CHLD-3301.783 Introductory Statistics Option A. Cite one example in which the mean, median, and mode can be used effectively to reduce groups of data and illustrate measures of central tendency and va

Children’s Functional Health Pattern Assessment

Functional Health Pattern Assessment (FHP)

Toddler

Erickson’s Developmental Stage:

Autonomy vs. Shame/Doubt ( Jarvis, 2012)

Preschool-Aged

Erickson’s Developmental Stage:

Initiative vs. Guilt ( Jarvis, 2012)

School-Aged

Erickson’s Developmental Stage:

Industry vs. Inferiority. (Jarvis, 2012)

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.

Toddler communicate on a simple level. They express their feelings when sick.

Toddler begin to learn how to brush their teeth and wash hands.

Preschoolers verbalize pain when they have symptoms of pain.

Preschoolers are inquisitive about their body and its functions.

They have an accurate knowledge of their external body parts.

School-age children know they function of their body.

They have an understanding of health and illness and know the importance of medical checkups.

Toddlers are at risk for injury due to accidental exposure to environmental hazards.

They are at risk for choking as a result of putting things such as coin in their mouth.

Preschoolers are knowledgeable of their body image and may have body image issues if they are of a various size for their age and this can lead to fear.

Preschoolers are at risk for infection if they are not up to date on their immunizations.

The school-age child may have poor hygiene and may not care for their bodies.

Cavities are common due to poor maintenance of health related to the parent’s lack knowledge.

School age children’s development exposes them to frequent illnesses and unintentional injuries.

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 feed themselves with their hands or spoon and drink from a cup.

Toddlers eat finger foods.

Toddlers may exhibit behaviors at meal and this is their way of control.

Food preferences emerge and caregivers may struggle with a “picky” eater.

Preschoolers are able to perform simple task such as helping to prepare food, picking up after themselves.

School-age children know the difference between healthy foods and junk foods.

They have a sense of good nutrition and will choose a nutritious meal over junk food.

Toddlers may have swallowing difficulties and chewing. They may have allergies to certain food.

Toddlers are at risk for dental caries if using bottle for milk or juice.

Preschoolers may become underweight or obese.

The preschoolers may be a picker eater.

School-aged children may have a busy live and not eat regularly.

They may become obese due to over eating.

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 are ready and begin toilet training.

Caregivers should watch out for signs of dry diapers over some hours.

Preschoolers are responsible for toileting themselves.

They can undress, wipe, flush, dress and wash hands. They begin to desire privacy when toileting.

The school-age child has full control of bladder and bowel.

The toddler may not yet be ready for toilet training.

The toddler may have diaper rash due to unchanged diapers.

Preschoolers may not have bladder and bowel control.

Preschoolers may still not be toilet trained.

School age child may have enuresis or constipation.

They may complain of pain while urinating or having a bowel movement.

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 very active and engage in repetitive activities which promotes learning new skills.

Toddlers run and climb chairs, tables, bed etc.

Play is the primary activity for preschoolers.

Preschoolers explore things and have increased coordination.

School-aged children are physically active.

The school-age child have good motor skills.

They engage in sports activities.

Toddlers are at risk for injury as a result of performing activities beyond their abilities.

Toddlers may have decreased learning due to too much non-educational T.V programs.

Preschooler may have decreased learning due to prolong engagement in non-educational T.V program.

Preschoolers express their anger in play and real life situations.

School-aged children face too much physical and emotional pressure in sport activities.

They may become obese due to poor diet and lack of exercise.

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 can interpret and learn about objects and events.

They can identify parts of the body.

Preschoolers engage in interactive and social play.

Their language and inquisitive nature increase as a result of constant questions.

The school-age child understand the feeling of others.

They can tell right from wrong.

The school-aged child spends their time mastering new concepts and ideas.

The toddler is at risk for developmental problems because the caregivers may lack knowledge of psychosocial development and the meaning behind their toddler’s behavior.

The toddler is at risk for injury because of physical and developmental changes.

Preschoolers may have difficulty talking.

Preschoolers may have imaginary friends, animals.

School-age children may have problem in speaking, reading, and writing.

School age children may have issues with 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.

Toddlers need for sleep decreases to 12 hours a day with 1 to 2 naps in-between the day.

Toddlers have a need for bedtime routine such as a warm bath before sleep.

Preschoolers nap time reduces as they grow older.

Preschoolers have bedtime rituals such as reading a bed time story.

School-age children sleep between 8 to 12 hours a night and do not require nap time during the day.

The toddler may have issues with sleeping as a result of being tired from activities during the day.

Toddlers may experience nightmares at night.

Preschoolers may still have recurring nightmares.

The preschool child may wake up at night and this interferes with their sleep.

School-aged children experience problems with sleep time and sometimes have nightmares.

A school-age child may have problems with socialization and development as a result of sleeping with caregivers or siblings.

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, walk, feed themselves and follow directions.

The toddler’s thoughts are dominated by what they see, hear, or experience.

Preschoolers develop their sense of self from social experiences.

Preschoolers begin to expresses likes and dislikes of clothing and prefer to dress themselves.

They explore and grow through physiological growth, cognitive and social development.

The school age child has an increasing desire for competition and mastery of task.

There is a potential conflict between toddler’s need for more autonomy and parental expectations and safety limits.

Toddlers may have temper tantrum after a confrontation with caregiver or sibling.

The preschooler may develop feelings of guilt and inadequacy if not able to do a task.

The preschooler may be embarrassed by their actions.

The school-age child’s feelings of self-worth and sense of belonging is affected by peer pressure in a negative way, resulting in a low self-esteem.

