NRS 434 Topic 2 Developmental Assessment and the School Aged Child Assignment
Sample Answer for NRS 434 Topic 2 Developmental Assessment and the School Aged Child Assignment Included After Question
Assessment Description
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 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:
- 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.
- 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.
- 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.
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
NRS-434VN-R-CLC-Agreement-Student.docx
A Sample Answer For the Assignment: NRS 434 Topic 2 Developmental Assessment and the School Aged Child Assignment
Title: NRS 434 Topic 2 Developmental Assessment and the School Aged Child Assignment
Child development is the constant but expected sequential biological, emotional, and psychological changes in human beings from birth to the end of adolescence. A developmental assessment is conducted for children at this period to evaluate various aspects of a child’s functioning, including motor, cognition, behavior, communication, sensory abilities, adaptive skills, and social interaction (Aylward, 2020). The purpose of this paper is to discuss physical assessments among school-aged children and the typical developmental stages of a 10-year-old.
Physical Assessments among School-Aged Children
School-aged children are those between 6-12 years. Physical assessment of school-aged children takes the same approach, but some aspects differ based on the child’s age. It starts with vital signs and nutritional assessment (height and weight) (Choo et al., 2019). However, the normal range of vital signs differs with age. The physical exam is the same using a head-to-toe approach and applying inspection, palpation, percussion, and auscultation techniques. Dental, visual, and hearing exams are also performed in school-aged children (Choo et al., 2019). Children from 10 years are assessed for physical changes from secondary sexual characteristics, including the growth of pubic hair and breast development.
The physical assessment can be modified to correspond to the school-age child’s age and development by giving simple instructions that the child understands as per their cognitive development. Besides, the examiner should begin with less-invasive and uncomfortable procedures and end with the most invasive and painful exams (Sheldrick et al., 2019). The examination can be done when the parent is present for children below eight years. However, children above eight years may feel uncomfortable having their caregivers around, and thus privacy should be upheld to promote comfort.
Typical Developmental Stages of 10-Year-Old
A ten-year-old undergoes physical, cognitive, emotional, and social development. Physically, they begin exhibiting growth patterns related to gender, and signs of puberty may start showing. They should demonstrate endurance and have more advanced fine motor skills (Misirliyan & Huynh, 2021). In the cognitive aspect, a 10-year-old should: Know the complete date; Name months of a year in order; Read books with chapters; Read and understand a paragraph with complex sentences; Have calculation skills in addition and subtraction; Write simple stories; Have speech patterns almost at an adult level (Misirliyan & Huynh, 2021). Typical development in the emotional and social aspects include: Enjoying interacting with their friends; Having friends of the same gender; Enjoying team and group activities; Being aware of the body.
Developmental Assessment Using Erickson’s Developmental Theory
In Erickson’s psychosocial developmental theory, a 10-year-old belongs to the Industry vs. Inferiority stage. Children in this developmental stage get encouraged and reinforced by their initiative (Maree, 2021). They become industrious and have a high confidence level in their capability to attain goals. However, if the initiative is discouraged or restricted, the child starts to feel inferior, doubting their abilities, and may not attain their potential. The Erickson theory would be employed in developmentally assessing a child by assigning them a task to do independently (Maree, 2021). I would then assess the sense of industry and inferiority by evaluating their feelings after succeeding or failing to complete the task.
Strategies to gain the child’s cooperation include explaining the exams that will be performed in simple terms, including the painful procedures. A non-threatening language will be used in giving instructions to foster cooperation. Besides, I would allow the child to play with some assessment tools, such as the stethoscope, to relieve anxiety during examination and foster cooperation (Choo et al., 2019). I would explain to the child in simple terms the assessment findings, including normal and abnormal findings, probable causes, and further examinations or treatments that will be ordered.
Conclusion
Physical assessment of school-aged children takes a similar approach, and the same exams are conducted in all children. However, different ranges determine the findings as normal or abnormal. The exam can be modified by having painful and invasive procedures last and using simple instructions during the assessment. Erickson’s developmental theory can be applied to assess a child by evaluating their attitude when they succeed or fail in completing a task.
References
Aylward, G. P. (2020). Conducting a Developmental Assessment in Young Children. Journal of Health Service Psychology, 46(3), 103-108. https://doi.org/10.1007/s42843-020-00015-0
Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore medical journal, 60(2), 57–62. https://doi.org/10.11622/smedj.2019016
Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical overview. Early Child Development and Care, 191(7-8), 1107–1121. https://doi.org/10.1080/03004430.2020.1845163
Misirliyan, S. S., & Huynh, A. P. (2021). Development Milestones. In StatPearls. StatPearls Publishing.
