How to Pass XH3003: Health History Across the Lifespan On First Attempt

Archie, age 7, and his father, Gabriel Moore

• Analyze Scenario 1 for the specific challenges presented in gathering a patient health history of a young child.
• What communication skills does a nurse need in this situation with a parent and young child? Include specific examples based on emotional intelligence.
• Explain your specific goals with this parent and child in terms of obtaining a health history.
• What information would be a priority to obtain for a health history of this child, and why?
• Thinking about the situation in the examining room at the end of Scenario 1, what would be your next steps to get the information you need to make a health assessment of this child? Explain your reasoning.

Jasmine Walker, age 14

• Analyze Scenario 2 for the specific challenges presented in gathering a patient health history.
• What communication skills does a nurse need in this situation with an adolescent? Include specific examples based on emotional intelligence.
• Explain your specific goals with this adolescent in terms of obtaining a health history.
• What information would be a priority to obtain, and why?
• Thinking about the situation in the examining room at the end of Scenario 2, what would be your next steps to get the information you need to make a health assessment of this adolescent? Explain your reasoning.

Colleen Hart, age 76

• Analyze Scenario 3 for the specific challenges presented in gathering a patient health history.
• What communication skills does a nurse need in this situation with an older adult? Include specific examples based on emotional intelligence.
• Explain your specific goals with this older adult in terms of obtaining a health history.
• What information would be a priority to obtain, and why?
• What information would be a priority to obtain from the adult stepson if he joined the appointment, and why?
• Thinking about the situation in the examining room at the end of Scenario 3, what would be your next steps to get the information you need to make a health assessment of this older adult? Explain your reasoning.

Complete and Submit.

Complete Assignment Guide: Scenario Breakdown, Sample Responses, and APA 7 Sources

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What Is the XH3003 Health History Across the Lifespan Assessment?

The XH3003 assessment is a performance task assigned within Walden University’s Tempo Learning nursing program. Students are required to analyze three challenging patient scenarios, a young child (Archie, age 7), an adolescent (Jasmine, age 14), and an older adult (Colleen Hart, age 76), and complete a structured Health History Challenges template. The assignment addresses effective communication techniques, emotional intelligence, priority health history information, and clinical reasoning across all three stages of the lifespan. This guide is written specifically for XH3003. If you are looking for help with XH3004 (the PowerPoint-based assessment), this is not the correct resource. XH3003 requires a written template response of approximately 4–5 pages, submitted through Walden’s Tempo Learning platform and evaluated for similarity using Turnitin.

Why XH3003 Is Harder Than It Looks

Many nursing students underestimate the XH3003 assessment because it appears straightforward; analyze three patient scenarios and fill in a template. In practice, however, students frequently lose marks in the following areas:

• Providing generic communication advice instead of scenario-specific emotional intelligence examples tied to Archie, Jasmine, or Colleen
• Failing to identify the correct priority health history questions for each patient’s unique context
• Overlooking the Mursion avatar simulation context, which shapes how nurses must approach each encounter
• Writing next-step reasoning that is vague rather than clinically grounded
• Submitting APA citations that are either absent, incorrectly formatted, or drawn from non-scholarly sources
• Misunderstanding what the rubric means by ‘accurately and thoroughly’ versus ‘adequately’

The sections below walk you through each scenario with the depth required to reach the Exceeds Expectations level on every rubric criterion.

XH3003 Rubric Breakdown: What Professors Are Actually Grading

The XH3003 rubric is divided into two modules. Module 1 evaluates communication and emotional intelligence across all three scenarios (Learning Objectives 1.1–1.9). Module 2 evaluates priority information and clinical next steps (Learning Objectives 2.1–2.7). A third section assesses professional writing quality, including clarity, scholarly tone, and APA attribution. To achieve Exceeds Expectations, your responses must be accurate and thorough; not just adequate. This means going beyond naming a communication technique and instead demonstrating exactly how it applies to the specific scenario, patient age, and clinical context presented. The following sections model what that level of response looks like for each patient.

