NRS 434 Compare The Physical Assessments Among School-Aged Children
NRS 434 Compare The Physical Assessments Among School-Aged Children
NRS 434 Compare The Physical Assessments Among School-Aged Children
Development is a gradual increase in skills and ability in functioning. It is defined as the anticipated physiological, cognitive, and psychosocial changes occurring over an individual’s life span (Choo et al., 2019). Developmental assessment is a qualitative measure of a child’s functioning from growth, maturation, and learning. This paper seeks to compare the physical assessments among school-aged children and apply Erickson theory to assess a school-aged child developmentally.
Comparison of Physical Assessment among School-Aged Children
School-aged children are those aged 5-12 years. Physical assessment of children in this age group is similar in that the examiner employs the head-to-toe approach and the four techniques of examination, inspection, palpation, auscultation, and percussion (Srinath et al., 2019). Vital signs and anthropometric measures are obtained for all children. However, different cuffs are used in taking BP, depending on the child’s size. A general survey is done to assess for signs of neglect, such as poor hygiene and inappropriate grooming (Srinath et al., 2019). Dental screening is conducted since dental infections and cavities are prevalent among school-aged children. In children aged 5-9 years, the examiner assesses the shedding of milk teeth and eruption of permanent teeth (Srinath et al., 2019). For children above 10 years, the examiner is keen on screening tooth cavities and dentation problems on the secondary teeth. Screening of vision and hearing is also conducted for all children to assess for visual and hearing impairments.
I would modify the assessment techniques in a school-aged child by beginning with the interesting procedures and ending with uncomfortable or painful ones. For the child below 7 years, I would conduct the exam on the caregiver’s lap to foster cooperation (Srinath et al., 2019). On the other hand, I would conduct the exam privately for older children to ensure they are comfortable.
Typical Developmental Stages for a 6-year-old Child
Cognitive developmental milestones for 6-year-old include understanding the notion of time such as morning, afternoon, and night and their correct age. The child has approximately 2560 words and should make clear sentences of 6-7 words and relate words to their use. Physical developmental milestones include strong hand-eye coordination, running, skipping, and jumping (Srinath et al., 2019). For instance, the child should run lightly on toes, ride a bicycle, walk on a balance beam, skip rhythmically, and jump rope (Grand Canyon University [GCU], 2018). Fine motor skills include cutting out simple shapes, copying a triangle, writing their name, writing numbers 1-5, and coloring within the lines (GCU, 2018). Psychosocial milestones include showing a sense of humor, peer-orientation, and fear of animals and the dark.
Developmental Assessment Using Erickson’s Developmental Theory
A school-aged child belongs to the Industry Versus Inferiority Stage in the Erickson’s developmental theory. The theory states that the child in this stage acquires new skills and abilities in school and when building relationships with peers (GCU, 2018). They also develop a sense of pride attributed to their abilities and, if supported, they develop confidence and positive self-esteem. However, confidence and positive self-esteem can be offset by failure, which results in a sense of inferiority. The child must, therefore, learn to recognize failure as part of growing. I would developmentally assess the child using Erickson’s theory by inquiring on how the child perceives success, such as performing a task independently, getting good grades in school, or winning a sport (GCU, 2018). I will also assess the child’s perception of failing and their emotional reaction and self-esteem when they do not succeed in an activity.
To gain cooperation during the assessment, I would give instructions using short and simple sentences and use a non-threatening language for the child to be calm. I would also explain to the child using simple terms on the procedures that will be conducted, including those that will be uncomfortable, and give them feedback on the assessment findings. To promote the sense of industry, I would provide opportunities such as allowing the child to get to the examination couch and undressing.
Conclusion
Physical assessment of school-aged children includes vital signs, nutritional measurement, a complete head-to-toe exam, vision, dental, and hearing screenings. Developmental assessment of a 6-year-old should focus on the physical, cognitive, and social changes anticipated in this age. The sense of industry among school-aged children can be supported by encouraging them to make or build practical things and praising and rewarding them for their results.
References
Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore medical journal, 60(2), 57–62. https://doi.org/10.11622/smedj.2019016
Grand Canyon University (Ed). (2018). Health assessment: Foundations for effective practice. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for the assessment of children and adolescents. Indian journal of psychiatry, 61(Suppl 2), 158. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18
The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:
Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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 required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
Spirituality is the way to find meaning, hope, comfort, and inner peace in life. Many people find spirituality through religion. Some people find it through music, art, or a connection with nature. Others find it in their values and principles. Spirituality involves the recognition of a feeling or sense or belief that there is something greater than myself, something more to being human than sensory experience, and that the greater whole of which we are part is cosmic or divine in nature.
Healthy spirituality gives a sense of peace, wholeness, and balance among the physical, emotional, social, and spiritual aspects of our lives. However, for most people, the path to such spirituality passes through struggles and suffering and often includes experiences that are frightening and painful. Positive beliefs, comfort, and strength gained from religion, meditation, and prayer can contribute to well-being. It may even promote healing. Improving your spiritual health may not cure an illness, but it may help you feel better.
Patients who are spiritual may utilize their beliefs in coping with illness, pain, and life stresses. Some studies indicate that those who are spiritual tend to have a more positive outlook and a better quality of life (Bogue, 2020).
