Question

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

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.Please make sure to cite all references used in the answer.

Answer 1

1. ANS: Similarities and differences assessment across the childhood age groups:

Childhood development happens at many different ages throughout the different stages. Some children may develop sooner than others and move on to the next stage of development. While others develop more slowly. Environmental and cultural factors can play a role in a child’s development. Support and education from caregivers also affect a child’s development.

Each developmental stage builds on the previous stage, therefore a child’s development is often overlapping. Toddlers and school-aged children both need ongoing support and repetition in order to master basic skills and become independent, responsible and self-sufficient.   School-aged children begin to master independence and take on more responsibility building on the skills and concepts they have already learned. They do not require constant care from caregivers. Teachers and peers become an important part of their lives as they start to develop an understanding of social concepts.

2. ANS: When performing an assessment or examination on a child it is important to provide a safe quite environment. Parents and caregivers will be the source of health history and problems or concerns with infants, toddlers and preschoolers. While older preschoolers and younger school-aged children are often able to respond to questions on their own, they may not have the proper understanding of the question and vocabulary to provide a good response (Jarvies, 2012). Allow the parents to undress children and have them sit on their lap. Talk with the parents and address the child slowly so they have time to adjust and feel comfortable with you. Perform non-evasive parts of the assessment first.   It is important to take advantage of a sleeping infant to listen to heart and lung sounds (Jarvies, 2012). Allow toddlers and preschoolers to have a security item, like a blanket or a toy (Jarvies, 2012). Allow them to help or hold equipment when appropriate to make them feel more comfortable. Preschoolers should be allowed to undress themselves if able. Older preschool children should sit or lay on the exam table with the parents in the exam room. Older school-aged children should be able to decide if they want their parents in the exam room. Make them feel comfortable by discussing music, sports or movies. Allow them to answer questions and ask questions. Except for babies allow children to keep genitalia covered until it is time for that part of the exam.   Older preschoolers and school-aged children can be very modest.   Explain the exam as you go so that the child or parent understands what you are going to do. Reassure preschool and school-aged children by letting them know when the exam is normal. Provide education in terms that the parent and/or child can understand. Provide different forms of education like coloring books for preschool and younger school-aged children. Have parents and children perform return demonstration on education provided if applicable.

It is important to consider cultural and spiritual beliefs when performing an assessment. Insure that you and the parent/child speak the same language. If not provide and interpreter.   Be considerate of beliefs that involve nudity or someone from a different gender performing a physical exam. Some cultures will expect a provider to be authoritative while other cultures like social discussion first until they feel comfortable with the provider (Jarvies, 2012).

References:

Edelman, C., &Mandle, C., (2010). Health Promotion Through The Life Span. 7th ed. St. Louis,MI: Mosby.

Jarvis, C. (2012). Physical Examination &Health Assessment 6th ed. St. Louis, MI: Mosby.

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