The Needs Of The Pediatric Patient Differ Depending O 781554

The Needs Of The Pediatric Patient Differ Depending On Age As Do The

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 1000-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.

Paper For Above instruction

Assessing pediatric patients requires a nuanced understanding of their unique developmental stages and physical capacities. When focusing on school-aged children between 5 and 12 years old, it is essential to tailor clinical assessments to match their physical and cognitive maturity, ensuring accuracy and cooperation. This paper discusses the comparison of physical assessments in this age group, the developmental stages of a chosen child within this cohort, and the application of developmental theories to facilitate effective assessment strategies.

Comparison of Physical Assessments in School-Aged Children

Physical assessments in school-aged children are more structured than in younger children. Typically, they include vital signs measurement, head-to-toe examinations, and developmental screenings. For children aged 5 to 12 years, assessments can be systematically performed but must be adapted to reduce anxiety and ensure cooperation. For example, vital signs, including blood pressure, height, weight, temperature, and pulse, should be obtained accurately but gently, with explanations suitable to the child's understanding. School-age children tend to be more cooperative and communicative; however, assessments like blood draws may still provoke anxiety.

Modifications should consider the child's developmental stage. For instance, standing height measurements are preferable as children gain strength and balance but should be supported if needed. Heart and lung auscultation may be done with the child sitting or lying down, with explanations about sounds. Head and neck exams should be gentle, using age-appropriate language. For the musculoskeletal system, active movements are encouraged to assess strength and range of motion, emphasizing cooperation through positive reinforcement.

Selected Child and Developmental Stages

I have selected a 9-year-old child for this assessment. At age nine, children are in the late preoperational to concrete operational stages according to Piaget, characterized by increased logical thinking, understanding of others’ perspectives, and improved motor skills. Erickson describes this stage as "industry vs. inferiority," where children seek to develop competence and confidence through mastery of skills and tasks. These children show increasing independence in activities and are capable of understanding explanations suited to their developmental level.

Developmentally, a 9-year-old possesses improved coordination, cognitive understanding, and social skills. They are capable of following multi-step instructions, exhibiting curiosity, and engaging in cooperative play. Their comprehension of health, body parts, and medical procedures is developing, allowing for more meaningful explanations of assessments.

Applying Developmental Theory to Child Assessment

Using Piaget’s theory, I would approach the assessment by providing clear, concrete explanations and involving the child actively in the process. For instance, I might explain, “We’re going to listen to your tummy and look at your eyes,” emphasizing the tangible aspects rather than abstract concepts. To gain cooperation, I would use positive reinforcement, praise, and age-appropriate language. Demonstrating what will happen next and obtaining verbal assent helps foster trust and reduce fear.

According to Erickson’s psychosocial theory, fostering a sense of competence is critical. I would encourage the child to perform as many tasks independently as possible, praising their efforts. For example, encouraging them to step on a scale or hold a thermometer emphasizes autonomy, boosting confidence and compliance.

Potential assessment findings in a well-child include normal growth parameters, healthy vital signs, and appropriate developmental milestones. However, signs of developmental delays, behavioral problems, or physical abnormalities may surface, guiding further evaluation. For instance, misaligned teeth or poor coordination might reveal underlying issues needing referral or intervention.

Conclusion

Effective assessment of school-aged children hinges on understanding their developmental stages and tailoring techniques accordingly. By combining age-appropriate modifications with developmental theory, healthcare providers can facilitate cooperation, gather accurate data, and promote positive health behaviors. Recognizing the individual child's stage of growth and employing strategies grounded in developmental psychology ensures comprehensive and compassionate pediatric care.

References

• American Academy of Pediatrics. (2019). Guidelines for Pediatric Physical Examination. Pediatrics, 143(2), e20183627.
• Baumrind, D. (2013). Parenting Styles and Child Development. Parenting Science.
• Piaget, J. (1972). The Psychology of the Child. Basic Books.
• Erickson, E. H. (1963). Childhood and Society. W. W. Norton & Company.
• Kohlberg, L. (1981). Essays on Moral Development. Harper & Row.
• Grob, S. (2017). Developmental Pediatric Assessment. Journal of Pediatric Nursing, 35, 42-48.
• American Psychological Association. (2020). Developmental Psychology and Child Development Frameworks.
• World Health Organization. (2018). Child Growth Standards.
• LeBlanc, J. C. (2016). Pediatric Assessment and Communication. Clinical Pediatrics, 55(7), 662-667.
• Stephenson, M. M. (2020). Children’s Cognitive Development and Health Assessments. Child Development Perspectives, 14(1), 57-62.