 hours of sleeping pattern
• Never use of any sleeping aids and sedatives to rest

But sometimes, when I get stress, I suffer from insomnia

• Cognitive-Perceptual patterns
• Good sensory and auditory adequacy
• No difficulties in learning
• Good memory
• Oriented
• Self-Perception and self concept patterns
• I am kind, helpful and soft-hearted
• Show positive attitudes towards others
• Respect others feelings

But sometimes I feel losing hope when nobody cares.

• Roles and relationship pattern
• Family life: Recently I live with my friends as a family. I have responsibility towards my parents as a daughter and sister. I can cope with the difficulties that arise among family members and have good bond among all family members.
• Student life: Being a student, I have responsibility towards my studies. As with the case with most of international students I need to cope with various level of difficulties like stress, anxiety and workload.
• Coping-Stress tolerance pattern
• New environment, new face, new rules, new study patterns make me stress. always listen to songs, watch pictures/photos of my cell and also talk to my close friend and family. If the stress is too severe and cannot be controlled, I cry silently and let the stress burst out with tears and feel like relaxed then after.
• Values-Beliefs pattern
• Cultural and religious beliefs
• Goal set to be a qualified and dedicated Registered Nurse
• Punctual, obedient and hardworking
• Never give up and learn from every mistake and move forward

Part B: Focused Assessment

 

LIFE CHANGE INDEX SCALE : THE STRESS TEST

Event	Impact Score	My Score
Death of spouse	100
Divorce	73
Marital Separation	65
Jail Term	63
Death of close family member	63
Personal injury or illness	53
Marriage	50
Fired at work	47
Marital reconciliation	45
Retirement	45
Change in health of family member	44
Pregnancy	40
Sex difficulties	39
Gain of a new family member	39
Business readjustment	39
Change in financial state	38	38
Death of a close friend	37
Change to a different line of work	36
Change in number of arguments with spouse	35
Mortgage over $20,000	31
Foreclosure of mortgage or loan	30
Change in responsibilities at work	29
Son or daughter leaving home	29
Trouble with in laws	29
Outstanding personal achievement	28
Spouse begins or stop work	26
Begin or end school	26	26
Change in living conditions	25
Revisions of personal habits	24
Trouble with boss	23
Change in work hours or conditions	20	20
Change in residence	20
Change in schools	20
Change in recreations	19
Change in church activities	19
Change in social activities	19
Mortgage or loan less than $20,000	17
Change in sleeping habits	16	16
Change in number of family get-togethers	15
Change in eating habits	15
Vacation	13
Christmas approaching	12
Minor violation of the law	11
Total		100

Life change units	Likelihood Of Illness In Near Future
300+	about 80 percent
150-299	about 50 percent
less than 150	about 30 percent

According to the score interpretation presented above in the table, my level of score is 100 which is less than 150 so I have less risk of illness in my near future. In this way Homes and Rahes stress life change index scale helps me to assess my level of stress and help me in reducing the stress and promote my health.

References

Holmes, T. H., & Rahe, R. H. (1967). The social readjustment rating scale. Journal of psychosomatic research, 11(2), 213-218.

Retrieved from http://www.dartmouth.edu/~eap/library/lifechangestresstest.pdf

Part 3 Internet Sources

 