Similar to other caring activities and procedures, spiritual care improves people’s spiritual well-being and performance as well as the quality of their spiritual life. Spiritual care has positive effects on individuals’ stress responses, and spiritual well-being such as the balance between physical, psychosocial, and spiritual aspects of self, a sense of integrity and excellence, and interpersonal relationships. Spiritual well-being is important for an individual’s health potential and the experience of illness/hospitalization can threaten the optimum achievement of this potential. Professional nursing embraces spiritual care as a dimension of practice.
Nurses’ practice patterns in the area of spiritual care can be grouped into two categories including religious and nonreligious interventions. Religious interventions include treating patients’ religious beliefs without prejudice, providing them with opportunities for connecting with God and expressing their values and beliefs, helping them practice their religion, and referring them to clerical and religious leaders (O’Brien, et al., 2019). Nonreligious interventions include nurses’ presence for patients and their families, making direct eye contact when communicating with patients, sympathizing with patients and their families, listening to patients and their families attentively, and having love and enthusiasm for patients.
Although spiritual care is meant to help people, I frequently gain as a nurse. Interpersonal trust and a connection with the patient require high emotional intelligence. It’s important to realize that spirituality isn’t always theological care (Ross et al., 2018). Whereas the healthcare industry easily incorporates spirituality into therapy, spiritual care is essential in all sectors of operation. For the sake of our clients, we as caregivers must respect spiritual support, learn the required skills, and schedule time to satisfy these needs.
References
Bogue, D. W., & Hogan, M. (2020). Practicing dignity: An introduction to Christian values and decision making in Health Care. Retrieved from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1
O’Brien, M., Kinloch, K., Groves, K., & Jack, B. (2019, August 9). Meeting patients’ spiritual needs during end of life care: A qualitative study of nurses’ and healthcare professionals’ perceptions of spiritual care training. Edge Hill University. Retrieved from https://research.edgehill.ac.uk/en/publications/meeting-patients-spiritual-needs-during-end-of-life-care-a-qualit-2
Ross , L., McSherry, W., Giske, T., Van Leeuwen, R., Schep-Akkerman, A., Koslander, T., Hall, J., Ostergaard Steenfeldt , V., & Jarvis, P. (2018, August). Nursing and midwifery students’ perceptions of spirituality, spiritual care, and spiritual care competency: A prospective, Longitudinal, correlational European study. Nurse education today. Retrieved from https://pubmed.ncbi.nlm.nih.gov/29763841/
NRS-434VN-R-CLC-Agreement-Student.docx
Developmental Assessment and the School-Aged Child – Rubric
Collapse All Developmental Assessment And The School-Aged Child – RubricCollapse All
Comparison of Physical Assessment Among School-Aged Children
27.5 points
Criteria Description
Comparison of Physical Assessment Among School-Aged Children
5. 5: Excellent
27.5 points
A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.
4. 4: Good
24.48 points
A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity.
3. 3: Satisfactory
21.73 points
A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy.
2. 2: Less Than Satisfactory
20.63 points
An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies.
1. 1: Unsatisfactory
0 points
A comparison of physical assessments among different school-aged children is omitted.
Typical Assessment for a Child of a Specific Age
27.5 points
Criteria Description
Typical Assessment for a Child of a Specific Age
5. 5: Excellent
27.5 points
The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.
4. 4: Good
24.48 points
The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity.
3. 3: Satisfactory
21.73 points
The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child.
2. 2: Less Than Satisfactory
20.63 points
The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child.
1. 1: Unsatisfactory
0 points
The typical developmental stage of a child between the ages 5 and 12 is not described.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
33 points
Criteria Description
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
5. 5: Excellent
33 points
A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.
4. 4: Good
29.37 points
A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity.
3. 3: Satisfactory
26.07 points
A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies.
2. 2: Less Than Satisfactory
24.75 points
A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or are incorrect. There are significant inaccuracies.
1. 1: Unsatisfactory
0 points
A child assessment based on a developmental theory is omitted.
Thesis Development and Purpose
5.5 points
Criteria Description
Thesis Development and Purpose
5. 5: Excellent
5.5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. 4: Good
4.9 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. 3: Satisfactory
4.35 points
Thesis is apparent and appropriate to purpose.
2. 2: Less Than Satisfactory
4.13 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
5.5 points
Criteria Description
Argument Logic and Construction
5. 5: Excellent
5.5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. 4: Good
4.9 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. 3: Satisfactory
4.35 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. 2: Less Than Satisfactory
4.13 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. 5: Excellent
5.5 points
Writer is clearly in command of standard, written, academic English.
4. 4: Good
4.9 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. 3: Satisfactory
4.35 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. 2: Less Than Satisfactory
4.13 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
2.2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. 5: Excellent
2.2 points
All format elements are correct.
4. 4: Good
1.96 points
Template is fully used; There are virtually no errors in formatting style.
3. 3: Satisfactory
1.74 points
Template is used, and formatting is correct, although some minor errors may be present.
2. 2: Less Than Satisfactory
1.65 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. 1: Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources
3.3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. 5: Excellent
3.3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. 4: Good
2.94 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. 3: Satisfactory
2.61 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. 2: Less Than Satisfactory
2.47 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. 1: Unsatisfactory
0 points
Sources are not documented.
Total 110 points