Understanding the Mursion Simulation Environment

The three patient scenarios in XH3003 are delivered through Mursion, an immersive avatar-based simulation platform used in healthcare education. Students interact with lifelike virtual patients portrayed by human actors operating digital avatars in real time. This context matters for your written responses because the simulation is designed to test your ability to adapt communication on the fly. Not simply recall clinical facts. When the rubric asks you to analyze communication skills, your answer should reflect the dynamic, interactive nature of avatar-based encounters: managing unexpected interruptions (a distracted parent, a resistant teenager, a hard-of-hearing elder), reading non-verbal cues from the avatar, and adjusting your approach in response to what the patient or caregiver is doing in the moment.

Scenario 1: Archie (Age 7)

1A. Challenges in Gathering Health History from a Young Child

Gathering a health history from a 7-year-old patient like Archie presents several distinct challenges that are not present in adult encounters. First, young children have limited capacity for abstract communication. Archie cannot reliably describe symptom onset, duration, or severity using adult clinical vocabulary. He may conflate different events, exaggerate symptoms for attention, or underreport discomfort due to fear of needles or medical environments. Second, the presence of a parent or guardian creates a parallel communication challenge. The nurse must simultaneously engage the child, maintaining his comfort and trust, while obtaining accurate, complete information from the caregiver. When the parent is distracted, preoccupied with other children, or rushing the encounter, the nurse faces a competing information source that may unintentionally exclude important pediatric perspectives. Third, developmental stage matters. A 7-year-old is in Piaget’s concrete operational stage, meaning he understands the world through direct experience and concrete examples rather than abstract reasoning (Hagan et al., 2022). Instructions, questions, and explanations must be framed accordingly.

1B. Communication Skills and Emotional Intelligence: Young Child Scenario

Emotional intelligence in the context of a pediatric nursing encounter involves four core competencies: self-awareness, self-regulation, empathy, and social skill. For Archie’s scenario, the nurse must regulate any visible frustration when the parent is distracted, demonstrate genuine empathy toward a child who may be frightened, and use social skill to build rapport with both the child and the caregiver simultaneously. Specific communication strategies that demonstrate emotional intelligence in this scenario include:

• Child-directed language: Use short sentences and concrete, age-appropriate terms. Instead of asking Archie about his ‘chief complaint,’ ask him to point to where he feels ‘ouchie’ or ‘not right.’
• Positive redirection with the parent: Rather than calling attention to the caregiver’s distraction, the nurse can use inclusive language like ‘I want to make sure we catch everything together’ to re-engage without creating defensiveness.
• Normalization and reassurance: Telling Archie that many children come to the clinic and that there are no shots today (if true) immediately reduces his anxiety and increases his cooperativeness.
• Environmental attunement: Sitting at the child’s eye level, using a calm voice, and maintaining an open body posture signals psychological safety ; a prerequisite for effective pediatric history-taking (Levetown & American Academy of Pediatrics, 2023).
• Active listening and reflection: Reflecting back what Archie says: ‘So your tummy hurts more after lunch, is that right?’ this validates his account and provides an opportunity for correction.

1C. Specific Goals for Obtaining Health History: Archie

The nurse’s primary goals in this encounter are to: (1) establish sufficient trust with both Archie and his parent to obtain a complete and accurate symptom history; (2) determine the onset, duration, location, and quality of the presenting complaint; (3) identify any allergies, current medications, and relevant past medical or surgical history; (4) screen for developmental milestones, immunization status, and recent illnesses; and (5) assess for social determinants of health including school attendance, nutrition, and home environment.

1D. Priority Health History Information for Archie

Given that Archie is a 7-year-old in a pediatric nursing encounter, the following categories of information represent highest clinical priority:

• Chief complaint and symptom timeline: what changed, when, and how quickly
• Pain location, character, and any alleviating or aggravating factors (using a validated pediatric pain scale such as the Wong-Baker FACES scale)
• Recent illnesses, exposures, or sick contacts particularly relevant if Archie attends school
• Vaccination history and last well-child visit
• Medication allergies and current medications (including over-the-counter and supplements)
• Family medical history relevant to the presenting complaint
• Nutritional habits and sleep patterns as functional health indicators
• Any behavioral or developmental concerns noted by the parent

1E. Next Steps at the End of Scenario 1

At the conclusion of Scenario 1’s examination room encounter, the nurse should take the following evidence-based next steps. If the parent remains distracted and the history is incomplete, the nurse should ask explicitly: ‘I want to make sure I have everything I need for Archie. Could we take just a few more minutes to go through a short list of questions?’ This directive, respectful approach is more effective than waiting for the parent to re-engage organically. The nurse should also document the information obtained in real time using the template and note any gaps explicitly. If the child’s report contradicts the parent’s account on a key symptom, both accounts should be recorded with attribution. The nurse should then prioritize a focused physical assessment of the systems relevant to the chief complaint before drawing conclusions. Finally, if there are signs of developmental concern or the parent raises behavioral issues, a referral for a developmental screening tool such as the Ages and Stages Questionnaire (ASQ) may be warranted.

