Youth Health Tasks

Healthy Conversation Skills

Task 1= Healthy Conversation Skills 
Check out the videos below which show you two conversations with five different clients wanting to make lifestyle behaviour changes. The first uses a usual style of conversation in practice, while the second uses Healthy Conversation Skills. Watch and take note of the different response styles used, the engagement of the client and the conversation which makes the client more empowered to make change.

Task 2= Youth Health Data
Upload your written summary regarding:
Adolescent Health and Health Needs
Barriers to youth accessing health care
The benefits of school-based health services

Task 3= School Nurses

The Auckland School Nurses Group (ASNG) is a non-profit group of mostly Registered Nurses who are based in secondary schools to ensure that young people are happy, safe, healthy and participating in society positively.

Write a summary about:
1) The four critical areas of success factors identified by this review: Best Practice: Successful School Health Policy.
2) National Youth Health Nursing Knowledge & Skills Framework
3) In relation to your work as a BN5 student nurse write a summary around the most significant points in relation to your scope of practice

The School Nurse CMDHB Orientation Manual 2018 – would be a great framework to look through & pick out what would be relevant to you as a student (ignoring the parts related to employment conditions etc).

Task 4= Paediatric Society, NZ
1) Describe what the Paediatric Society is
2) What resources on this website are relevant to nurses working with youth?
3) Describe how they are relevant

Task 5= The Rights of Children & Young People
Upload your written summary regarding:
1) What are the three reasons why a charter of healthcare rights specific to children and young people is necessary?
2) What are Tamariki/Children’s and Rangatahi/Young People’s rights in healthcare services outlined in this charter? Name all eleven rights and explain them.

Task 6= Point Research
1) Identify 2 studies or programmes under - ‘Recent work: Children and young people’.
Describe both giving a comprehensive outline (then upload).

Task 7= Depression in Youth

1) What information and services are available?
2) What are the signs and risk factors associated with depression?

Task 8= Rheumatic Fever
Rheumatic fever can develop after a throat infection (strep throat) caused by a Group A Streptococcus (GAS) bacteria. Most sore throats get better and don’t lead to Rheumatic fever but in a small number of people, an untreated strep throat can lead to Rheumatic fever within five weeks after a sore throat. This can cause the heart, joints, brain and skin to become inflamed and swollen. 

Youth Health Data

For some people it will also lead to damage of the heart valves RHD.

1) What is the Rheumatic Fever Prevention Programme?
2) What would the role of the school nurse be (in both Primary & Secondary Schools)?
3) What are the signs and symptoms of Rheumatic Fever?

Task 9= Manuka Honey
Honey has been used since ancient times to treat multiple conditions. Honey protects against damage caused by bacteria, some honey also stimulates production cells that can repair tissue damage. Manuka honey is quite often used on wounds to either treat or to prevent infection.

1) Is the use of Manuka Honey evidenced based?
a) If so, how does it work?
b) If not, does it cause any harm? Should nurses encourage clients to not use it?
c) What would the contradications be?
2) Please upload any supporting evidence you find.

Task 10= Impetigo (School Sores)/ Hakihaki
A highly contagious skin infection that is quite common in children/youth and is caused by two types of bacteria: Streptococcus progenies (Strep) or Staphylococcus aureus (Staph).
1) How would you describe Impetigo/ School Sores / Hakihaki?
2) What would you document as part of a skin assessment?
3) What education would you give a young person on the care and prevention of Impetigo/ School Sores / Hakihaki?
4) What are the long term effects of untreated Impetigo/ School Sores / Hakihaki?

Task 11= Boils / Whewhe
A boil (also called a furuncle) is a deep form of bacterial folliculitis (infection of a hair follicle).
1) How would you describe a boil / whewhe?
2) What would you document as part of a skin assessment?
3) What education would you give a young person on the care and prevention of boils / whewhe?
4) What are the long term effects of untreated boils / whewhe?

Task 12= Acne (Pimples) / Huahua (Non-anonymous question
Acne is a common chronic disorder affecting the hair follicle and sebaceous gland, in which there is expansion and blockage of the follicle and inflammation. There are several variants.
1) How would you describe Acne / Huahua?
2) What would you document as part of a skin assessment?
3) What education would you give a young person on the care and prevention of Acne / Huahua?
4) What are the long term effects of untreated Acne / Huahua?

Task 13= Head & Brain Injury
Using the resources below:
1) Describe the difference between a head injury & a brain injury.
2) What assessment you would undertake related to these?
3) What Health education would you give to a client (& their family/whanau) regarding head & brain injuries?
4) What signs and symptoms are warning signs?
5) Name the four strategies [shown to on page 5 of the 'Traumatic Brain Injury Strategy and Action Plan (2017 – 2021)' document] which support the vision: 'Improve the quality of life for New Zealanders by reducing the incidence, severity and impacts of TBI'

Task 14= The Dunedin Multidisciplinary Health & Development Study
The Dunedin Study has followed the lives of 1037 babies born between 1 April 1972 and 31 March 1973 at Queen Mary Maternity Hospital, Dunedin, New Zealand, since their birth. The Study is now in its fifth decade and has produced over 1300 publications and reports, many of which have influenced or helped inform policy makers in New Zealand and overseas.

Write a summary about this study. Ensure you describe what this study. is and how this would be relevant to nursing and youth