Children’s Functional Health Pattern Assessment

Topic: Health Words: 1535 Pages: 6

Children’s Functional Health Pattern Assessment

Functional Health Pattern Assessment (FHP)	Toddler Erickson’s Developmental Stage: Autonomy versus Shame and Doubt – Will (Di Leo, 2014).	Preschool-Aged Erickson’s Developmental Stage: Initiative versus Guilt – Purpose (Di Leo, 2014).	School-Aged Erickson’s Developmental Stage: Industry versus Inferiority – Competence (Di Leo, 2014).
The 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.	When toddlers are sick, they tell that they feel bad. The health of toddlers depends on their parents and healthcare professionals.	If preschoolers are sick, they will say where they have pain. Preschoolers are aware of their body parts and can explain what bothers them.	Schoolchildren understand when they fall ill. Schoolchildren understand basic measures that they should follow to avoid getting sick.
	Toddlers can not always adequately describe what bothers them. Toddlers like to put small items and their hands into their mouths.	Preschoolers’ immune system is still vulnerable to many diseases. Preschoolers still do not understand what things they should not do so as not to get sick.	Schoolchildren tend to imitate the bad health habits of their family members. Schoolchildren can often get injured (Dunkel & Harbke, 2017).
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.	Toddlers begin to use kitchen utensils. They also begin to eat normal food.	Parents usually try to give preschoolers safe and healthy food. Preschoolers tend to help their parents prepare food.	Schoolchildren can distinguish between healthy and unhealthy food. They are also aware of their daily norm.
	Can have digestive problems due to the sudden switch to solid food. Can still eat with their hands.	Anorexia and obesity become vivid at this age. Various food allergies can also reveal themselves at this age.	Schoolchildren like to abuse fast food. Anorexia, obesity, or different allergies begin to spoil a schoolchild’s life (Kail & Cavanaugh, 2015).
The 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 should regularly check toddlers for wetness. The beginning of toilet training.	They can use the toilet. They are aware of toilet hygiene.	They can fully control their bladder. They start to keep their bathroom matters private.
	A toddler might fail in toilet training. Sometimes a toddler cannot relax, which hampers toilet training.	Preschoolers may sometimes forget to flush the toilet. They can also forget to wash their hands.	Can still have nocturnal enuresis. Constipation can also be a problem (Dunkel & Harbke, 2017).
The 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.	Begin to walk properly and run. Full of energy when they are playing.	Their curiosity has no bounds. Can have imaginary friends.	Acquire new motor skills. Play sports games and socialize a lot.
	Do not understand their limits and can get injured. May sometimes be uninterested in physical activities.	Take games too seriously and can be easily offended. Can sometimes play alone, which can cause social problems.	May ignore outdoor activities and play video games. May not endure a high pressure indulging in sports (Levine & Munsch, 2014).
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.	Start to understand the functions of objects surrounding them. Remember the names of objects.	Ask many questions about the processes surrounding them. Can use language to communicate.	Begin to understand feelings. The basic notions of ethics and morality develop in them.
	Can be reluctant to learn how to talk. Can have problems with the development of cognitive abilities.	May have difficulties with speaking. May have problems with memory.	Can have problems with writing and reading. Can have certain learning disabilities (Kail & Cavanaugh, 2015).
The 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.	Sleep twelve hours per day. Should have a bath before bed.	Sleep from 8 to 12 hours per day. Play before bedtime.	Sleep eight hours and do not need naps. Read books before bedtime.
	Should not sleep more than twelve hours per day. Can be very tired due to the daytime activity.	Can have nightmares. Can have insomnia.	Can have somnambulism. Daytime naps can cause insomnia at night (Levine & Munsch, 2014).
The 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.	Thoughts are chiefly representations of what they hear or see. Can respond to their name.	Social acceptance is crucial for them. Opinions of others influence their actions.	Self-esteem should be good. They are easily engaged in a competition.
	Can get angry and cry if they do not receive what they want. Sensory issues can occur.	Start to feel embarrassment. Are vulnerable to criticism.	Worry about their disabilities. May ignore how they look like (Levine & Munsch, 2014).
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.	Are scared of new people. Like to observe their parents.	Can express love to their parents. Understand gender differences.	Begin making friends at school. Become more responsible.
	Parents can express more love to one child than to another. A toddler can love one parent more than the other.	Older children can serve as a bad example. May play alone.	Can be irresponsible. Can sometimes express no love and care to the family (Dunkel & Harbke, 2017).
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.	Explore their bodies. Can express interest in their genitals.	Understand differences between the genders. Curious about the other gender.	Express curiosity about sex. Growing breast and pubic hair occur.
	Are exposed to bad sexual influence from their parents. Can cry when their genitals are touched.	Ask about sexual behaviors. Can express unhealthy sexual behaviors playing with their toys.	Problems with gender roles. Try to get more sexual attention (Kail & Cavanaugh, 2015).
The pattern of Coping and Stress Tolerance: 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 should help toddlers cope with stress. Toddlers can express fear and anger.	Use toys as their talismans. Can be distracted from stress by playing.	Talk to friends to solve their problems. Can handle stress by themselves.
	May cry too much. May frequently become afraid.	May protest against their parents. May dream too much.	Can experience too much stress due to homework and various competitions. Family problems can cause major stress (Dunkel & Harbke, 2017).
The 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.	Expect praise from their parents. Learn what is right and what is wrong.	Start to control their emotions. Learn beliefs from their parents.	Express religious and cultural values. Determine their actions according to their values and beliefs.
	Parents should give a reward for the good actions of their children. Parents should not scold their children.	Can express themselves in public places. Television and real-life events greatly influence their behavior.	Can lie too much. Can demonstrate no respect for other people or things (Kail & Cavanaugh, 2015).

Short Answer Questions

Similarities and Differences between the Analyzed Age Groups

All children face many issues when they grow up. Every stage of their development differs from others and has its own problems. The most common problems with toddlers are to teach them all basic notions so that they can be developed and live in the social medium. The main problem with preschoolers is to teach them to control their emotions. Finally, schoolchildren must be first taught to read, write, and speak properly.

Additionally, the main similarity between all the described stages is the dependency of children on their parents. Thus, children in all three stages depend on their parents to a certain extent. One more similarity is that it is easy to influence all of them.

Nurses’ Responsibilities in Handling a Child

The primary goal of nurses is to provide comprehensive healthcare to children at every stage of their development. However, by doing this, nurses should consider cultural, educational, spiritual, and communicational differences between children. That is why a nurse’s secondary role is to help a child’s parents to deal with these differences and to help the child in its development.

Additionally, nurses should take into account the religious beliefs of families they care for and their cultural patterns and adjust these differences to their care methods. Certainly, certain problems can appear in terms of culture and beliefs, but nurses should be able to explain to parents that some of the practices can do harm to their child.

References

Di Leo, J. (2014). Child development: Analysis and synthesis. Abington, UK: Routledge.

Dunkel, C. S., & Harbke, C. (2017). A review of measures of Erikson’s stages of psychosocial development: Evidence for a general factor. Journal of Adult Development, 24(1), 58-76.

Kail, R. V., & Cavanaugh, J. C. (2015). Human development: A life-span view. Boston, MA: Cengage Learning.

Levine, L. E., & Munsch, J. (2014). Child Development from Infancy to Adolescence: An Active Learning Approach. Thousand Oaks, CA: Sage Publications.