NRS 434VN Week 2 Assignment Assessment Of The Child: Functional Health Pattern Analysis Worksheet

NRS 434VN Week 2 Assignment Assessment Of The Child: Functional Health Pattern Analysis Worksheet Details:

In this assignment, you will be exploring actual and potential health problems in the childhood years using a functional health assessment and Erickson’s Stages of Child Development. To complete this assignment, do the following:

1. Cite and reference any outside sources used in your answers. Include in your assessment a thorough discussion of Erickson’s Stages of Child Development as it pertains to the development age of the child.

1. NRS 434VN Week 2 Assignment Assessment Of The Child: Functional Health Pattern Analysis Worksheet Using the textbook, complete the “Children’s Functional Health Pattern Assessment.”
   

   

   Follow the instructions in the resource for completing the assignment

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Click here ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT on NRS 434V Week 1 Environmental Factors And Health Promotion Pamphlet: Accident Prevention And Safety Promotion For Parents And Caregivers Of Infants

NRS 434V Week 3 Discussion 2

Adolescent pregnancy is viewed as a high-risk situation due to the serious health risks that this creates for the mother, the baby, and society at large. Describe various risk factors or precursors to adolescent pregnancy. Research community and state resources devoted in adolescent pregnancy and describe at least two of these resources. Research the teen pregnancy rates for the last 10 years for your state and community. Has this rate increased or decreased? Discuss possible reasons for an increase or decrease.

NRS 434V Week 3 Discussion 1

As adolescents separate from their parents and gain a sense of control, sometimes they are unable to balance stresses. As a result, depression may occur, and, at times, suicide may be the outcome. Choose the topic of either adolescent depression or adolescent suicide. Discuss contributing factors and signs and symptoms that may be observed or assessed in these clients. Describe primary, secondary, and tertiary methods of health prevention for this topic. Research community and state resources and describe at least two of these for your chosen topic. What nursing interventions could you use to assist an adolescent you suspect is depressed beyond referring the adolescent to a state or community resource?

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

NRS434V.v10R.Children’s functional health pattern assessment_Student.docx

Textbook- Physical Examination & Health Assessment 7^th edition by Carolyn Jarvis

NRS 434V Week 2 Discussion 2

Assessment of environmental processes includes agents and factors that predispose communities and populations to injury, illness, and death. These factors are not always visible to those in positions to educate or affect change. View the video: “Lunchbox Differences in Decile 1 and Decile 10 Schools.” The video can be accessed using the following link:

http://www.3news.co.nz/tvshows/campbelllive/lunchbox-differences-in-decile-1-and-decile-10-schools-2012091016

Describe the concerns depicted by researchers. What relationship does this have to injury, illness, and death in the school-aged child?

NRS 434V Week 2 Discussion 1

Child abuse and maltreatment is not limited to a particular age and can occur in the infant, toddler, preschool, and school-age years. Choose one of the four age groups (infant, toddler, preschool, or school age) and discuss the types of abuse that are most often seen in this age. Discuss warning signs and physical and emotional assessment findings the nurse may see that could indicate child abuse. Discuss cultural variations of health practices that can be misidentified as child abuse. Describe the reporting mechanism in your state and nurse responsibilities related to the reporting of suspected child abuse.

NRS 434V Week 2 Assignment 2

Collaborative Learning Community (CLC) Agreement

Details:

As a group, complete the “Collaborative Learning Community (CLC) Agreement.”

You are not required to submit this assignment to Turnitin.

NRS434V.v10R.CLC Agreement_Student.docx

NRS 434V Week 3 Discussion 1

As adolescents separate from their parents and gain a sense of control, sometimes they are unable to balance stresses. As a result, depression may occur, and, at times, suicide may be the outcome. Choose the topic of either adolescent depression or adolescent suicide. Discuss contributing factors and signs and symptoms that may be observed or assessed in these clients. Describe primary, secondary, and tertiary methods of health prevention for this topic. Research community and state resources and describe at least two of these for your chosen topic. What nursing interventions could you use to assist an adolescent you suspect is depressed beyond referring the adolescent to a state or community resource?

