Interactive Health History Module
Overview
This free interactive resource helps graduate-level nursing students learn how to properly obtain a patient’s health history through virtual simulation.
How to Use
Visit utc.edu/nursing/health-history and click on “Health History 101” to begin the virtual course. This resource is best accessed on a desktop, laptop, or tablet rather than a phone. Participants click on the right arrow on the screen to advance through the module. When questions are asked, participants will need to click on the options available on the screen.
Feedback is provided throughout the module, and participants can conduct the health history portion of the module as many times as they would like.
Integrative Learning Strategies
Virtual simulation can be used as a safe space to allow students to apply the cognitive and communication skills required to practice as a nurse practitioner. The interactive health history simulation scenario provided in the module requires students to integrate didactic knowledge and clinical skills from health assessment.
Assessment Strategies
Participants collect “Health History Points” in the module as an indicator of their ability to properly obtain a health history; however, this is not a graded activity. Points provide a measure of personal feedback in order for participants to be able to practice taking the health history repetitively until they score the maximum point value.
Appropriate Courses
- Health Assessment
Additional Resources/Publications
American Association of Colleges of Nursing (AACN). (2021). The Essentials: Core Competencies for Professional Nursing Education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
International Nursing Association for Clinical Simulation and Learning. (2021). Healthcare Simulation Standards of Best Practice™. https://www.inacsl.org/healthcare-simulation-standards
Lioce, L., Conelius, J., Brown, K., Schneidereith, T., Nye, C., Weston, C & Bigley, M. (2020). Simulation Guidelines and Best Practices for Nurse Practitioner Programs. National Organization of Nurse Practitioner Faculties. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/docs/simulationnewfolder/20201022_sobp_final.pdf
Sub-competencies for advanced-level professional nursing education:
- 1.1a Identify concepts, derived from theories from nursing and other disciplines, which distinguish the practice of nursing.
- 1.2a Apply or employ knowledge from nursing science as well as the natural, physical, and social sciences to build an understanding of the human experience and nursing practice.
- 1.3a Demonstrate clinical reasoning.
- 2.2 Communicate effectively with individuals.
- 2.2a Demonstrate relationship-centered care.
- 2.1d Promote caring relationships to effect positive outcomes.
- 2.1e Foster caring relationships.
- 2.3h Demonstrate that one’s practice is informed by a comprehensive assessment appropriate to the functional area of advanced nursing practice.
- 9.2l Facilitate communication that promotes a participatory approach.
Posted: July 25, 2023
Submitted by:
Farron Kilburn, MA
Project Manager, University of Tennessee Chattanooga