School-aged Children Physical Assessments

School-aged Children Physical Assessments

 School-aged Children Physical Assessments

Compare the physical assessments among school-aged children.

Developmental Assessment and the School-Aged Child

Physical Assessments Among School-aged Children

The physical assessment of school-aged children should entail a complete head-to-toe examination or comprehensive exam of each body system. The vital signs, height, weight, and mid-upper arm circumference is monitored for all ages (Chiocca, 2010). Blood pressure monitoring requires the use of a different cuff depending on the child’s age and mid-arm circumference. A vision test is performed with a Snellen’s chart, and the child should be assessed for strabismus, nystagmus and the range of eye movements (Chiocca, 2010). A dental exam should be done for all children; 6-8-year-olds should be assessed for the eruption of secondary teeth and shedding of primary teeth (Chiocca, 2010). Children aged 9-12 year are examined for dental cavities or delay in the growth of secondary teeth.

When assessing a school-aged child, I would modify the assessment approach by starting with the assessment of the body parts that require the child to cooperate (Press, 2015). For instance, if the child has respiratory symptoms, I will begin with assessing the nose, chest, lungs, and heart and finalize with the musculoskeletal system. Besides, painful procedures will be done last, and I will explain to the child the discomfort associated with the assessment or procedure and the time it will last before proceeding (Press, 2015). If the child had a complaint of pain in a specific body, I would examine the area last to avoid discomfort in the entire assessment. For the younger child aged 5-7 years, I will encourage the caregiver to be present or to hold them to promote cooperation (Press, 2015). Furthermore, I will ensure I screen the child during the examination and instruct the child to uncover only the part that is being examined and re-clothe it to avoid embarrassment and discomfort.

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.

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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. Developmental Assessment and The School-Aged Child Assignment
Health Assessment of the Toddler, Preschool, and School-Aged Child (Essay Sample)
Instructions:
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. Include in-text citations and references for each of the scholarly sources used. Respond to other learners’ posts in a manner that initiates or contributes to discussion. source..
Content:
The child I chose to write about for this assignment is two year old Danjuma from Wayne, Ohio. He is the youngest of three children and attends an Early Head Start Program two days a week. The child’s parents have jobs; when the mother is working her sister takes care of Danjuma. The family has financial problems but don’t qualify for any type of public assistance. Danjuma is twenty-four inches tall and twenty-eight pounds. He walks well and has good coordination; he can be seen running, jumping, creeping, crawling, and rolling. He can kick a small ball forward as well as catch a ball using is full body; he can also throw a ball overhand. At home he can turn doorknobs, get himself undressed, and can feed himself using eating…show more content…

When someone approaches the child to help him complete his task, he refuses it, saying “Me do it.” This child can also count to five but has no knowledge of how many each number word represents. He also knows the words “same” and “different” as well as the concepts behind them. Danjuma is very verbal at home; his family can easily understand what he says. His teachers have said that he is difficult to understand as he has many substitutions for different words. For example: “Coat” is “boat” and “hungry” is “bungy”. His family often has to step in and translate for others outside the family. This child can understand simple directions as well as other phrases used in typical everyday situations. When his mother prompts him, Danjuma can tell his two older siblings about his day at school. He loves “reading” books and is often seen looking at familiar books in his own. He also knows the A B C song but has no understanding that the letters he sings correspond to specific graphic designs. He also loves drawing and makes a variety of scribble marks using a fist grasp on his crayon. Danjuma is a socially outgoing child and easy to get along with. There are times when he appears to be stubborn; for example, there are times when he insists on removing his coat on his own, even when the task is a little too difficult for him. He is able to leave his parents comfortably and is used to hearing the words “I’ll be

NRS-434VN Topic 2 Rubric: Developmental Assessment and the School-Aged Child
No of Criteria: 8 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
1: Unsatisfactory
0.00 %
2: Less Than Satisfactory
75.00 %
3: Satisfactory
79.00 %
4: Good
89.00 %
5: Excellent
100.00 %
Content
80.0
Comparison of Physical Assessment Among School-Aged Children
25.0
A comparison of physical assessments among different school-aged children is omitted.
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.
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.
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.
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.
Typical Assessment for a Child of a Specific Age
25.0
The typical developmental stage of a child between the ages 5 and 12 is not described.
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.
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.
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.
The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
30.0
A child assessment based on a developmental theory is omitted.
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.
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.
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.
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.
Organization and Effectiveness
15.0
Thesis Development and Purpose
5.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
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.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
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.
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.
Writer is clearly in command of standard, written, academic English.
Format
5.0
Paper Format (use of appropriate style for the major and assignment)
2.0
Template is not used appropriately, or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.