NRS 434V Week 3 Discussion 2

Adolescent pregnancy is viewed as a high-risk situation due to the serious health risks that this creates for the mother, the baby, and society at large. Describe various risk factors or precursors to adolescent pregnancy. Research community and state resources devoted in adolescent pregnancy and describe at least two of these resources. Research the teen pregnancy rates for the last 10 years for your state and community. Has this rate increased or decreased? Discuss possible reasons for an increase or decrease.

Developmental Assessment and the School-Aged Child

Child development is the constant but predictably chronological biological, psychological, and emotional changes that occur in humans between birth and adolescence. The order of development is the same for all children and is defined in developmental milestones (Choo et al., 2019). This stage is characterized by gradual growth and development. This paper will discuss the physical assessments among school-aged children, outline the typical developmental stages of a 10-year-old, and apply the Erickson theory in assessing a child.

Physical Assessments among School-Aged Children

The physical assessment of school-aged children follows the same sequence: general appearance survey, vital signs, anthropometric measurement, pain assessment, and a head-to-toe exam. In the first contact with the school-age child, the nurse conducts a general survey to have an initial impression. The general survey provides information about a child’s age, sex, and race and provides clues about a child’s health status and behavior (Srinath et al., 2019). Vital signs, body temperature, pulse, respiration, and blood pressure, are obtained for all children. However, the normal ranges differ with the child’s age. Anthropometrics measurements include the child’s height and weight and plotting against the WHO growth chart to monitor the child’s growth (Srinath et al., 2019). The child’s cognitive ability determines methods of pain assessment.

The physical assessment in school-aged children involves the four basic techniques of inspection, palpation, percussion, and auscultation. The assessment uses the head-to-toe approach, but the body part associated with pain is examined last (Srinath et al., 2019). Special assessments performed on this population include vision tests and dental screening since children at this age group are at a high risk of dental cavities and vision disturbances.

Assessment techniques would be adapted to match the child’s age and developmental stage by providing a quiet, private environment when performing the physical. A simple drape would be used over the underpants or a colorful examination gown since this is what children at this age enjoy. Besides, painful or discomforting procedures would be performed last for the child to be comfortable during the assessment (Choo et al., 2019). The physical assessment would be a great opportunity to educate the school-age child about the body and personal care.

Typical Developmental Stages of Children at 10 Years

Physical developmental milestones of a 10-year-old child are: Using both hands independently, throwing balls skillfully, participating in organized sports, and handling eating utensils skillfully (Choo et al., 2019). At ten years, a child enjoys all physical activities and continues to improve his motor coordination. The cognitive-developmental stages of a 10-year-old include functioning on a higher level in his mental ability (Choo et al., 2019). Cognitive milestones include having a greater ability to concentrate and engage in self-initiating quiet activities that challenge cognitive skills, such as playing computer and board games and reading. Expected findings in the emotional aspect include short bursts of anger, fears of injury to the body, and fear of the dark (Maguire et al., 2016). Social developmental milestones include becoming peer-oriented, improving relationships with siblings, and having greater self–control, confidence, and sincerity (Maguire et al., 2016). Besides, children at this age demonstrate increasing independence in decision-making and an increasing need for independence from family. A 10-year-old shows respect to parents and their role, joins formal and informal groups, and engages in tasks in the real world.

Applying Erickson Theory in Developmental Assessment

Children in the school-age population fall in the industry versus inferiority stage in Erickson’s developmental theory. The theory argues that school-age children are interested in learning how to do things correctly (Orenstein & Lewis, 2020). Their sense of industry develops when a child is encouraged to do, make, or create practical things and, when given an opportunity to complete the projects, commended, and rewarded for their achievement (Orenstein & Lewis, 2020). However, a sense of inferiority grows when their efforts are ridiculed or considered a mess. I would assess a child’s development using the Erickson theory by giving the child a task, such as stacking cubes. I would then assess their level of interest in doing the task correctly and their emotions when they do it as required. Besides, I would inquire from the caregiver about the child’s emotional reaction when he fails in doing a task correctly.

To gain cooperation during the physical assessment, I would answer the child’s questions openly and in simple terms. For the younger child, I would involve the caregiver as much as possible to lower anxiety. Besides, I would allow the child to handle safe, clean examination equipment, such as the stethoscope, to increase the chances of examining a cooperative child.