Sheldrick, R. C., Schlichting, L. E., Berger, B., Clyne, A., Ni, P., Perrin, E. C., & Vivier, P. M. (2019). Establishing new norms for developmental milestones. Pediatrics, 144(6). https://doi.org/10.1542/peds.2019-0374
Developmental Assessment and the School-Aged Child – Rubric
Collapse All Developmental Assessment And The School-Aged Child – RubricCollapse All
Comparison of Physical Assessment Among School-Aged Children
27.5 points
Criteria Description
Comparison of Physical Assessment Among School-Aged Children
5. 5: Excellent
27.5 points
A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.
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4. 4: Good
24.48 points
A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity.
3. 3: Satisfactory
21.73 points
A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy.
2. 2: Less Than Satisfactory
20.63 points
An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies.
1. 1: Unsatisfactory
0 points
A comparison of physical assessments among different school-aged children is omitted.
Typical Assessment for a Child of a Specific Age
27.5 points
Criteria Description
Typical Assessment for a Child of a Specific Age
5. 5: Excellent
27.5 points
The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.
4. 4: Good
24.48 points
The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity.
3. 3: Satisfactory
21.73 points
The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child.
2. 2: Less Than Satisfactory
20.63 points
The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child.
1. 1: Unsatisfactory
0 points
The typical developmental stage of a child between the ages 5 and 12 is not described.
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
33 points
Criteria Description
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)
5. 5: Excellent
33 points
A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.
4. 4: Good
29.37 points
A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity.
3. 3: Satisfactory
26.07 points
A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies.
2. 2: Less Than Satisfactory
24.75 points
A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or are incorrect. There are significant inaccuracies.
1. 1: Unsatisfactory
0 points
A child assessment based on a developmental theory is omitted.
Thesis Development and Purpose
5.5 points
Criteria Description
Thesis Development and Purpose
5. 5: Excellent
5.5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. 4: Good
4.9 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. 3: Satisfactory
4.35 points
Thesis is apparent and appropriate to purpose.
2. 2: Less Than Satisfactory
4.13 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
5.5 points
Criteria Description
Argument Logic and Construction
5. 5: Excellent
5.5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. 4: Good
4.9 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. 3: Satisfactory
4.35 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. 2: Less Than Satisfactory
4.13 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.5 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. 5: Excellent
5.5 points
Writer is clearly in command of standard, written, academic English.
4. 4: Good
4.9 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. 3: Satisfactory
4.35 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. 2: Less Than Satisfactory
4.13 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
2.2 points
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. 5: Excellent
2.2 points
All format elements are correct.
4. 4: Good
1.96 points
Template is fully used; There are virtually no errors in formatting style.
3. 3: Satisfactory
1.74 points
Template is used, and formatting is correct, although some minor errors may be present.
2. 2: Less Than Satisfactory
1.65 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. 1: Unsatisfactory
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
Documentation of Sources
3.3 points
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. 5: Excellent
3.3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. 4: Good
2.94 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. 3: Satisfactory
2.61 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. 2: Less Than Satisfactory
2.47 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. 1: Unsatisfactory
0 points
Sources are not documented.
Total 110 points
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
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A Sample Answer 2 For the Assignment: NRS 434 Topic 2 Developmental Assessment and the School Aged Child Assignment
Title: NRS 434 Topic 2 Developmental Assessment and the School Aged Child Assignment
The school-age period is between the ages of 5 to 12 years and is characterized by gradual growth and development. Development in children occurs as a result of growth, learning, and maturation and can be measured by observation (Gerber, Wilks & Erdie-Lalena, 2010). Developmental assessment in school-age children should be comprehensive and address the physical, cognitive language, social, and emotional domains of the child. This paper seeks to discuss the physical assessments among school-aged children and the developmental stages of a 5-year old. It will also discuss how the Erickson developmental theory can be applied in the developmental assessment of a child.
Physical Assessments among School-Aged Children
The physical assessment should focus on assessing the growth and development of the child and identifying any deviations from normal. A head-to-toe exam should be done in every child (Riley, Morrison & McEvoy, 2019). The nutritional status should be assessed by measuring a child’s height and weight and calculating the body mass index to evaluate for underweight or overweight (Riley, Morrison & McEvoy, 2019). In addition, vital signs should be monitored, especially for sick children, and entail measuring the temperature, respiration, pulse rate, and blood pressure. The American Academy of Pediatrics (AAP) recommends regular vision testing at the age of 5,6,8,10, and 12 years using visual acuity tests such as the Snellen chart (Rogers & Jordan, 2013). A hearing test should be done in children aged 5, 6, 8, and 10 years to assess for hearing loss (Riley, Morrison & McEvoy, 2019). When examining the child, the examiner should be keen to identify for signs of physical abuse such as burns, wounds, cuts, and abdominal pain since school-age children are at a high risk of child abuse (Vitrikas, Savard & Bucaj, 2017). A dental screening should be done to assess for dental cavities, shedding of milk teeth, and oral infections, which are common in the age group.