They may have a poor hygiene and may not care about their appearance.

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 know their family members. They have developed a mutual relationship due to caregiving role each member performs.

Toddlers move towards their caregivers and are interested in the caregivers’ activities and possessions. Toddlers tend to fear strangers.

Preschoolers are more involved in their peers.

They have an increasing desire to play with other children and they show affection to loved ones.

School-age children develop relationships outside the family circle. The family environment provides a sense of security.

School-age children take on more family responsibilities as they grow older.

Toddlers may regress when new baby joins the family and want the baby to be returned.

Toddlers have rivalries with their siblings.

Preschoolers may have sensory or developmental problems.

They are at risk for negative influences that the environment has on role perceptions because of inaccurate portrayals of male and female roles in society.

School-age children may have developmental delays.

They are at risk for issues if caregivers do not set limits in behaviors.

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 explore their genital organs.

They are inquisitive about their genital organs and touch it during diaper change.

Preschoolers know the difference the male and female gender and usually want same sex friends.

They are curious about the opposite gender.

School-aged children may begin puberty such as breast development, pubic hair etc.

They have an understanding of body function and are curious about sexual activities.

Toddlers may cry when urinating or having a bowel movement this could signify a medical issue.

Toddlers touching themselves and others inappropriately and they need to be corrected immediately.

There could be a problem if preschoolers are teased about their interest in sexual topics. The caregivers should provide answers to questions accurately.

The preschooler may play with objects and toys inappropriately and will need to be corrected immediately.

School-age children are at risk for problems if caregivers do not discuss sex education with them.

School age children may face challenges pertaining to gender roles.

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.

Toddlers develop new ways to cope stress and may cling to caregivers due to fear.

Toddlers may throw temper tantrums to control the situation, or they may cling to caregivers because of fear.

Preschoolers may use coping mechanisms similar to toddlers, such as separation anxiety, regression, denial, repression and projection.

Preschoolers may use a security doll or blanket when afraid.

School-aged children use coping strategies such as controlling behavior and humor.

School-age children cope by listening to music, talking to friends or engaging in sport activities.

Toddlers that have difficult temperament are less adaptable and have more negative moods.

They may regress to an earlier developmental stage.

Preschoolers may use regressive behavior where they do not want to follow directions.

The school age child may be withdrawn.

School-age children’s life stressors include competition, homework deadlines and failure in school

Factors that put school-aged children at risk for depression include chronic illness and learning disabilities.

The child may use alcohol or drugs to cope.

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.

The toddler will respond with good behavior for positive feedback. Values and beliefs are learned.

Toddlers learn family values and beliefs about what is right and wrong. Praise should be intermixed with adequate, controlled discipline.

Preschoolers begin to demonstrate some controls over actions and behaviors.

Preschoolers express their values by stating who or what they like or their future ambition.

Cultural beliefs, religious background and family values influence the school-age child’s ethical and moral development.

School-age children are able to make decisions related to moral and ethical issues. They know the difference between right and wrong.

Parents may only attend to toddlers when they are misbehaving.

Caregivers need to remember to reward good behavior, and to emphasize rewards for acceptable behavior and minimizing attention for unwanted behavior.

Preschoolers may break rules and disrespect people around him.

Peers or inappropriate T.V programs may influence preschoolers negatively

School-age children may yield to pressures from their peers and be engaged in negative activities.

School-age children may lie constantly due to fantasy or lack of understanding

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

As a child develops from a toddler through preschool to school-aged, they face many problems to overcome. Developmental growth, which is the response to the child’s environment and the influence of parents and peers, may increase pressure in their lives. Culture practices, religion and family values help them develop as an individual. The differences are displayed on how each developmental phase interacts and responds within each health assessment pattern. The toddler and preschool child need more structure and routine such as eating, bedtime routine and brushing. School-aged children utilize the behaviors learned as a toddler and build upon them as they form their own personal identity. There are similarities as the children strive for autonomy and the ability to verbally express themselves. As the child learns, they develop an understanding of the difference between good and bad behaviors which helps them develop into adulthood.

2) 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.

When a nurse is caring for a child, the nurse should remember that they are basically caring for 2 individuals, the child and the parents. (Jarvis, 2012).

The assessment, examination and communication between a nurse and a child has its set of challenges and requires an approach different from an adult. When attending to toddlers and preschoolers, the nurse should communicate with the caregivers, this will enable the child see the interaction between the nurse and the caregiver. This helps the child to know that the care giver trusts the nurse. For toddlers and the preschoolers, caregivers provide all health information pertaining to them. The preschool age child can provide useful history pertaining to their health (Jarvis, 2012).

The nurse should communicate with the child and caregiver together and they should both be present at all examinations. While dealing with children of all stages of development, the nurse should be very observant of nonverbal and verbal cues provided by the child. It is important for the nurse to be mindful of cultural and spiritual considerations when undressing a child of the opposite sex. She should also ensure that the child and caregiver feel comfortable during the assessment process, examination and health education during their visit.

The nurse should also be knowledgeable about the various developmental stages of a child and use simple terms the child can understand when explaining clinical concepts. The nurse should allow the child feel and hold instruments such as a stethoscope during physical examination. This will make them feel involved in care and alleviate fears. Answering questions asked in an open and honest manner helps the child develop trust in the nurse.

References:

Edelman, Carole, Elizabeth Kudzma, Carol Mandle. Health Promotion Throughout the Life Span, 7th Edition. Mosby, 2010. VitalBook file.

Jarvis, Carolyn. Physical Examination and Health Assessment, 6th Edition. Saunders, 2012. VitalBook file.