NRS 434VN 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:
Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.
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. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.
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.
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 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.
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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 when left with people they are not used to.
Preschoolers that prefer playing by themselves should be checked for developmental issues or sensory problems.
Preschoolers who experience divorce can exhibit regression or irritability at this stage.
School-aged children prefer spending more time with their friends than family.
School-aged children where discipline may be an issue, the relationship between parent and child can be strenuous.
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.
Toddlers begin exploring their body.
Toddlers during diaper changes tend to touch their genitalia.
Preschoolers understand the difference between the sexes
Preschoolers can exhibit a curiosity about the opposite sex.
School-aged children are curious about sex and should be well informed.
School-aged children can commence puberty, and pubic hair and breast development can occur.
Toddlers that cry excessively during diaper change may have a medical issue that needs to be addressed.
Toddler could be exposed to a caregiver’s unhealthy sexual values.
Preschooler plays inappropriately with toys.
Preschoolers exhibiting curiosity about sex and asks questions – they should be answered simply and accurately.
School-aged children may wear inappropriate clothing attracting sexual attention.
School-aged children can experience gender issues at this stage.
Pattern of Coping and Stress Tolerance:
List two normal assessment findings that would be characteristic for each age group.
List with potential problems that a nurse may discover in an assessment of each age group.
Toddlers may throw temper tantrums during sense of fear.
Toddlers may regress at times when feeling overwhelmed.
Preschoolers can now verbalize their frustrations.
For preschoolers, play is essential in reducing stress.
NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet
School-aged children may engage in sports and activities as coping mechanism for relieving stress.
For school-aged children, the family environment provides a sense of security for coping with stress.
Toddlers may develop aggressive behaviors such as kicking, punching, or biting
A toddler with a difficult temper can have issues with family dynamics.
Preschoolers can often struggle with processing emotions and feelings.
Preschoolers may have temper tantrums in dealing with their frustrations.
For school-aged children, due to their inability to deal with stress, increase helplessness and anxiety may develop.
For school-aged children in this stage, depression may occur.
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.
Toddlers often look for positive feedback from their caregivers.
Toddlers can learn right from wrong and the beginnings of a belief system from caregivers at home.
Preschoolers attend religious establishments and learn values of their faith.
Preschoolers can experience thoughts of guilt and conflict due to instilled values and beliefs.
For school-aged children, cultural and religious values will start to influence them on an increasing basis.
School-aged children can make decisions based on moral and ethical teachings.
Toddlers may misbehave to get attention from caregiver.
Toddler can get confused inconsistent with rules and reward systems by the caregiver.
Preschooler’s peers can influence beliefs and values.
Preschooler’s peers can negatively influence behavior and actions.
Peers can influence school-aged children causing conflict with belief systems
School-aged children can experience thoughts of guilt and conflict due to instilled values and beliefs.
Short Answer Questions
Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.
As a child transitions from a toddler to school-aged child, they are presented with multiple obstacles to overcome. Development is dependent on the child’s environment and the influence of caregivers. Culture, religion and values have a significant impact on molding the child’s behavioral, emotional, and cognitive growth in these stages (Jarvis, 2012). NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.
When each developmental phase connects with each health assessment pattern, the differences are fairly evident. The focus of the toddler stage is on skill development, as providing structure and daily routine are important in assisting with a sense of security while helping the child develop self-discipline, thus teaching children how to control themselves and their environments. For the preschool-aged child, the focus is on growth in social and emotional skills, including the formation of peer relationships, the development of a sense of right and wrong, and identification of gender. School-aged children can use the learned behaviors and values to construct their own sense of identity, acquiring a sense of self-esteem as they mature into adolescents. An additional similarity is that children tend to aim towards autonomy and strive to verbally express themselves, and the child develops, they will understand when they engage in either acceptable or unacceptable behaviors (Jarvis, 2012).
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.
Due to a child’s increased activity level, short attention span, and fear of strangers, it can be difficult for a nurse to perform any form of physical assessment, examination, and education; a relaxed and informal setting in this circumstance can be ideal. During the introductory stage of the interview with the caregiver, the nurse should also include the child in the room to give the child the opportunity to observe the interaction, so that acceptance and trust established by the caregiver can be shared. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet. Also, the nurse must consider cultural differences during the exam, and tailor education and communication accordingly, such as language differences or cultural rules.
When performing the physical assessment, the child should sit on the laps of their caregivers, and the RN should always keep the child at eye level and praise them for their cooperation with the exam. When communicating with the child, the nurse should explain concepts in an easy to understand fashion. According to Jarvis (2012), sharing reading materials or media can help divert attention away from the nurse and make the exam go smoother. With the knowledge of Erikson’s developmental stages, a nurse can be enabled to give advanced and personalized care for an assessed child. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.
References
Jarvis, C. (2012). Physical Examination & Health Assessment. Retrieved from https://pageburstls.elsevier.com/#/books/978-1-4377-0151-7/cfi/0!/4/2/2@0:0.131. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.