NR 305 Week 7 Debriefing the Week 6 Head to Toe Assessment Assignment

Student Name

Chamberlain University

NR-305: RN Health Assessment

Prof. Name

Date

Week 7: Debriefing the Week 6 Head-to-Toe Assessment Assignment

Physical Assessment in Practice

In my current nursing role, I do not perform direct physical assessments. My primary focus is on evaluating the social, financial, and educational needs of insurance members. This involves connecting patients with community resources and educating them about their diagnoses and necessary medical tests.

Previously, as the sole RN in a busy primary care office, I managed medication and testing authorizations, triaged phone calls, and performed various nursing responsibilities. During that time, my assessments were more focused, addressing the specific needs of patients visiting the office.

For example, during initial intake appointments, I would identify the primary concerns prompting the patient’s visit. I assessed vital signs, reviewed medications, and evaluated patients with chronic conditions. For individuals with diabetes, I often examined blood sugar logs and inspected feet for skin changes or vascular complications. Monofilament testing was utilized to assess peripheral sensation. Any abnormal findings were promptly communicated to the physician. Saraiva Lucoveis et al. (2018) support this approach, noting that “when asked if they would inspect their feet regularly, the majority stated that they did not perform the inspection of those limbs or only performed it sporadically” (p. 3045). Physicians frequently rechecked the areas I assessed to verify my findings.

Thoroughness of Patient Assessments

I consider the patient assessments in my previous practice to be appropriate and effective. However, it is essential to remain alert to discrepancies between subjective patient reports and objective findings. Lockhart and Davis (2014) emphasize that “it’s important to consider that not all situations require traditional solutions” (p. 18). Most patients visit primary care offices for wellness checks, medication refills, or specific acute concerns, necessitating both focused and thorough evaluations.

Reflections on the Video Assignment

Reflecting on the Week 6 video assignment, I experienced initial intimidation. Despite being a nurse since 2004, I felt anxious about completing the 200-point assessment and worried about omitting critical components. Remembering anatomical landmarks, such as Erb’s point and lymph node locations, proved challenging since I had not conducted a hands-on head-to-toe assessment in over six years.

Recording the assignment was difficult, as being on camera heightened my anxiety. My first attempt was overly long, and the second still exceeded the time limit while missing several evaluations. By the third recording, I condensed the process to under 15 minutes, striving to include all essential assessments, though I occasionally paused to recall details.

Early in my nursing education, I hesitated to perform assessments due to fear of harming patients and difficulty explaining my process. To gain confidence, I worked as a nursing aide, which provided hands-on experience and patient interaction. Since then, mentoring new nurses has become a source of pride, reinforcing my ability to teach and guide others.

Although my current role emphasizes social, economic, and home-related aspects of health, completing this assignment reaffirmed my capacity to provide compassionate and thorough assessments when needed.

References

Lockhart, L., & Davis, C. (2014). Caring for… Nontraditional families. Nursing Made Incredibly Easy, 12(6), 14. Retrieved from https://search-ebscohost-com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=edb&AN=99041601&site=eds-live&scope=site

NR 305 Week 7 Debriefing the Week 6 Head to Toe Assessment Assignment

Saraiva Lucoveis, M. do L., Antar Gamba, M., Boccara de Paula, M. A., & da Silva Morita, A. B. P. (2018). Degree of risk for foot ulcer due to diabetes: nursing assessment. Revista Brasileira de Enfermagem, 71(6), 3041–3047. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1590/0034-7167-2016-0586