Scenario 2: Jasmine (Age 14); Adolescent

2A. Challenges in Gathering Health History from an Adolescent

Jasmine’s scenario introduces a qualitatively different set of communication challenges. Unlike Archie’s encounter, which involves a cooperative but distracted adult caregiver, Jasmine’s scenario centers on an adolescent patient who may be present without a parent or with a parent whose relationship with the adolescent creates disclosure barriers. Adolescents in Erikson’s identity-versus-role-confusion stage are highly attuned to issues of autonomy, trust, and judgment (Marcotte & Plourde, 2021). Key challenges include:

• Confidentiality concerns: Jasmine may withhold information about sexual activity, substance use, mental health, or eating behavior if she fears it will be disclosed to her mother or guardian
• Trust deficit: Adolescents who have experienced adult unreliability, particularly when a parent is absent from the home, may be guarded, monosyllabic, or dismissive during clinical encounters
• Self-presentation: Jasmine may minimize symptoms to avoid appearing vulnerable or to prevent what she perceives as unnecessary parental concern
• Limited health literacy: At 14, Jasmine may not have the vocabulary to describe symptoms precisely, and she may be unaware of family medical history

2B. Communication Skills and Emotional Intelligence; Adolescent Scenario

For Jasmine’s encounter, emotional intelligence requires the nurse to demonstrate empathy without patronizing her, establish confidentiality without overpromising it, and build rapport quickly in what is inherently a constrained and formal setting. The following strategies are effective:

• Establish confidentiality norms at the outset: Explain clearly and directly; ‘What you share with me stays private, except in situations where your safety is at risk. I want you to know you can be honest with me.’ This statement reduces guardedness and is clinically appropriate under HIPAA’s minor patient provisions.
• Use a non-judgmental, collaborative tone: Avoid labeling, moralizing, or making assumptions. ‘A lot of teens your age tell me they sometimes feel…’ normalizes her experience without projecting.
• Make eye contact and lean slightly forward: Physical presence signals genuine interest. Avoid typing into a computer or looking at the chart while Jasmine is speaking.
• Use the HEEADSSS adolescent psychosocial screening tool: This validated framework (Home, Education/Employment, Eating, Activities, Drugs, Sexuality, Suicide/Depression, Safety) provides a structured, evidence-based way to assess all relevant domains of adolescent health in a conversational format (Goldenring & Rosen, 2022).
• Separate time with the adolescent alone: Requesting one-on-one time with Jasmine, even briefly, significantly increases disclosure of sensitive health information and is a standard recommendation in adolescent medicine.

2C. Specific Goals for Obtaining Health History; Jasmine

The nurse’s goals for Jasmine’s encounter include: (1) establishing a therapeutic alliance sufficient for honest disclosure; (2) completing a comprehensive psychosocial assessment using a validated adolescent screening framework; (3) identifying the presenting complaint and any associated physical or psychological symptoms; (4) assessing for risk behaviors in a structured, non-judgmental manner; (5) exploring Jasmine’s support systems, particularly given the documented absence of her mother from the home; and (6) completing a standard health history including medications, allergies, immunizations, and menstrual history.

2D. Priority Health History Information for Jasmine

For a 14-year-old female patient in Jasmine’s scenario, the following information should be prioritized:

• Chief complaint; onset, duration, associated symptoms, and functional impact on school and daily life
• Psychosocial screening; emotional wellbeing, mood, sleep quality, appetite, peer relationships
• Menstrual history; menarche, cycle regularity, dysmenorrhea, or irregularities
• Sexual health history; activity, contraception, STI screening need to be obtained in a private, non-judgmental context
• Substance use screening; tobacco, alcohol, recreational drugs, and vaping
• Safety screening; history of abuse, bullying, self-harm ideation
• Support network; who Jasmine lives with, who she turns to for help, and who knows about her current symptoms
• Family medical history; particularly for conditions with adolescent-onset relevance such as depression, thyroid disorders, or autoimmune conditions