Conclusion

Physical assessments among school-aged children are similar in the approach and techniques use. It entails a general survey, obtaining vital signs and anthropometric measurements, head-to-toe exam, dental screening, and vision test.  The assessment should be performed in a quiet and private environment, and the painful procedures should come last.  Developmental milestones of a 10-year-old include physical, cognitive, emotional, and social aspects. The Erickson theory can be applied in assessing a school-age child by examining the child’s emotional reaction when they succeed or fail a task.

Assessment of the Child: Functional Health Pattern Analysis Worksheet

Assessment of the Child: Functional Health Pattern Analysis Worksheet 1

Children’s Functional Health Pattern Assessment

Functional Health Pattern Assessment (FHP)

Toddler

Erickson’s Developmental Stage:

Preschool-Aged

Erickson’s Developmental Stage:

School-Aged

Erickson’s Developmental Stage:

Pattern of Health Perception and Health Management:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Nutritional-Metabolic Pattern:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Pattern of Elimination:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Pattern of Activity and Exercise:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Cognitive/Perceptual Pattern:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Pattern of Sleep and Rest:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Pattern of Self-Perception and Self-Concept:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Role-Relationship Pattern:

List two normal assessment findings that would be characteristic for each age group.

List 2 potential problems that a nurse may discover in an assessment of each age group.

Sexuality – Reproductive Pattern:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Pattern of Coping and Stress Tolerance:

List two normal assessment findings that would be characteristic for each age group.

List wo potential problems that a nurse may discover in an assessment of each age group.

Pattern of Value and Beliefs:

List two normal assessment findings that would be characteristic for each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

Short Answer Questions

Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.

Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.

 

 

 

Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.

© 2016. Grand Canyon University. All Rights Reserved.

Children’s Functional Health Pattern Assessment
Functional Health Pattern Assessment (FHP)

Toddler

Erickson’s Developmental Stage:

 

Autonomy vs. Shame & Doubt

Preschool-Aged

Erickson’s Developmental Stage:

 

Initiative vs. Guilt
School-Aged

Erickson’s Developmental Stage:

 

Industry vs. Inferiority
Pattern of Health Perception and Health Management:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

Toddlers can perform tasks such as climbing stairs, indicates potential diaper change.

 

Toddlers are typically up to date with health immunizations.

Preschoolers thinking is concrete. Becomes concerned about the smallest injury and may view that as punishment.

 

Preschoolers start to can count up to five and understand primary colors.

School-aged children place importance on maintaining health and not getting sick.

 

School-aged children can dress, shower, and practice effective personal hygiene.

Toddlers can have dental cavities if good dental hygiene is not enforced by caregivers.

 

Toddlers are at risk for nutritional deficiencies if caregiver does not encourage healthy eating habits.

Preschoolers at risk for injury if they partake in activity that can cause harm.

 

Preschoolers have an increased risk for infection and contagious diseases due to immune system not fully developed.

School-aged children may not have a concern with maintaining good hygiene and physical appearance.

 

School-aged children copy health patterns of their caregivers and can affect them negatively.
Nutritional-Metabolic Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.
Toddlers can be self-sufficient when drinking from a bottle or from a sippy cup.

 

Toddlers can become picky eaters with appetite changes.

Preschoolers begin to practice food preferences.

 

Preschoolers can eat food by themselves without the help of caregivers.
School-aged children can prepare their own lunch.

 

School-aged children can begin to make healthy eating choices.

Toddlers can suffer from tooth decay if caregivers give bottles with milk or juice at bedtime.

 

Toddlers can start to show the effects of food allergies.

 

 

Preschoolers can show issues with obesity or underweight.

 

 

Preschoolers may suffer from nutritional deficiencies due to certain food group preferences.

 

School-aged children can become obese, diabetic, or anorexic during this stage.

 

 

School-aged children who do not eat for extended periods of time or eating excessive junk food can suffer from obesity.
Pattern of Elimination:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.
Toddlers commence toilet training.

 

Toddlers understand bowel and bladder movement patterns.

 

Preschoolers are toilet trained and can easily control bladder and bowel movements.

 

Preschoolers can express any elimination discomforts.

School-aged children show full capability of controlling their bladder and bowel movements.

 

School-aged children can communicate elimination issues.
Weaning from breast feeding cause problems with constipation or elimination.