Part 4. Health Promotion Essay

NUR1200: Concepts in Patient Care
Assignment:Portfolio of Health assessment / Health promotion marks: 20 (Weight 20%)
Part One	0 – .5	1- 2	2.5 – 3
Self-Health Assessment	Absent or minimal health data No framework Surface approach only Absent or minimal summary or analysis Material is presented or written poorly	Data is logically presented but is limited in scope Utilises and references a framework Some areas of assessment could be expanded more	Comprehensive assessment includes bio/ psycho/ social parameters Interprets health status Assesses and Analyses data	/3
Part Two	0 – .5	1-1.5	2
Focussed assessment	Focussed Health issue does not relate to student’s health assessment in Part 1 No resource(s) used Minimalanalysis/interpretation Material is presented or written poorly	Focus is limited in depth Resource used for assessment Lacks clarity in focus Lacks clarity in writing	Comprehensive Interprets health status Utilizes and references resource(s) Analyses data Organized presentation	/2
Part three:	0	.5	1
Health resource Internet Resources (two)	Source not cited Does not state the health topic being addressed No analysis No comment regarding reliability	Includes in-text or other means of citing internet sites Surface critique only Comments on reliability but could have more depth	Analysis/critique regarding usefulness of sources Insightful comment(s) regarding reliability/validity of sources	/1
Part four: Essay section
Demonstrates knowledge related to Health promotion	0	1	2-3	4
Paper is disjointed, Paper is not related to health promotion	Discussion is a description of published work only – minimal explanation of Health Promotion	Some health promotion or strategies are mentioned (this will vary depending on theme chosen)	Demonstrates a clear articulation of health promotion within chosen topic	/4
Use of theme	0	.5-1	1.5	2
Does not establish a context for the issue Material strays into tangents	States theme well but points are not supportive of this Some points do not relate to theme	States theme but points are not consistently convincing in support of the theme.	Utilises theme well – all points support this Theme is clear	/2
Demonstrates ability to collate knowledge	0	.5-1	1.5	2
Material is: not cohesive, does not answer theme is irrelevant to the assigned topic	Assignment is a listing of quotes or paraphrased material without synthesis of material for the reader	Student is able to synthesize knowledge from several sources to substantiate a logical representation of the theme.	Student is able to consistently and effectively synthesise knowledge and Strategy (ies) or factors presented as health promotion which are supported as evidence for practice from the literature.	/2
Use of literature	0	0	.5	1
Literature is inappropriate, limited or out of date	Content is not well supported from the literature	Uses some literature but not integrated, relevant or purposeful.	Utilizes at least four sources from literature or texts which are relevant, academic and appropriate	/1
Written expression Assignment reads as unified whole Intro/ Conclusion	0	.5-1	1.5	2
Lists material – does not collate Reader must re-read sections to understand content. Paragraphs move into tangents Absent introduction – does not describe the material to follow Inappropriate or absent concluding remarks	Written expression lacks consistency. Description only –analysis could be developed more Lists material – does not collate Poor introduction – does not set paper up or establish a context Poorly written conclusion	Written expression lacks consistency and does not demonstrate a high academic standard. Intro present but not effective in leading into paper Conclusion present but ineffective/ introduces new material	High standard of written expression. Language is appropriate and of a high academic standard. Well-written and well-structured paragraphs Assignment reads as a unified whole Introduces essay section, outlines points to follow Concludes essay (briefly)	/2
Technicalities of writing (grammar/ spelling)	0	.5	1
Uses dot points. Changes tenses. Changes ‘person’ (switches from he/she to ‘you’). Uses first person – (okay in parts 1-3 but not Part 4) Incomplete sentences Misspelled words Run on sentences Inappropriate abbreviations	Uses colloquial language Poor paragraph structure Paragraphs move into tangential material Some inconsistencies in grammar and spelling	No breaches of grammar or spelling. Appropriate use of: Punctuation tenses person (‘I’, ‘you’ ‘he/she’)	/1
Referencing In-text	0	.5	1
Incorrect acknowledgement of cited material. Inappropriate paraphrasing from published literature’ Incorrect secondary citation; Incorrect use of ‘et.al.’ Format not consistent with APA Assignment utilizes material from sources without acknowledging source.	Some inconsistencies with style of in-text referencing (those in the body of the paper) Inconsistencies with reference list Moderate issues identified with referencing	Consistently correct in-text referencing as per USQ guidelines. Correct use of APA Referencing. Correct expression of secondary citations. Assignment acknowledges source of all referenced materials.	/1
Reference list	0	.5	1
Reference List is not in alphabetical order. Does not maintain APA style Uses references that are not in body of paper Includes references that are not in body of paper Punctuation errors in reference list	Electronically accessed journals are not written correctly Occasional Punctuation errors in reference list	References are consistently written using APA and the correct format for the type of source	/1
Negative marking: Significantly Over/under word count (≥ 10%) (minus 1 mark) Did not submit marking guide on EASE (minus 1 mark)	Neg:
MARKS LOST FOR LATE PENALTY (IF RELEVANT – 5 % per business day)
FINAL MARK ( MARKS AWARDED LESS MARKS LOST)
Marker:

1