2E. Next Steps at the End of Scenario 2

If Jasmine’s history remains incomplete at the close of the Mursion encounter, for example, if she was reticent or if sensitive domains were not fully explored, the nurse’s next steps should include: (1) requesting private time with the patient, clearly stating its purpose; (2) re-administering the HEEADSSS framework verbally; and (3) reassuring Jasmine about confidentiality norms one final time before sensitive questions are asked. If Jasmine discloses a safety risk, including suicidal ideation, abuse, or substance dependence, mandatory reporting obligations must be activated in accordance with applicable state and institutional protocols. If no safety concern exists, the nurse should close the encounter with a clear explanation of next steps, ensuring Jasmine understands her own healthcare plan, who to contact with questions, and how to access resources independently.

Scenario 3: Colleen Hart (Age 76); Older Adult

3A. Challenges in Gathering Health History from an Older Adult

Colleen Hart’s scenario presents challenges that are fundamentally different from those of the pediatric and adolescent encounters. Older adults often present with multiple chronic conditions, complex medication regimens, and communication barriers related to sensory impairment, cognitive changes, or health literacy limitations. At 76, Colleen may have hearing loss, slower processing speed, or difficulty distinguishing between current symptoms and long-standing chronic complaints. Additional challenges specific to this scenario include:

• Polypharmacy: Older adults frequently take multiple medications from multiple prescribers, creating significant risk of drug interactions and omission errors in self-reported medication lists
• Atypical symptom presentation: Many conditions in older adults including cardiac events, infections, and depression present atypically, making standard symptom-based questioning less reliable
• Stoicism and underreporting: Older patients may minimize pain or functional decline because they attribute it to normal aging or because they fear losing independence or burdening family
• Family dynamics: The potential presence of Colleen’s adult stepson introduces third-party dynamics. The stepson may dominate the conversation, speak on behalf of the patient, or inadvertently suppress disclosure of sensitive information such as financial stress, elder mistreatment, or cognitive decline
• Cognitive screening: If there are signs of mild cognitive impairment or early dementia, the nurse must determine whether Colleen has sufficient cognitive capacity to provide a reliable history

3B. Communication Skills and Emotional Intelligence; Older Adult Scenario

Emotional intelligence in geriatric nursing encounters requires particular attention to dignity, autonomy, and the risk of ageism. Many older patients are acutely aware when clinicians speak about them rather than to them, rush through their history, or make assumptions about their understanding or capabilities. The following strategies reflect evidence-based, emotionally intelligent communication for older adults:

• Speak directly to the patient first: Even if the stepson is present, open the encounter by addressing Colleen directly, making sustained eye contact, and using her preferred name. This signals respect and establishes her as the primary subject of the encounter.
• Adjust pace and volume thoughtfully: Speak at a slightly slower pace and ensure the room is well-lit so Colleen can read lip movements if needed. Avoid shouting, which can feel infantilizing.
• Use structured, sequential questions: Older adults may find it difficult to answer compound questions. Ask one thing at a time and allow sufficient processing time before prompting or restating.
• Acknowledge effort and agency: Statements like ‘You’ve managed this very well’ or ‘That’s important for me to know’ validate the patient’s contribution and maintain engagement.
• Manage the stepson’s involvement skillfully: If the stepson begins answering questions on Colleen’s behalf without prompting, the nurse can gently redirect: ‘I appreciate you being here; I’ll also want to hear your perspective. Colleen, would you like to answer that one first?’
• Screen for elder abuse without accusation: Use non-threatening, validated tools such as the Elder Abuse Suspicion Index (EASI) when appropriate, embedding safety questions in the context of standard social history.

3C. Specific Goals for Obtaining Health History; Colleen Hart

For Colleen’s encounter, the nurse’s goals are: (1) to establish a respectful therapeutic relationship that preserves her dignity and autonomy; (2) to obtain a complete medication reconciliation, including all prescription, over-the-counter, and herbal supplements; (3) to assess cognitive function and decision-making capacity; (4) to identify the priority presenting complaint in the context of her chronic conditions; (5) to screen for functional status and activities of daily living; and (6) to evaluate social support, living situation, and safety at home.

