Erickson's Functional Health Pattern Assessment Paper
Children’s Functional Health Pattern Assessment
Functional Health Pattern Assessment (FHP)
Toddler
Erickson’s Developmental Stage:
Autonomy vs doubt and shame
Age 1-3
Preschool-Aged
Erickson’s Developmental Stage:
Initiative vs guilt
Age 4-5
School-Aged
Erickson’s Developmental Stage:
Industry vs inferiority
Age 5-12
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.
Caregiver is establishing health patterns like washing hands before eating
Caregiver brushes teeth before bed
Child recognizes that hands are dirty and need to be washed. …show more content…
Child is becoming more independent with teeth brushing
Uses a seatbelt properly
Child starts to demonstrate good hand washing technique
Caregivers are not establishing healthy routines
Parents are not talking about why hand washing is needed
Child is not getting education of health maintenance from parents
Child is unable to recognize dirty hands need to be washed
Child does not have any comprehension of why we wash our hands
Child does not wash before meals
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.
Caregivers provide healthy balanced diet Transitioning from milk to table food
Parents encourage balanced diet with food from all food groups
Caregivers limit the amount of sweets a child consumes
Parents encourage balanced diet with food from all food groups
Child eats 1200-1800 calorie per day
Parents are allowing child to choose all of their own foods
Parents are still providing diet mostly of milk
Allowing child to eat whatever they want
Child is not beginning to learn about eating a balanced diet
Child eats diet mostly of fast food
Child makes all of their own food choices
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.
Parents wait for child to show signs of being ready to toilet train
Caregiver gives positive encouragement when child starts to attempt potty …show more content…
training
Child is frequently able to get to the bathroom and relieve themselves with assistance
Decrease in number of accidents
Accidents should be rare if at all
Child can get to the bathroom, relieve them self, and then wash their hands independently
Forcing child to use toilet without any interest from child
No positive reinforcement is given
Parents punish child for accidents
Child has no desire to use the toilet
Child has no bladder control
Can not go to the bathroom independently
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.
Child is encouraged to participate in attempting to dress self with assistance
Desire to learn new skills
Increased coordination and confidence
Child is very active when awake
Has gained good body balance and is able to catch and throw
Child participates in active play with friend
Child is reclusive and not interested in new things.
Is not crawling and learning to walk
Show poor coordination and no confidence
Does not participate in imaginary play
Is unbalanced and lacks coordination
No interest in physical activity
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.
Child is encouraged to play and learn through exploring
Parents set limits to keep child safe
Recognizes common items and familiar places
Child may have imaginary friend
Can tell the difference in present and past
Is mastering handwriting
Child is not supervised
Child is not encouraged to learn through exploration
Does not get encouragement to use imagination
Unable to recognize commonly used items
Can not distinguish past, present, future
Can not demonstrate hand eye coordination
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.
A pattern has been established for before bedtime
Child gets 10-12 hours of sleep and 1-2 naps or quiet times each day
Child is encouraged to sleep 8-12 hours
Child actively participates in bedtime routine
Has established a good sleep wake routine
Gets 8-12 hours of sleep each night
No sleep pattern is established allowing child to sleep whenever they are tired
Child is always fussy and tired
They have no bedtime or before bed routine
Has night terrors
Bedwetting
Child is always tired and takes frequent naps
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.
Easily frustrated when things don’t go their way
Has a “me do” attitude
Encouraged and praised when they try new things
Allow child the opportunity to try new things
Has positive attitude toward peers and positive self image
Child has say in hobbies and after school activities
Child is overly clingy
Child will not try things for themselves
Child does not want to participate in new activities
Child insists of being carried or treated as a baby
Separation anxiety
Child shoes signs that they feel insecure
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.
Starting to be autonomous
Child will challenge caregivers
Begins to identify family roles
Play safely with other children
Children come to expect positive attention for good behavior
Frequent participation in activities with peers
Child does not start interacting with other children
Child does not begin to try to be more independent
Child does not understand that the caregiver sets boundaries
Child is reclusive and does not want to play with others
Child is always violent of defiant.
Child does not want to interact with peers
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.
Child explores own genital area
Parents use proper words to describe genitals
Recognizes a gender difference Asks questions regarding gender differences
Increased awareness of own sexuality
Becomes more curious about their own body
Child is uncomfortable being nude
Child is fearful to touch own genitals
Acting out sexually toward other children
Child can not identify different genders
No awareness of gender differences
Child participating in sexual activity with other children
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.
Child feels secure with caregiver
Child will throw temper tantrum when things don’t go their way
Child can sometimes verbalize frustration
Crying when upset or stressed
Child can identify personal stress
Will confide in a friend
Child seems fearful of caregiver
Acts out angrily toward toys
Reclusive behavior
Acting out in anger
Child appears depressed
Child is reclusive
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.
