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A Guide to Taking a Patient's History

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Journal Article Review
Introduction
“A Guide to Taking a Patient's History,” an article written by Hillary Lloyd and Stephen Craig, which was published in volume 22, issue 13 of the Nursing Standard journal in December 2007 issue. The article provides an overview of professional processes involved in attaining patient’s history, emphasizes preparation of a comfortable environment, and exemplifies the significance of using effective communication skills to assist practitioners with obtaining a comprehensive and an accurate patient history while using a structured systemic approach in a variety of settings.
Summary of the Article
“Taking a patients history is arguably the most important aspect of a patients assessments, and is being undertaken by nurses” (Crumbie, 2006, as cited in Lloyd & Craig, 2007, p. 42). An accurate and comprehensive patient history is imperative and “cannot be overstated” (Crumbie, 2006, as cited in Lloyd & Craig, 2007, p. 42) since it provides clinicians with the most essential information needed to establish an effective and a patient focused plan of care. Lloyd and Craig recommends preparing a comfortable environment and using effective communication skills in a logical and systematic approach to begin this process to achieve the best patient outcomes.
First, the nurse should begin with preparing the environment by ensuring it is easily accessible, well prepared, safe for patients and or/and their family member(s), and preferably in a location where there are few to no interruptions. Next, in a professional and friendly fashion, the clinician should introduce his/herself, state his/her purpose, and proceed with gaining consent prior to asking questions or providing care if the patient has the ability to demonstrate that he/she has a clear understanding of what they are agreeing to. The nurse must be culturally sensitive, open-minded or unbiased in regards to the individual’s religious beliefs, health practices, and gender, treat patients with respect and dignity, and maintain patient privacy and confidentiality throughout the assessment in order to establish a trusting relationship. “Good communication skills are essential” (Lloyd & Craig, 2007, p 42) to maintain rapport. Practitioners must be compassionate, empathetic, and use positive verbal and nonverbal communication skills such as, avoiding professional “jargon and using technical terms” (Mehrabian, 1981, as cited in Lloyd & Craig, 2007, p. 43). Sitting down to face the client while maintaining good eye contact, nodding his/her head, and holding an interested posture are examples of good communication skills. Additionally, the nurse must allow sufficient time to hear the patient’s story without interruptions in order to collect the essential and pertinent information, which facilitates the practitioner in establishing the patient’s care plan. Failure to obligate time in this step might result in establishing an inaccurate plan of care, which consequently, results in poor patient’s outcomes.
According to Lloyd and Craig (2007, p.42), it is imperative for the practitioner to “gather information in a systematic, sensitive, and professional manner”. “If the structure advised by Douglas etal (2005) is used, history taking should start with asking the patient about the presenting complaint” (Lloyd & Craig, 2007, p.43). With a signed consent in hand, the nurse may proceed with history taking interview by asking open-ended questions such as, ‘what brought you in today or what are you experiencing?’ to help gather detailed information about the resenting complaint. This affords the patient the opportunity to explain the problem in his/her own words and allows the practitioner to gather all the details while actively listening. The practitioner should then ask focused, direct, or closed ended questions such as, ‘when did the onset begin or when was the last time you experienced this symptom?’ This allows practitioners to seek clarification, expand on information, or further explore cardinal symptoms and “not on the diagnosis to ensure that no information is missed” (Lloyd & Craig, 2007, p, 43). “Direct questioning can be used to ask about the sequence of events…and any other symptoms that might be associated with possible differential diagnoses and risk factors” (Lloyd & Craig, p. 44).
When a full account of the presenting complaint has been ascertained, information about the patient's past medical history should be gathered” (Lloyd & Craig, 2007, p, 43), which includes, but is not limited to childhood and adult illnesses, immunizations, and surgeries. Next, inquire an about the patient’s psychiatric history, such as coping strategies prescribed medications, or psychiatric hospital admissions. A thorough medication history is crucially important and should include all prescribed and over the counter drugs, home remedies, and allergies. Given the structure advised by Douglas etal (2005), the next areas of the focused interview consists of inquiring about “family history, social history, sexual history, and occupational history” (Lloyd & Craig, 2007, p. 46-47). The nurse can begin finalizing the health assessment interview by completing a systemic enquiry, which involves asking a series of questions in a head-to-toe method with the primary focus being on the existence of symptoms related to different systems that were not mentioned when affirming the chief complaint.
The Calgary Cambridge Observation Guide (COOG) is a structured, but practical tool that delineates the practitioner’s skills, which assist in the nurse-patient communication during the history taking assessment. The COOG framework is built on five stages to aid the practitioner with collecting accurate patient information can use, which consist of “explanation and planning, aiding accurate recall and understanding, achieving a shared understanding, planning through shared decision making, and closing the consultation” (Lloyd & Craig, 2007, p. 44). According to Lloyd and Craig (2007, p.44), “the CCOG is useful as it facilitates continued learning and refining of consultation skills for the practitioner and is an ideal model for both 'novice' and 'experienced' nurses.” The authors also refer to the CAGE system, which is an assessment tool that assists practitioners with eliciting information concerning social history. It is a simple, but structured questionnaire used by clinicians to screen and diagnose alcoholism. “CAGE” is the acronym for four interview questions, which assists practitioners with using clear, concise, and effective communication skills. The questions inquires whether the patient is thinking about “cutting down, feels annoyed secondary to criticism, feels guilty about drinking, or experienced any eye openers” (Lloyd & Craig, 2007, p. 46).
Evaluation of the Article
Lloyd and Craig did an excellent job with emphasizing the significance and purpose of the practitioner preparing the environment and using effective and therapeutic communication skills, while using simple but practical and structured tools, such as COOG and CAGE in order to complete a detailed and thorough health assessment in a methodical order. These tools facilitates clinicians with obtaining accurate and pertinent information from the generalized public. I found this article to be stimulating, especially the information regarding the COOG assessment tool. I would have liked the authors to expand on the COOG in this article, or perhaps write another article regarding this tool.
Conclusion
An assessment is the first and vital part of the nursing process and therefore forms the basis of establishing an effective and holistic patient specific plan of care. Preparing the environment, using effective and therapeutic communication skills, and in a logical order are essential requirements for the novice and experienced practitioners to consider to obtain an accurate and comprehensive health assessment, which promotes positive patient outcomes.
Reference
Lloyd, H., & Craig. S. (2007). A guide to taking a patient’s history. Nursing Standard, 22(13), 42-48.

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