Title: Health Assessment: Pulling it all Together!
Authors: Pam Johnson
Affiliations: University of South Alabama
Resources available with this module: Readings, application exercise
Context: NU 325 Nursing Health Assessment
This TBL module is used as a culminating learning activity in an undergraduate nursing health assessment course. These students are in their first semester of nursing classes (Junior year). These students will be entering the clinical setting the following semester, so they must have a strong foundation in health assessment skills. This course is taught every semester and there are anywhere from 50 – 130 students enrolled. Throughout the semester, content is taught based on body system (Cardiovascular, Respiratory, Abdomen, etc.) This module was created in order to plunge students into application of knowledge gained throughout the semester to complex clinical scenarios.

Required Reading•   Read the article: Crowe, S., Ewart, L., Derman, S. (2017). Something isn’t right: The subtle changes of early deterioration. Nursing Made Incredibly Easy! DOI-10.1097/01.NME.0000508537.59047.b3•   Read p. 3, 4, 5 including Table 1-1; p. 804-805 SBAR in Textbook: Jarvis, C. (2016). Physical examination and health assessment (7th ed.). Philadelphia: Saunders•   Review the PowerPoint presentation on Vital Signs, and Evidence-Based Assessment•   Watch this Introduction to Team-Based Learning Video: http://camtasia.usouthal.edu/Camtasia/pamjohnson/Introduction_to_TBL_-_20170424_165259_16.html•   Review the Student Database Document and Student Guidelines Document
Objectives•   Determine what patient data is considered normal versus abnormal.•   Recognize signs of clinical deterioration in an unfolding patient case.•   Demonstrate effective communication skills using the SBAR (Situation, Background, Assessment, and Recommendation) tool to report patient deterioration to a healthcare provider.
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