Topic 2: Health Assessment of the Toddler, Preschool, and School-Aged Child

March 8, 2022
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NRS 434 Topic 2: Health Assessment of the Toddler, Preschool, and School-Aged Child

Topic 2: Health Assessment of the Toddler, Preschool, and School-Aged Child

Health Assessment: Foundations for Effective Practice

Read Chapter 2 in Health Assessment: Foundations for Effective Practice. Use the Appendix as needed to complete your assignments.

Shadow Health: Interview and Focused Exam With Danny

Complete the Digital Experience. The estimated average time to complete this assignment each time is 1 hour and 30 minutes. Please note, this is an average time. Some students may need longer.

This clinical experience is a focused exam. Students must score at the level of “Proficiency” in the Shadow Health Digital Clinical Experience. Students have three opportunities to complete this assignment and score at the Proficiency level. Upon completion, submit the lab pass to the instructor in the classroom.

Students successfully scoring within the Proficiency level in the Digital Clinical Experience on the first attempt will earn a grade of 100 points; students successfully scoring at the Proficiency level on the second attempt will earn a grade of 90 points; and students successfully scoring at the Proficiency level on the third attempt will earn a grade of 80 points. Students who do not pass the performance-based assessment by scoring within the Proficiency level in three attempts will receive a failing grade (68 points).

This assessment will allow access to an Interview Guide to help students navigate their first digital experience. Subsequent assignments do not utilize an Interview Guide. Use this guide as needed to complete the assignment for this topic.

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

If Proficiency is not achieved on the first attempt, it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and the course resources may help you improve your score.

You are not required to submit this assignment to LopesWrite.

Developmental Assessment and the School-Aged Child

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:

  1. 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.
  2. 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.
  3. 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.

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. Refer to the LopesWrite Technical Support articles for assistance.

Topic 2 DQ 1: Topic 2: Health Assessment of the Toddler, Preschool, and School-Aged Child

Child abuse and maltreatment is not limited to a particular age—it can occur in the infant, toddler, preschool, and school-age years. Choose one of the four age groups and outline the types of abuse most commonly seen among children of that age. Describe 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.

Topic 2 DQ 2

Compare the physical assessment of a child to that of an adult. In addition to describing the similar/different aspects of the physical assessment, explain how the nurse would offer instruction during the assessment, how communication would be adapted to offer explanations, and what strategies the nurse would use to encourage engagement.

Re: Topic 2 DQ 1

The Center for Diseases and Control (CDC) defines abuse as “any act or series of acts of commission or omission by a parent or other caregiver (e.g. clergy, coach, teacher) that results in harm, potential for harm, or threat of harm to a child” ((Falkner, 2018, Chapter 2). The abuse can be physical, psychological/emotional, sexual or a combination of any of the three.

In school-age going children, a child may be sexually abused by a coach or teacher at school. Such cases happen within the school and the perpetrator is usually a trusted person. Sexual abuse of a child is any sexual act between an adult and a child, including penetration, intercourse, incest, rape, oral sex, and sodomy (“,” Child Abuse, p. 1). The effects of abuse are lifelong and require ongoing support and therapy. Some of the signs and symptoms to look out for are inappropriate interest in or knowledge of sexual acts, seductiveness, avoidance of things related to sexuality, or rejection of own genitals or body, either over compliance or excessive aggression and fear of a person (“Types of Child Abuse,” 2019, p. 1). Parents ought to pay attention to their children and be willing to be listeners. Other aspects to look at are delayed or inappropriate emotional development, loss of self-confidence or self-esteem, social withdrawal or loss of interest or enthusiasm, depression, desperately seeking affection, a decrease in school performance and possibly refusal to attend school. Other forms of abuse common in this age group include neglect and physical abuse.

Long term effects of child abuse include developmental problems, chronic physical or psychological effects, high-risk behaviors, and shortened lifespan. What is termed child abuse may vary between cultures and subcultures. Culture differences lead to cognitive blindness. Our reactions to differences in child rearing are not the only strong emotional response to cultural differences. This must be taken into consideration when handling issues of abuse. America is a country with so many different nationalities cannot be overlooked. What may be termed child abuse for a white man may be termed as discipline for an African man.

As nurses, our duty is to educate parents on the prevention of abuse and the signs and symptoms of abuse, so they can intervene quickly. Educate them on the importance of seeking counseling for the child and possibly themselves.

North Carolina General Statutes states that “any person or institution who has cause to suspect that any juvenile is abused, neglected, dependent or has died as a result of maltreatment, shall report the case of that juvenile to the director of the department of social services in the county where the juvenile resides or is found” (“G.S. 7B-301,” 2019, expression 1). The first step is to report to the county department of social services and they take it up from there.

References: Topic 2: Health Assessment of the Toddler, Preschool, and School-Aged Child

Child Abuse. (Child Abuse). Retrieved from https://en.m.wikipedia.org

Falkner, A. (2018). Health Assessment Foundations for Effective Practice. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter2

North Carolina General Statutes. (2019). Retrieved from https://www.ncga.state.nc.us/gascriots/statutes

Types of Child Abuse. (2019). Retrieved from https://www.healthyplace.com/abuse/child/abuse/information/types-of-child-abuse

Developmental Assessment and the School-Aged Child – Rubric

Comparison of Physical Assessment Among School-Aged Children

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

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)

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

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

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)

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)

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. 5: Excellent

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