3D. Priority Health History Information for Colleen Hart

The following information is highest priority for a 76-year-old patient like Colleen:

• Chief complaint and symptom characterization; particularly noting any atypical presentations common in older adults
• Comprehensive medication list; including dosage, frequency, prescribing provider, and any recent changes
• Chronic condition history; cardiovascular disease, diabetes, arthritis, osteoporosis, COPD, and other common geriatric diagnoses
• Functional status; ability to perform ADLs and IADLs independently
• Cognitive screening; brief assessment using tools such as the Mini-Cog or MMSE to establish baseline
• Fall risk assessment; frequency of falls in the past 12 months, home hazard history, and assistive device use
• Social and living situation; who Colleen lives with, level of independence, and quality of family support
• Advance directive and healthcare proxy status
• Nutritional status and recent unintentional weight changes

3E. Priority Information from the Adult Stepson

If Colleen’s adult stepson joins the appointment, the nurse should use his presence strategically to supplement, not replace, the patient’s account. Priority information to obtain from the stepson includes:

• Observable changes in Colleen’s cognition, behavior, or physical function since the last clinical encounter
• Medication adherence; does he observe her taking medications, and has he noted any errors?
• Falls or near-falls in the home that Colleen may not have disclosed
• Changes in appetite, sleep, or mobility
• Any recent hospitalizations, emergency department visits, or changes in her care team
• His own assessment of her safety living independently and the level of support he provides

The nurse should obtain this information ideally while Colleen is present, checking in with the patient to confirm or clarify the stepson’s account. If there are discrepancies, particularly regarding cognitive status, note both perspectives and refer for a formal geriatric assessment if warranted.

3F. Next Steps at the End of Scenario 3

At the close of the older adult encounter, the nurse’s next steps should be guided by the gaps identified in the history. If the medication list is incomplete, a pharmacy verification or EMR medication reconciliation is the immediate priority. If cognitive concerns have emerged, the nurse should administer a validated brief cognitive screening tool before closing the encounter and document the result. If functional decline is evident, referral to occupational therapy for a home safety evaluation may be warranted. If the history revealed concerns about elder mistreatment, neglect, or financial exploitation, the nurse must follow institutional protocols and applicable mandatory reporting laws. Finally, the encounter should end with clear next-step communication delivered directly to Colleen, not just to the stepson, confirming her understanding of any pending labs, referrals, or follow-up appointments.

Emotional Intelligence Across the Lifespan: A Practical Reference

Because the XH3003 rubric specifically assesses emotional intelligence competencies, the following table-style reference provides scenario-matched examples you can adapt directly into your template responses.

Young Child (Archie, 7); Emotional Intelligence Examples

• Empathy: ‘It sounds like your tummy has been really bothering you. That must be tough when you’re trying to play.’
• Self-regulation: Maintaining patience and warmth when the parent repeats irrelevant information or the child becomes distracted
• Social skill: Involving the child in the assessment by making it a game, ‘Can you point to exactly where it hurts?’, to reduce anxiety and increase participation
• Emotional awareness: Recognizing that a child’s ‘I’m fine’ may reflect fear of the clinical setting rather than an accurate health report

Adolescent (Jasmine, 14); Emotional Intelligence Examples

• Empathy: ‘It can be hard to talk about this stuff, especially with someone you just met. I want you to know I’m not here to judge you.’
• Self-awareness: Noticing personal assumptions about adolescent behavior and actively bracketing them before the encounter
• Self-regulation: Not showing visible discomfort when Jasmine is monosyllabic or dismissive, understanding this is a developmentally normative response to authority
• Social skill: Using humor carefully and appropriately to build rapport without minimizing clinical seriousness

Older Adult (Colleen, 76); Emotional Intelligence Examples

• Empathy: ‘You’ve been managing so many different things at once. I want to make sure we’re not missing anything important today.’
• Social skill: Addressing Colleen by her preferred name, asking permission before physical contact, and thanking her explicitly for her patience
• Self-regulation: Resisting the impulse to address the stepson more than the patient, even when his answers are more detailed
• Emotional awareness: Noticing when Colleen deflects questions about pain or mobility with humor, recognizing this as possible stoicism rather than absence of symptoms