 

Toddlers may urinate less due to bladder training
Preschoolers experience bedwetting issues at this stage.

 

Preschoolers may forget to wash hands after using the bathroom.

School-aged children may practice poor eating habits or poor personal hygiene that can lead to painful urination or bowel movements.

 

 

School-aged children may still experience unresolved bedwetting issues.

Pattern of Activity and Exercise:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.
Toddlers are extremely active at this stage and can coordinate muscle groups better.

 

Toddlers routines begin to include deliberate exercise.

Preschoolers play with other children and are socializing more often.

 

Preschoolers copy the patterns of activity and exercise of their caregivers.
School-aged children understand the benefits of exercise.

 

School-aged children engage in increased organized sports.
Toddlers may have sharing issues when playing.

 

Toddlers are more at risk for injury due to their increased movement in exercise and activity.

 

 

Preschoolers who play alone may be more at risk of having social issues.

 

Preschoolers who watch too much TV may decrease their future learning levels.
School-aged children may be too inactive if they show a preference to watch television or play video games vs engaging in physical activity.

 

School-aged children not involved in extra-curricular activities or sports and lessen chances to develop social skills.

Cognitive/Perceptual Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.
Toddlers have a limited vocabulary and often use gestures in expressing themselves.

 

Toddlers can learn objects and recognize them by name.
Preschoolers are extremely inquisitive at this stage.

 

Preschoolers can concoct an imaginary friend at this stage
School-aged children can tackle challenges and problems through reasoning skills.

 

School-aged children are beginning to understand empathy.

Toddlers tend to have frequent temper tantrums at this stage use to inability to express themselves.

 

Toddlers can be at risk for developmental problem due to environmental factors.

Preschoolers are learning how to verbally communicate but may have a difficult time speaking in complete sentences.

 

Preschoolers memory skills may not be fully developed.

School-aged children may exhibit learning problems due to visual and hearing issues.

 

School-aged children may show learning disabilities at this stage that can start impacting the child, lowering self-esteem.
Pattern of Sleep and Rest:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.
Toddler’s average sleep is typically 12 hours a day with 1 or 2 naps

 

Toddler’s bedtime and naptime routines are extremely important at this stage.

 

Preschoolers average sleep is about 8 to 12 hours a day and they may not nap.

 

Preschoolers routine at bedtime such as book reading may help them transition to bedtime.
School-aged children average sleep is about 8 to 12 hours a day without naps.

 

Most school-aged children do not have issues with sleeping.
Toddlers who are sleep deprived can become overtired and misbehave.

 

Toddlers usually are unaware of how exhausted which can cause behavior issues.

Preschooler can wake up frequently at night due to nightmares.

 

Preschoolers who are unable to sleep can lead to less activity during the day.

 

School-aged children may suffer sleep disturbances and nightmares.

 

School-aged children may experience sleep walking, and measures should be established to ensure safety.
Pattern of Self-Perception and Self-Concept:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.
Toddlers by this age should be responding to their name, are able to walk and feed themselves.

 

Toddlers learn everyday using taste, touch and smell.

Preschoolers are more aware of their actions and the results of their actions.

 

Preschoolers can express their likes and dislikes.
School-aged children have a desire for acceptance and competitiveness.

 

School-aged children view success to enhance self-perception.

Toddlers have temper tantrums as a response to their frustrations with their families or peers.

 

Toddlers not responding to their name may have sensory problems.

Preschoolers often struggle with being independent since they realize they still must rely on their caregivers.

 

Preschoolers are more sensitive to criticism or behaviors.
School-aged children not encouraged with positivity will view themselves with negative thoughts.

 

School-aged children who are not accepted by others may create issues with self-esteem and self-worth.

Role-Relationship Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List 2 potential problems that a nurse may discover in an assessment of each age group.
Toddlers are frightened by strangers and recognize family members.

 

Toddlers will start to mimic what adults do.

 

Preschoolers will show their care for loved ones and begin to understand gender differences based on the activities of their caregivers.

 

Preschoolers use play to experiment.
School-aged children are developing outside relationships and friendships.

 

School-aged children will start to understand their family role and will want to have more responsibilities.

Toddlers frustration can be identified in sibling rivalries.

 

Toddlers can start crying w