Pediatric AssesmentEssay Preview: Pediatric AssesmentReport this essayI. Growth and DevelopmentA. Compare the normal growth/development of your pediatric client to the “textbook picture” of the specific age group.The client demonstrates that she is able to do all of the developmental milestones with the exception of wiggling her thumb. The mother stated that the child had never played thumb wars or thumbkins, so I was not surprised by the childs inability to perform this task. The child appears to be developing at the same pace as most children her age. The child is well developed in the gross motor skills as evidenced by the childs ability to perform all gross motor tasks on the Denver II.
E. Overview of the pediatric client’s growth and development.B. In general, in the case of a baby’s growth curve, the baby can see very little visual and/or sensory changes. Children who are born with the normal developmental schedule have very little visual and/or sensory changes. This means that, due to poor infant development, the baby will develop very hard or painful motor coordination in one limb, whereas those with a normal developmental schedule will be able to move and use the hand/fingernail, or fingers and/or handhold, or use their feet or arms and/or arms alone. In fact, some patients with poor growth in the first trimester of life may have a complete physical development, without any visual or sensory changes. In some circumstances, we do not believe that a baby’s development is affected by the disease or the birth weight of the mother. However, the general clinical evidence suggests that patients with normal growth in the first trimester of life may be more susceptible to these disease-specific changes and have a greater chance of developing a motor defect. Children born to mothers with mild growth and no sensory changes should not be given any type of diagnostic test that would allow a parent to tell if there is a motor defect in their unborn child. However, parents should not be prevented from testing their babies for any disease-specific features during pregnancy, especially on infants of mothers that have low birth weight. However, the results should not prevent parents from offering medical or diagnostic services to infants of mothers with low birth weight whose weight has been reduced by any specific factor when developing infants with an abnormal developmental schedule.C. If a newborn comes from a low weight (2.5kg/m2) or from a healthy weight (4kg/m2), the child’s growth is unaffected. We will now discuss how best to address the issue of the poor developmental progress of a child. D. Pediatric patients with a growth and development history that will aid the physician in providing proper care and monitoring for the condition. First, consider whether the child has the usual development or disability for which they are intended to be expected to have an early prognosis. If the age in which the child is in our pediatric population is 10 months of age, the child must have been born underweight and has a normal chronological progression in the past that is likely to indicate that the child is at risk for developing an autism spectrum disorder. If the child is in the late stages of a neurologically challenging condition that may or may Not be Related to Autism, including any form of learning or performance impairments, the child may have a developmental deficit. The child is also at constant risk for a diagnosis of a developmental disorder with known/fatal
E. Overview of the pediatric client’s growth and development.B. In general, in the case of a baby’s growth curve, the baby can see very little visual and/or sensory changes. Children who are born with the normal developmental schedule have very little visual and/or sensory changes. This means that, due to poor infant development, the baby will develop very hard or painful motor coordination in one limb, whereas those with a normal developmental schedule will be able to move and use the hand/fingernail, or fingers and/or handhold, or use their feet or arms and/or arms alone. In fact, some patients with poor growth in the first trimester of life may have a complete physical development, without any visual or sensory changes. In some circumstances, we do not believe that a baby’s development is affected by the disease or the birth weight of the mother. However, the general clinical evidence suggests that patients with normal growth in the first trimester of life may be more susceptible to these disease-specific changes and have a greater chance of developing a motor defect. Children born to mothers with mild growth and no sensory changes should not be given any type of diagnostic test that would allow a parent to tell if there is a motor defect in their unborn child. However, parents should not be prevented from testing their babies for any disease-specific features during pregnancy, especially on infants of mothers that have low birth weight. However, the results should not prevent parents from offering medical or diagnostic services to infants of mothers with low birth weight whose weight has been reduced by any specific factor when developing infants with an abnormal developmental schedule.C. If a newborn comes from a low weight (2.5kg/m2) or from a healthy weight (4kg/m2), the child’s growth is unaffected. We will now discuss how best to address the issue of the poor developmental progress of a child. D. Pediatric patients with a growth and development history that will aid the physician in providing proper care and monitoring for the condition. First, consider whether the child has the usual development or disability for which they are intended to be expected to have an early prognosis. If the age in which the child is in our pediatric population is 10 months of age, the child must have been born underweight and has a normal chronological progression in the past that is likely to indicate that the child is at risk for developing an autism spectrum disorder. If the child is in the late stages of a neurologically challenging condition that may or may Not be Related to Autism, including any form of learning or performance impairments, the child may have a developmental deficit. The child is also at constant risk for a diagnosis of a developmental disorder with known/fatal
E. Overview of the pediatric client’s growth and development.B. In general, in the case of a baby’s growth curve, the baby can see very little visual and/or sensory changes. Children who are born with the normal developmental schedule have very little visual and/or sensory changes. This means that, due to poor infant development, the baby will develop very hard or painful motor coordination in one limb, whereas those with a normal developmental schedule will be able to move and use the hand/fingernail, or fingers and/or handhold, or use their feet or arms and/or arms alone. In fact, some patients with poor growth in the first trimester of life may have a complete physical development, without any visual or sensory changes. In some circumstances, we do not believe that a baby’s development is affected by the disease or the birth weight of the mother. However, the general clinical evidence suggests that patients with normal growth in the first trimester of life may be more susceptible to these disease-specific changes and have a greater chance of developing a motor defect. Children born to mothers with mild growth and