Barriers to Interpersonal Communication

55-year-old Asian female living in a high-density poverty housing complex.
Pre-school aged white female living in a rural community.

What are the barriers to interpersonal communication?
What are the procedures and examination techniques that will be used during the physical exam of your patient?
Describe the Subjective, Objective, Assessment, Planning (S.O.A.P.) approach for documenting patient data and explain what they are.

Submission Instructions:.

Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

1. Barriers to Interpersonal Communication

55-Year-Old Asian Female Living in a High-Density Poverty Housing Complex: Interpersonal communication barriers for this patient can include cultural and language differences, socioeconomic factors, and healthcare access challenges. Asian cultures may emphasize modesty and respect for authority, potentially leading to reluctance in sharing personal health issues or questioning medical advice. Limited proficiency in English can hinder effective communication, causing misunderstandings between the patient and healthcare provider. Additionally, living in poverty-stricken housing may contribute to stress, anxiety, and mistrust in healthcare systems, exacerbating communication difficulties.

Pre-School Aged White Female Living in a Rural Community: For the pre-school-aged child, communication barriers may arise due to developmental factors. Young children may lack the vocabulary or cognitive ability to articulate symptoms or concerns. Furthermore, rural living can pose challenges like limited access to specialized healthcare services, leading to delayed diagnosis or treatment. Parental influence and educational background may also play a role; parents in rural areas might have limited health literacy, affecting how they convey their child’s health issues to healthcare providers.

2. Procedures and Examination Techniques During the Physical Exam

55-Year-Old Asian Female: For this patient, a comprehensive physical exam will be conducted, including the following procedures:

General Appearance: Assessment of the patient’s overall appearance, including signs of distress, hygiene, and body habitus.
Vital Signs: Measurement of blood pressure, heart rate, respiratory rate, and temperature to establish baseline health data.
Cardiovascular Exam: Auscultation of the heart for abnormal sounds like murmurs or arrhythmias, and palpation of peripheral pulses to assess circulation.
Respiratory Exam: Inspection, palpation, percussion, and auscultation of the lungs to identify any respiratory issues.
Abdominal Exam: Palpation of the abdomen for tenderness, masses, or organomegaly, along with auscultation for bowel sounds.
Neurological Exam: Assessment of cranial nerves, motor strength, reflexes, and sensation to evaluate neurological function.

Pre-School Aged White Female: For the young child, the examination will be adapted to her developmental level:

Growth Measurements: Recording height, weight, and head circumference to monitor growth patterns.
Developmental Assessment: Evaluating motor skills, language development, and social interaction appropriate for her age.
HEENT Exam: Examining the head, eyes, ears, nose, and throat for signs of infection or abnormalities.
Cardiopulmonary Exam: Auscultation of the heart and lungs, with attention to any signs of congenital anomalies or respiratory distress.
Abdominal Exam: Gentle palpation to detect any tenderness or masses, ensuring the child’s comfort during the exam.
Immunization Review: Checking vaccination status to ensure the child is up to date with immunizations.

3. Subjective, Objective, Assessment, Planning (S.O.A.P.) Approach

Subjective: This section involves gathering the patient’s subjective experiences, including symptoms, medical history, and any other relevant information provided by the patient or family members. For the 55-year-old Asian female, this might include a description of symptoms like fatigue or chest pain. For the pre-school-aged child, subjective data might be provided by the parents, such as the child’s recent behavior, appetite, or any concerns about development.

Objective: The objective section includes measurable and observable data obtained through the physical exam, vital signs, lab results, and diagnostic tests. For the 55-year-old patient, this might include blood pressure readings, heart sounds, or EKG results. For the child, objective data could involve growth measurements, findings from the physical exam, or results from any screenings.

Assessment: In this section, the healthcare provider synthesizes the subjective and objective data to form a diagnosis or differential diagnosis. For the older patient, the assessment might identify conditions like hypertension or cardiovascular disease. For the child, the assessment could focus on developmental milestones or identify any potential growth concerns.

Plan: The plan outlines the next steps in patient care, including treatments, medications, referrals, and follow-up appointments. For the 55-year-old female, the plan might include prescribing antihypertensive medication, lifestyle changes, and a referral to a cardiologist. For the child, the plan could involve scheduling follow-up visits to monitor development, providing dietary recommendations, or updating immunizations.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach. Elsevier Health Sciences.
Jarvis, C. (2020). Physical examination & health assessment. Elsevier Health Sciences.