Child is beginning to learn about rules and punishment
Children rely on their parents to establish values
Child will learn values from watching parents of siblings
Is able to control own behavior to gain attention from parents
Can identify right and wrong
Values will come from culture and parental values
Child does not get positive feedback for things done well
Allowing the child to witness loud arguments
No desire for positive parent attention
Child is allowed to participate in the things that negatively influence family values
Do not know the difference between right and wrong
Engages in lying, cheating, or stealing
Short Answer Questions
Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.
1) Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.
The goals are the same for all age groups. For example under nutrition all groups need to eat a healthy well balanced diet, all children will have a guide of how many calories they should consume, everyone needs to drink a healthy amount of fluid, and gain weight at the appropriate rate. However the amount a two year old needs of each of these is very different than what an eight year old needs. When doing an assessment there will be different markers, such as a growth chart that must be looked at to ensure that each child is on track. Also a toddler will need supervision and assistance in every area but as the child gets older, they will need less assistance from their caregiver. To reach these goals and move on developmentally they must be given support, positive encouragement, and a safe environment from their caregivers. Caregivers must also recognize that each child will meet these developmental milestones on their own schedule.
2) 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.
When assessing a child their caregiver will be present during the exam.
Rather than just focusing on one individual a nurse must build rapport with two people. Initially address the parent, this will allow the child to observe you and learn that you are safe from your interaction with the parent. Children are not good historians so most of the history and information will be gathered from the parents. Nonverbal cues are more important to children than adults. Avoid wearing a very formal uniform if possible. Keep in mind the child’s language and development when communicating. Allow the child to sit in the parents lap and pull your chair up so you are knee to knee with them. Save painful or invasive parts of the exam for last to avoid upsetting the child before your exam is complete. Teaching should be done both at the level that the child will understand and to the adult on their level that they will understand. The child will have learned cultural and spiritual norms from their parents so it is appropriate to take some time at the beginning of the first exam to talk to the parent and find out how they want to be treated. Address the child by first name and the adults by surname unless asked to address them by first name. Use an interpreter, if available, when patients speak limited English. (Jarvis
2012).
References
Ahmann, E. (2002). Promoting positive parenting: an annotated bibliography. Pediatric Nursing, 28(4), 382-401.
Edelman, C., & Mandle, C. (2010). Health promotion throughout the life span (7th ed.). St. Louis, MO: Mosby Elsevier.
Jarvis, C. (2012). Physical examination and health assessment (6 ed.) St Louis Missouri: Elsevier.
Wood, L., (2014). Developmental ages and stages of child behavior. Retrieved from http://www.ehow.com/info_8033135_developmental-ages-stages-child-behavior.html
Functional Health Pattern Assessment (FHP)
Toddler
Erickson’s Developmental Stage:
Autonomy vs doubt and shame
Age 1-3
Preschool-Aged
Erickson’s Developmental Stage:
Initiative vs guilt
Age 4-5
School-Aged
Erickson’s Developmental Stage:
Industry vs inferiority
Age 5-12
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.
Caregiver is establishing health patterns like washing hands before eating
Caregiver brushes teeth before bed
Child recognizes that hands are dirty and need to be washed. …show more content…
Child is becoming more independent with teeth brushing
Uses a seatbelt properly
Child starts to demonstrate good hand washing technique
Caregivers are not establishing healthy routines
Parents are not talking about why hand washing is needed
Child is not getting education of health maintenance from parents
Child is unable to recognize dirty hands need to be washed
Child does not have any comprehension of why we wash our hands
Child does not wash before meals
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.
Caregivers provide healthy balanced diet Transitioning from milk to table food
Parents encourage balanced diet with food from all food groups
Caregivers limit the amount of sweets a child consumes
Parents encourage balanced diet with food from all food groups
Child eats 1200-1800 calorie per day
Parents are allowing child to choose all of their own foods
Parents are still providing diet mostly of milk
Allowing child to eat whatever they want
Child is not beginning to learn about eating a balanced diet
Child eats diet mostly of fast food
Child makes all of their own food choices
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.
Parents wait for child to show signs of being ready to toilet train
Caregiver gives positive encouragement when child starts to attempt potty …show more content…
training
Child is frequently able to get to the bathroom and relieve themselves with assistance
Decrease in number of accidents
Accidents should be rare if at all
Child can get to the bathroom, relieve them self, and then wash their hands independently
Forcing child to use toilet without any interest from child
No positive reinforcement is given
Parents punish child for accidents
Child has no desire to use the toilet
Child has no bladder control
Can not go to the bathroom independently
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.
Child is encouraged to participate in attempting to dress self with assistance
Desire to learn new skills
Increased coordination and confidence
Child is very active when awake
Has gained good body balance and is able to catch and throw
Child participates in active play with friend
Child is reclusive and not interested in new things.
Is not crawling and learning to walk
Show poor coordination and no confidence
Does not participate in imaginary play
Is unbalanced and lacks coordination
No interest in physical activity
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.
