Short Answer Questions
Q1 Similarities and differences in expected assessment across the childhood age groups
Various similarities have been identified in the assessment of the children based on age groups. Children across these age groups are mostly influenced by the beliefs inculcated in them by the parents. Their sexual and reproductive pattern is also similar as they are expected to be sexually inactive during these stages (Kyle T. 2008). At these age groups, the children have not adopted much responsibility. They depend mostly on the parents at these stages hence rendering them unable to assume many roles.
During these stages, the expected findings differ in various parameters. Cognitive function and intellectual capacity also develops with time. Toddlers thus express low degree of intellectual development compared to school age children. Language use also progresses as age advances with incorporation of various vocabularies (Datta P. 2007). Nutritional and metabolic patterns also differ as age progresses due to the increase in the caloric intake. This is also related to the level of activity due to the growth in the muscle and increase in the muscle strength.
Q2. Differences in handling children and adults
Physical assessments and examinations
The nurse should create an environment that is conducive during assessment of the patients. With children, the nurse should encourage the presence of the parents to enhance cooperation. The attention of the child should be focused on a particular activity when the assessment is being done (Kyle T. & Carman S. 2012). During physical examination, auscultation should follow inspection while percussion and palpation are done last. Less aggressive procedures should be performed first. In adults, they would cooperate hence the sequence would be inspection, palpation, auscultation and then percussion.
Education and communication
Adults are given appropriate information regarding the condition. They are allowed time for questions and clarification. With children, attractive demonstrations should be used to draw their attention through charts and diagrams. Information that is more complicated is communicated to the parent (Hockenberry, J & Wilson, D. 2009). The ability of the child to understand the message depends on the support given by the parent. Rewards should also be used to reinforce positive behavior in the child. In communicating to children, concepts are introduced one at a time and not all at once as with the case of the adult.
References
Datta P. (2007). Pediatric Nursing. New Delhi. Jaypee Brothers Publishers.
Hockenberry, J & Wilson, D. (2009). Wong's essentials of pediatric nursing. St. Louis. Elsevier.
Kyle T. & Carman S. (2012). Pediatric Nursing Clinical Guide. NY: Lippincott William & Wilkins
Kyle T. (2008). Essentials of Pediatric Nursing. NY: Lippincott William & Wilkins