School-age children are often anxious during the physical exam as they associate them with pain and discomfort. Consequently, the assessment approach should be tailored to meet the age and the developmental age of the child as well as promote comfort. To achieve this, I would begin with the activities that the child finds interesting such as taking vitals and height and weight. I would then conduct the physical exam by assessing the body organs that might be the underlying problem and require cooperation from the child. For the younger child, 5-7 years, I will conduct the exam when the caregiver is present to ease anxiety. However, for the older child 8-10 years, I will ensure privacy when conducting the exam, preferably in the absence of the caregiver. For a child presenting with pain, I will assess the painful body part last to promote cooperation and comfort. Painful or discomforting procedures will be the last items, and I will explain to the child the degree of discomfort.
Typical Developmental Stages of Children at Five Years
At five years, a child should have gained 4-5 pounds and grown 2-3 inches since the last birthday. The first permanent teeth begin to break through the gums, and the vision reaches 20/20 (Gerber, Wilks & Erdie-Lalena, 2010). The muscular coordination becomes more stable, and they can get their limbs and body to move together. They have a stable balance and can stand on one foot. Besides, they demonstrate more skills in using simple tools and writing materials (Gerber, Wilks & Erdie-Lalena, 2010). Sensory and cognitive developmental stages include having a vocabulary of more than 2000 words and speaking in sentences of more than five words with the incorporation of all parts of speech (Gerber, Wilks & Erdie-Lalena, 2010). In addition, a five-year child should be able to identify and name primary colors and count to 10. At this stage, children are more curious and ask questions that have meaning and purpose. They also outgrow childhood fears, strongly identifies with the parent of the same sex, and exhibit less aggressive behavior.
Application of Erickson Developmental Theory in Developmental Assessment
Erickson developed the psychosocial theory of development, which states that two conflicting ideas must be resolved effectively for an individual to become a confident, contributing member in the society. The 5-year old child falls under the psychosocial developmental stage of Initiative vs. Guilt (Cherry, 2018). Children in this stage can initiate activities, and they assert control over themselves via social interactions and play (Cherry, 2018). Children who are unsuccessful at this stage due to over-controlling caregivers may develop feelings of guilt.
I will developmentally assess a 5-year old by inquiring about the child’s social interactions, for example, if the child has a group of friends, if they participate in role-play and how much they take part in performing house chores (Cherry, 2018). I will also inquire if the child initiates activities on his/her own and if the caregiver encourages the child to perform activities such as bathing, putting on his clothes, and tying shoelaces. To gain cooperation from the child, I will encourage the child to present their health concerns and the history of the presenting illness. I will also explain the procedure using simple language and inform them of any discomforting or painful procedure (Riley, Morrison & McEvoy, 2019). Besides, I will encourage the child to take up some roles such as undressing and getting on the examination couch to promote cooperation. After the exam, I will discuss the findings with the child and explain to them using simple terms on the plan of care, including further tests to be conducted.
Conclusion
The physical assessment of a school-age child should include monitoring of vital signs, nutritional status, head to toe assessment, visual and auditory test, and dental screening. Developmental assessment should be comprehensive to include the physical, cognitive, language, and social development of the child. Physical examination should be tailored to meet the child’s age and developmental stage and should ensure comfort. Painful and discomforting procedures should be done last, and the examiner should explain the procedure and the findings to the child. This will help to encourage cooperation from the child and encourage control over their health.
References
Cherry, K. (2018). Erik Erikson’s stages of psychosocial development. Retrieved July 5, 2018.
Gerber, R. J., Wilks, T., & Erdie-Lalena, C. (2010). Developmental milestones: motor development. Pediatrics in Review, 31(7), 267-277.
Riley, M., Morrison, L., & McEvoy, A. (2019). Health Maintenance in School-Aged Children: Part I. History, Physical Examination, Screening, and Immunizations. American family physician, 100(4), 213-218.
Rogers, G. L., & Jordan, C. O. (2013). Pediatric vision screening. Pediatrics in review, 34(3), 126-32.
Vitrikas, K. R., Savard, D., & Bucaj, M. (2017). Developmental delay: when and how to screen. American family physician, 96(1), 36-43.