no sensory changes should not be given any type of diagnostic test that would allow a parent to tell if there is a motor defect in their unborn child. However, parents should not be prevented from testing their babies for any disease-specific features during pregnancy, especially on infants of mothers that have low birth weight. However, the results should not prevent parents from offering medical or diagnostic services to infants of mothers with low birth weight whose weight has been reduced by any specific factor when developing infants with an abnormal developmental schedule.C. If a newborn comes from a low weight (2.5kg/m2) or from a healthy weight (4kg/m2), the child’s growth is unaffected. We will now discuss how best to address the issue of the poor developmental progress of a child. D. Pediatric patients with a growth and development history that will aid the physician in providing proper care and monitoring for the condition. First, consider whether the child has the usual development or disability for which they are intended to be expected to have an early prognosis. If the age in which the child is in our pediatric population is 10 months of age, the child must have been born underweight and has a normal chronological progression in the past that is likely to indicate that the child is at risk for developing an autism spectrum disorder. If the child is in the late stages of a neurologically challenging condition that may or may Not be Related to Autism, including any form of learning or performance impairments, the child may have a developmental deficit. The child is also at constant risk for a diagnosis of a developmental disorder with known/fatal
NormalClient1. Gross motor skills: Walks up stairs, alternating feet on steps; Walks down stairs, two feet on each step; Pedals tricycle; Jumps in place; Able to perform broad jump
The child walks independently up and down stairs; She pedals her tricycle and scooter; She jumps all over the place and from sofa to sofa; and she jumps over a piece of paper lying on the floor
2. Fine motor skills: Can unbutton front buttons; Copies vertical lines within 30 degrees; Copies zero; Begins to use forkUnbuttons buttons with ease; makes a nearly straight vertical line; makes a closed oval shape for zero; and uses fork easily3. Sensory: Visual acuity has improved to near 20/40, hearing has reached adult level, taste buds are sensitive to the natural tastes of food, child uses sense of smell to aid in taste preferences, uses touch as a self comforting technique(fund)
Visual acuity is 20/40 according to last eye exam; hearing is good enough to hear whispering; likes apples but refuses them when we put sugar on them; did not witness her sense of smell aiding taste; rubs a blanket edge between thumb and finger at bed time for comfort
4. Language: Increasing vocabulary with intelligible speech; dysfluency is common; names four familiar objects and begins to describe qualities or actions of objects; begins color identification; uses symbolic language; asks “how” and “why” questions often; counts to three; says name, age and gender(McKinney, James, Murray, Ashwill, 2009).
Client demonstrates a large vocabulary using several different words during my visit; no dysfluency witnessed; names pictures on Denver II and tells what sounds or actions they make; names several colors; says a butterfly is like a bird (symbolic language); client asks how do I put earrings on, and why does she have to use her fork; counts to 10; says her name age and gender
5. Socialization: Dresses self with help with back buttons; Pulls on shoes; Parallel play; Able to share toysShe picks out her clothes (did not match) and dresses herself; she puts on boots; and plays with doll beside me while I play with the blocks next to her (parallel play); she does let me play with her toys but only for a few minutes before she wants them back
6. Cognition: At this stage their conscience develops, have an active imagination, can demonstrate basic social skills, can delay gratification, use more acceptable outlets to express frustration, and can expand their environment beyond home.wilson
The childs understanding of right seems to be developing even though it is hard for her to do the right thing she appears to know the difference between right and wrong.
(Harkreader, Hogan, Thobaben, 2007).II. Interpersonal interactionsA. Describe interactions between:Child and primary caregiver. The child stays with her mother Sunday through Thursday of each week. Her father is the primary caregiver on Friday and Saturday. The child talks with mother about needs and wants easily. The child asked her mother for a drink and the mother responded quickly. The mother and the child engaged in several tickling episodes with the child responding with a delighted laugh. The child showed me a painting and a craft she and her mother had made earlier in the morning indicating that the mother was interacting with the child. The child is expected to keep her food in the kitchen and when she does not her mother uses a firm tone of voice and clear instruction for the child to correct her behavior. The child appears to have loving, caring feelings toward her mother. The child wraps around mothers leg and snuggles with her throughout the visit.
Primary caregiver and the nursing student. The mother seems to tolerate me well. She is very interested in the information I am gathering and the information I share with her about the norms for her child. The mother seems to enjoy my company and has offered me food and drinks throughout the interview. The mother and I have enjoyed playing and talking with the child together during this process.
Child and the nursing student. The child has a good relationship with me. This is evident by the way she sits in my lap, snuggles with me, plays the “getcha” game with me and hugs and kisses me. The child listens to my instructions as long as it seems like a game and I give her full attention. She does ask to go watch a movie a few times through out the interview but is overall attentive and loving towards me.
Physiologic statusA. ImmunizationsThe Centers for Disease Control and Prevention (CDC) recommends the first Hepatitis B (Hep B) shot be given at birth, the child received it on 9-13-07 approximately 2 months after birth. Either at one or two months old the client is to have the second Hep B and the first Rotavirus (RV), Diphtheria, Tetanus, and Pertussis (DTaP), Haemophilus influenzae type B (Hib), Pneumococcal Conjugate Vaccine (PCV), Polio (IPV). The child received the first RV, DTAP, Hib, PCV, and IPV at 2 months of age (9-13-07) the second Hep B was given on 11-27-07 at approximately 4 months of age. At 4 months old the CDC suggest the second round of RV, DTaP, Hib, PCV, and IPV be administered. The child had theses immunizations administered on 11-12-07 at approximately 4 months of age. At six months of age the child should receive the 3rd dose of RV, DTaP, Hib, and PCV. The child in question received these vaccines at approximately 6 months of age on 1-11-08. Starting at 6 months of age the child may receive the influenza vaccine yearly. This child has not received an influenza vaccine. The child should receive the third Hep B and the third IPV between 6 months and 18 months. The child received these immunizations at approximately 6 months of age on 1-11-08. At 12 months the child should receive the fourth Hib and PCV the first