Children’sFunctional Health Pattern Assessment
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Functional Health Pattern Assessment (FHP) |
Toddler Erickson’s Developmental Stage: |
Preschool-Aged Erickson’s Developmental Stage: |
School-Aged Erickson’s Developmental Stage: |
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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. |
They are ready to develop separation from parents. Toddlers may look delightful in developing independence |
The child gets angry when hurt. He/she brushes the teeth and takes medications |
They ask for permission from school when they get sick. He/she is worried about the body changes and explains to the parents ("Assessment of children, toddler, pre-school using Gordon’s functional health pattern assessment", 2016). |
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They might have a poor cognitive development. They could have discipline problems like selfishness. |
He/she exhibits disruptive behaviors. They may have an attention deficit disorder. |
Decreased learning ability could develop. They might be victims of bullying. |
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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. |
Decreased appetite and growth rate. Picky eating |
Carbohydrates form much of their diet at around 50%. They will have increased food preferences. |
They eat foods low in calcium, iron and vitamin c. Increased intake of sodium and fats. |
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Nutritional deficiency. Low BMI |
Low immunity. Obesity. |
Iron deficiency. Poor appetite. |
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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. |
Increased voluntary control of the bowel and bladder. The toddler reacts to discomfort of stool and urine. |
Independent toileting. Full and voluntary control of urination. |
Time management on toileting. Asks for permission from the teacher for elimination. |
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Frustration of the toddler due to early toilet training. Emotional instability of the parent due to the child’s inability to toilet. |
Nocturnal enuresis. Involuntary control of the bowel. |
Decreased self-esteem due to the inability to do normal toileting like other children. He/she may develop constipation because of dietary changes and selection of foods. |
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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. |
Increased coordination of large muscles in motion and other activities. The toddler does not completely show dominance of one-sided function of the body and thus may switch hands when throwing a ball or eating. |
They show increased confidence and coordination of motor activities. They spend much time watching television. |
He/she performs more complex and fine motor functions. They engage peers and neighbors in games and running around, thus making more playmates. |
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Overusing the television to entertain the child will make him/her depend on it and cry if denied the chance. They may be unable to coordinate the one-sided dominance of the body and thus the toddler may be confused. |
They may have language problems especially when they watch television for long. They may have less time for sleep rendering them dizzy and lethargic during the day. |
They may have less exploratory time and therefore miss some developmental milestones. They may have trouble making friends. |
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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 use gestures in communication until they find the right word to express that action. They do a ritualistic and repetitive play. |
Their language facility resembles that of an adult. There is full establishment of color vision and the depth of perception. |
There is full development of peripheral vision and discrimination of fine colors. They have a visual acuity of more than 20/30 in each eye. |
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Toddlers may resort to using the word “no” when frustrated. Their endless curiosity and energy may make the caregiver or parent frustrated thus resulting to child abuse if not careful. |
Recurrent infections of the ear due to play and poor diet may cause hearing problems. Due to their exploratory nature, they may be exposed to dangers like eye injury. |
They are prone to astigmatism and myopia. They have a risk of developing attention deficit hyperactivity disorder. (ADHD) |
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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. |
The toddlers sleep for 12 hours in a day accompanied by one or two naps. They mostly depend on a bedtime ritual to sleep. |
He/she may sleep for 8 hours and a maximum of 12 hours. They need a ritual at bedtime so that they move from playing with others and getting to sleep. |
Their sleep requirements resemble those of an adult. They don’t require naps and sleep for 8 to 12 hours a day. |
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They may be unaware of fatigue and tiredness. They may have night terrors where awakening is not complete in several minutes and they have a terrified look. |
They resist bedtime by challenging parents and crying when forced. They may experience nightmares and terrors. |
They may experience sleepwalking, sleep talking, and terrors. They may experience enuresis. |
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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. |
He/she starts to separate from the parents and accepts strangers. They are delighted in their emergent achievements and independence. |
They express roles through imagination and exploration. They extend experiences beyond the family. |
They get frightened with body differences like the genitals. They frequently ask questions about their physical and body changes to grasp an understanding. |
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They may doubt their independent activities especially when punished. Their safety is compromised as they explore the environment. |
They may develop guilt and inadequacy if ridiculed and punished. They may develop a poor mental and physical health if denied the chance to explore. |
The physical differences can provoke isolation and ridicule from others. They may worry about their relationships especially when they have chronic illnesses. |
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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. |
They understand the roles of their siblings and parents especially in caring for them. They desire to possess what a sibling has and rivalry may set in by crying and fighting. |
They use play to understand their roles and thus they love playing games with others. The differences in the roles of work depend on the family, child care and television. |
The increasing responsibility and independence reduces the amount of authority from the parents, teachers, older siblings among others. They prioritize peer relationships and school. |
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They may resume to infantile behaviors if attention is shifted to a newborn or a twin. The parent or caregiver may get tired of the behaviors and eventually abuse the toddler. |