Child is encouraged to play and learn through exploring
Parents set limits to keep child safe
Recognizes common items and familiar places
Child may have imaginary friend
Can tell the difference in present and past
Is mastering handwriting
Child is not supervised
Child is not encouraged to learn through exploration
Does not get encouragement to use imagination
Unable to recognize commonly used items
Can not distinguish past, present, future
Can not demonstrate hand eye coordination
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.
A pattern has been established for before bedtime
Child gets 10-12 hours of sleep and 1-2 naps or quiet times each day
Child is encouraged to sleep 8-12 hours
Child actively participates in bedtime routine
Has established a good sleep wake routine
Gets 8-12 hours of sleep each night
No sleep pattern is established allowing child to sleep whenever they are tired
Child is always fussy and tired
They have no bedtime or before bed routine
Has night terrors
Bedwetting
Child is always tired and takes frequent naps
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.
Easily frustrated when things don’t go their way
Has a “me do” attitude
Encouraged and praised when they try new things
Allow child the opportunity to try new things
Has positive attitude toward peers and positive self image
Child has say in hobbies and after school activities
Child is overly clingy
Child will not try things for themselves
Child does not want to participate in new activities
Child insists of being carried or treated as a baby
Separation anxiety
Child shoes signs that they feel insecure
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.
Starting to be autonomous
Child will challenge caregivers
Begins to identify family roles
Play safely with other children
Children come to expect positive attention for good behavior
Frequent participation in activities with peers
Child does not start interacting with other children
Child does not begin to try to be more independent
Child does not understand that the caregiver sets boundaries
Child is reclusive and does not want to play with others
Child is always violent of defiant.
Child does not want to interact with peers
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.
Child explores own genital area
Parents use proper words to describe genitals
Recognizes a gender difference Asks questions regarding gender differences
Increased awareness of own sexuality
Becomes more curious about their own body
Child is uncomfortable being nude
Child is fearful to touch own genitals
Acting out sexually toward other children
Child can not identify different genders
No awareness of gender differences
Child participating in sexual activity with other children
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.
Child feels secure with caregiver
Child will throw temper tantrum when things don’t go their way
Child can sometimes verbalize frustration
Crying when upset or stressed
Child can identify personal stress
Will confide in a friend
Child seems fearful of caregiver
Acts out angrily toward toys
Reclusive behavior
Acting out in anger
Child appears depressed
Child is reclusive
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.
Child is beginning to learn about rules and punishment
Children rely on their parents to establish values
Child will learn values from watching parents of siblings
Is able to control own behavior to gain attention from parents
Can identify right and wrong
Values will come from culture and parental values
Child does not get positive feedback for things done well
Allowing the child to witness loud arguments
No desire for positive parent attention
Child is allowed to participate in the things that negatively influence family values
Do not know the difference between right and wrong
Engages in lying, cheating, or stealing
Short Answer Questions
Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.
1) Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.
The goals are the same for all age groups. For example under nutrition all groups need to eat a healthy well balanced diet, all children will have a guide of how many calories they should consume, everyone needs to drink a healthy amount of fluid, and gain weight at the appropriate rate. However the amount a two year old needs of each of these is very different than what an eight year old needs. When doing an assessment there will be different markers, such as a growth chart that must be looked at to ensure that each child is on track. Also a toddler will need supervision and assistance in every area but as the child gets older, they will need less assistance from their caregiver. To reach these goals and move on developmentally they must be given support, positive encouragement, and a safe environment from their caregivers. Caregivers must also recognize that each child will meet these developmental milestones on their own schedule.
2) 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.
When assessing a child their caregiver will be present during the exam.
Rather than just focusing on one individual a nurse must build rapport with two people. Initially address the parent, this will allow the child to observe you and learn that you are safe from your interaction with the parent. Children are not good historians so most of the history and information will be gathered from the parents. Nonverbal cues are more important to children than adults. Avoid wearing a very formal uniform if possible. Keep in mind the child’s language and development when communicating. Allow the child to sit in the parents lap and pull your chair up so you are knee to knee with them. Save painful or invasive parts of the exam for last to avoid upsetting the child before your exam is complete. Teaching should be done both at the level that the child will understand and to the adult on their level that they will understand. The child will have learned cultural and spiritual norms from their parents so it is appropriate to take some time at the beginning of the first exam to talk to the parent and find out how they want to be treated. Address the child by first name and the adults by surname unless asked to address them by first name. Use an interpreter, if available, when patients speak limited English. (Jarvis
2012).
References
Ahmann, E. (2002). Promoting positive parenting: an annotated bibliography. Pediatric Nursing, 28(4), 382-401.
Edelman, C., & Mandle, C. (2010). Health promotion throughout the life span (7th ed.). St. Louis, MO: Mosby Elsevier.
Jarvis, C. (2012). Physical examination and health assessment (6 ed.) St Louis Missouri: Elsevier.
Wood, L., (2014). Developmental ages and stages of child behavior. Retrieved from http://www.ehow.com/info_8033135_developmental-ages-stages-child-behavior.html