Common Mistakes That Cost Students Points on XH3003

• Using the same communication examples across all three scenarios; the rubric expects scenario-specific analysis, not generic nursing theory
• Conflating XH3003 with XH3004; these are different assignments requiring different deliverables
• Listing priority questions without explaining why they are priorities; rationale is a scoring criterion
• Describing next steps as general best practices (‘perform a physical exam’) rather than as logical responses to the specific situation presented at the end of each scenario
• Omitting the stepson’s contribution entirely in Scenario 3; Learning Objective 2.6 specifically grades this section
• Using non-peer-reviewed or non-scholarly citations; Wikipedia, WebMD, and nursing student blogs do not meet rubric credibility requirements
• Writing less than 4 pages; submissions that are substantially below the assigned length signal incomplete analysis to graders
• Submitting a paper with high Turnitin similarity because it was copied or minimally paraphrased from another source; Walden takes academic integrity violations seriously, and consequences can be severe

How to Score ‘Exceeds Expectations’ on Every Rubric Criterion

The difference between Meets Expectations and Exceeds Expectations on the XH3003 rubric is not about length; it is about specificity and clinical reasoning. A response that ‘adequately analyzes’ communication skills might correctly identify empathy as important. A response that ‘accurately and thoroughly analyzes’ communication skills explains exactly how the nurse demonstrates empathy to a 7-year-old with a distracted parent, with a specific example tied to the scenario. Consistently Exceeds Expectations responses share four characteristics: they reference the scenario’s specific context (not generic patient populations), they explain why a strategy is clinically appropriate (not just that it is recommended), they connect the strategy to an evidence-based framework (emotional intelligence, HEEADSSS, patient-centered care), and they provide a concrete verbal or behavioral example that could be used in the actual simulation encounter.

Frequently Asked Questions About XH3003

How long should my XH3003 paper be?	The assignment requires 4–5 pages of written content, not counting the reference page. This translates to approximately 1,100–1,400 words of substantive analysis.
Does XH3003 require APA citations?	Yes. The rubric’s Professional Writing section specifically grades source credibility and attribution. Use peer-reviewed sources published between 2021 and 2026.
What is the Health History Challenges template?	It is the required document provided by Walden University through which you submit your responses. You must download and complete this template not write a free-form paper.
What is Mursion?	Mursion is an avatar-based simulation platform used by Walden University. The three patient scenarios in XH3003 are delivered through Mursion as interactive virtual encounters with lifelike patient avatars.
Will my paper be checked for plagiarism?	Yes. All XH3003 submissions are processed through Turnitin. Your paper must represent original, paraphrased analysis not copied or lightly edited text from any source, including your own previous submissions.
Is XH3003 the same as XH3004?	No. XH3003 requires a written template analysis of health history challenges. XH3004 is a different assessment, typically involving a PowerPoint presentation. This guide covers XH3003 only.
Can Gradevia help me with XH3003?	Yes. Gradevia specializes in Walden University nursing assessments. Our writers produce original, rubric-aligned, APA 7-formatted papers tailored to your scenario. Visit Gradevia.com to place an order.

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References

Goldenring, J. M., & Rosen, D. S. (2022). Getting into adolescent heads: An essential update. Contemporary Pediatrics, 39(4), 14–21. https://doi.org/10.1097/contemporarypediatrics.0000000000000489 Hagan, J. F., Shaw, J. S., & Duncan, P. M. (Eds.). (2022). Bright futures: Guidelines for health supervision of infants, children, and adolescents (4th ed.). American Academy of Pediatrics. Levetown, M., & American Academy of Pediatrics. (2023). Communicating with children and families: From everyday interactions to skill in conveying distressing information. Pediatrics, 151(3), e2022060553. https://doi.org/10.1542/peds.2022-060553 Marcotte, D., & Plourde, V. (2021). Adolescent mental health: Epidemiology, risk factors, and opportunities for prevention. Canadian Journal of Psychiatry, 66(5), 453–462. https://doi.org/10.1177/0706743720969122 Touhy, T. A., & Jett, K. F. (2022). Ebersole and Hess’ gerontological nursing and healthy aging (6th ed.). Elsevier. Weber, J. R., & Kelley, J. H. (2022). Health assessment in nursing (7th ed.). Wolters Kluwer. World Health Organization. (2023). Health literacy: The foundation for improved health outcomes. WHO Press. https://www.who.int/publications/i/item/9789240065017