He/she may imitate an older sibling and eventually get frustrated because they cannot achieve that role. Divorce may cause regression, irritability and confusion. |
Sexual abuse is common because of their increased interaction with adults like teachers and playmates. Isolation may occur if the peers become more critical. |
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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. |
Toilet training precipitates genital area curiosity. They may provoke the parent to give a cute name to the genital area. |
They identify with their own gender because they can distinguish it clearly. They are curious about the sexual functions of others and their bodies. (Chiocca, 2012, p. 962) |
Their curiosity and concern about sexuality grows when puberty sets in. They identify with the parent of the same sex and learn more about roles like house chores, washing cloths among others. |
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They may have learning problems about sexuality because of confusing names of their genital parts. They may get used to pleasurable enuresis and bowel elimination thus stagnating at this stages. |
They may develop negative self-esteem if teased that their behavior is naughty and unacceptable. Sexual abuse may cause emotional problems even in the future. |
Homosexual children have trouble identifying their specific sexual roles. Sexual experimentation begins and most of them lose virginity at this stage. |
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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. |
The toddler becomes temperamental if exposed to stress by crying, fighting back and withdrawing from interaction. They imitate their parent’s ways of dealing with stress. |
Preschoolers verbalize their frustrations and have some patience when difficulties ensue. They use a mechanism of fantasy, denial, regression, projection and anxiety. |
Stress causes a feeling of anxiety and helplessness lowering their normal function. The family environment causes a security feeling and improved coping. Therefore, they feel safe in the arms of parents and siblings if stressed. |
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He/she may adopt a counter-productive and inappropriate defense mechanism from the parents. The caregiver or parent may resort to abuse when the child becomes resistant and temperamental. (Chiocca, 2012, p. 961) |
Their temper tantrums may persist and render them vulnerable to stressors. Continuous pressure from parents and siblings may cause persistent emotional instability and physical disturbances. |
Grief over the death of a loved one causes behavior problems like crying, withdrawal and even suicide. They may somaticize and become depressed in extremely traumatizing and uncontrollable situations. |
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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. |
They behave out of fear of being punished because they believe that rules are absolute. They mostly imitate the values of their parents. |
They may control their internal functions at the age of 4 and 5 years to retain the love from parents. They demonstrate morality in simple issues like washing hands, queuing, making their bed among others.(Willacy, 2016) |
Values of the parents, the culture and religion shapes the child’s beliefs therefore, he/she will conform to these environment’s demands. They keenly follow the consequences of immorality and will always behave well. (Willacy, 2016) |
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Their negative behaviors may be reinforced because parents only attend to them when misbehaving. Poor role modelling may affect their social life. |
They lack a fully developed conscience resulting in substandard feelings. They may be upset with the dying idea because they lack less experience. |
They may develop bad behavior like lying, cheating and stealing from their peers. Parental punishment may be intense due to the bad traits and eventually cause resistance, poor relationships and isolation. (Willacy, 2016) |
ShortAnswer Questions
Addressthe following based on the above assessment findings. Expectedanswers will be 1-2 paragraphs in length. Cite and reference outsidesources used.
Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.
The expected similarities are diverse especially with childrenbecause their stages of development are dependent on one another.First off, there are differences in the sleep and rest pattern wheretoddlers sleep for more hours, preschoolers begin to resist sleep andschool-aged children are able to control their pattern just likeadults. Again, the health perception and management across the stagesis different (Willacy, 2016). Toddlers and preschool children have aproblem knowing their health issues whereas school-aged childrenunderstand poor health and behavior. The other patterns of sexuality,elimination, activity and exercise, self-perception, and rolerelationships are dependent on the stage. They have a common gradientbecause toddlers do not have enough consciousness, the preschoolershave a sense of responsibility and thus begin to understand variousconcepts and school-going children fully understand themselves. Theyare able to understand their roles.
However, there were similarities in coping strategies and values andbeliefs because they are mostly dependent on the way the parents andcaregivers behave (Willacy, 2016).
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.
Nurses should be made to understand that children are more likely tobe affected emotionally than adults and therefore an assessment hasto be more specific considering the spiritual as well as culturalperspectives. First, physical assessments have to be explained to thechild in the presence of a trusted individual like a parent orcaregiver. This is because the child will believe that what is beingdone is important (Chiocca, 2012, p. 961). Again, it can be done byasking the child to close his/her eyes, using anesthesia and otherrelaxing techniques. The nurse should also be keen not to use ademeaning language directed at the child’s culture or religion. Theexamination, education and communication have to be polite andvelvety, this is because the child may grow defensive and refuse toundergo the procedure (Chiocca, 2012, p. 961). Again, the nurse mayuse threatening techniques like describing the consequences of poorhealth. This will allay the child’s anxiety and promote cooperation(Chiocca, 2012, p. 962). These facts are different with the adultsbecause of consciousness and an understanding of the general health.
References
Assessment of children,toddler, pre-school using Gordon’s functional health patternassessment.(2016). Topics,Sample Papers & Articles Online for Free.Retrieved 17 December 2016, fromhttp://studymoose.com/asessment-of-children-toddler-pre-school-using-gordens-functional-health-pattern-assessment-essay
Chiocca, E.(2012). Pediatricassessment (11thed., pp. 961-962).
Willacy, H. (2016).Child-parent Relationship and Potential Problems. PatientPlus Journal.Retrieved fromhttp://patient.info/doctor/child-parent-relationship-and-potential-problems
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