NRS-434V Developmental Assessment and the School-Aged Child Solved
Grand Canyon University NRS-434V Developmental Assessment and the School-Aged Child Solved-Step -By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS-434V Developmental Assessment and the School-Aged Child Solved assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRS-434V Developmental Assessment and the School-Aged Child Solved
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS-434V Developmental Assessment and the School-Aged Child Solved depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRS-434V Developmental Assessment and the School-Aged Child Solved
The introduction for the Grand Canyon University NRS-434V Developmental Assessment and the School-Aged Child Solved is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NRS-434V Developmental Assessment and the School-Aged Child Solved
After the introduction, move into the main part of the NRS-434V Developmental Assessment and the School-Aged Child Solved assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRS-434V Developmental Assessment and the School-Aged Child Solved
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRS-434V Developmental Assessment and the School-Aged Child Solved
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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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.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Sample Answer for NRS-434V Developmental Assessment and the School-Aged Child Solved
Physical assessment of the child and that of an adult is done similarly yet differently. The act of auscultation, palpation, taking the vital signs to get the objective data are done the same but the normal range limits are different. For example, the healthy adult blood pressure normal range is from 90/60 mmHg – 120/80 mmHg, pulse rate 60-100 beats per minute and temperature of 97.8 ‘F to 98.6″F whereas to a 1-11-year-old child has a heart rate of 70-120 bpm, blood pressure of 90-110 systolic and 55-75 diastolic.
Developmental Assessment and the School-Aged Child
Physical assessment helps in determining the health needs of a given population. Different population groups have unique health needs. The current study explores the assessment tools for children aged 12 years. Furthermore, the study analyses how the needs vary among the children and whether they are consistent with the expected child growth and development charts.
Physical Assessment and Different School-aged Children
Children aged below 12 years old are referred to as pediatrics; therefore, their health needs are different from those of the other populations. The emotional and physical systems of the children are significantly different from those of the adults. Similarly, their systems are not fully developed and so their therapeutic interventions have to be modified based on their needs. Understanding the needs of the children is thus critical in meeting their health and emotional needs. Therefore, the assessment will be the same for a given age group; though, the interpretation of the results will vary based on the environment and family backgrounds.
Development Stage
The growth charts indicate the physical and motor characteristics expected of a child at a given age. The developmental characteristics may vary based on environmental factors, parenting, and congenital defects. However, the charts provide information on what is most likely to occur in a child at a given age; the expectations should be given some allowances to cater for the other factors affecting the growth phase of a child (Gaur et al., 2019). For example, children at age of six begin to develop their identity and become aware of their bodies. In addition, as children grow, they become more active and so require a lot of energy. However, there are cases where they may become extremely inactive and develop the risks of obesity. As children grow, the level of engagement in physical and mental activities also increases and so the assessment procedure developed must consider all these factors. There is an increasing concern about obesity among children because they tend to emulate what they see in the environment; this means that they are likely to live a sedentary lifestyle if this is what their parents do.
Assessment Based on Development Theory
The selected child, in this case, is aged 12 years and this is the pre-adolescent stage. As children approach adolescence, they become more aware of their bodies. On the other hand, some may shy on seeing the changes taking place in their bodies. For example, for the boys, the deepening of the voice may become a major concern. Similarly, both boys and girls begin to develop hair in the pubic regions and armpits. Girls may also start their menstrual cycle at this stage. Adequate psychological preparation is important for 12 years old kids to help them overcome the emotional distress and fears associated with the body changes they encounter. According to Erikson’s stages of development, at 12 years old, the children are in the psychological crisis of industry vs. inferiority (Jones & Waite-Stupiansky, 2017). Children become more interested in making friends and demonstrating specific competencies. On the other hand, they are likely to develop low self-esteem when they fail to achieve what they want. Therefore, the assessment should focus on exploring the child’s experiences and how it affects their personality (Darling-Fisher, 2018). Being friendly and compassionate helps in building a corporation during the interview.
Conclusion
The experiences for children vary from one environment to the other and this means that their physical and psychological attributes will also differ. The current study indicated the need to explore children’s experiences and background during the assessment before concluding whether they are appropriate to their stage or not. Such considerations result in accurate assessment and a true indication of the child’s growth characteristics.
References
Jones, E., & Waite-Stupiansky, S. (2017). The Eriksons’ psychosocial developmental theory. Theories of Early Childhood Education, 31-44. https://doi.org/10.4324/9781315641560-3
Darling-Fisher, C. S. (2018). Application of the Modified Erikson Psychosocial Stage Inventory: 25 years in review. Western Journal of Nursing Research, 41(3), 431-458. https://doi.org/10.1177/0193945918770457
Gaur, N., Gautam, M., Singh, S., Raju, V., & Sarkar, S. (2019). Clinical practice guidelines on assessment and management of substance abuse disorder in children and adolescents. Indian Journal of Psychiatry, 61(8), 333. https://doi.org/10.4103/psychiatry.indianjpsychiatry_581_18
Sample Answer 2 for NRS-434V Developmental Assessment and the School-Aged Child Solved
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
Sample Answer 3 for NRS-434V Developmental Assessment and the School-Aged Child Solved
Physical assessment of school-aged children is an important process that facilitates the provision of appropriate care to pediatric patients. The physical assessment should be comprehensive to enable the development of accurate treatment plans that addresses both the actual and potential needs of the pediatric patients. Nurses utilize a number of physical assessment techniques in working with this population. Therefore, this essay examines physical assessment of school-aged children, typical developmental stages of a school-aged children and application of a theory of developmental growth in assessing school-aged children.
Comparison of the Physical Assessment
Physical assessment in school-aged children is an important process that provides data about the growth as well as development of the children. Physical assessment provides essential data about the health and development of the school-aged children that include language, cognitive, social-emotional, and physically/motor approaches to learning. Besides the above, the assessment aims at providing data on the growth in all the aspects of development in the children. A comprehensive physical assessment also enables the identification of special needs children that need additional support and care (Davies & Troy, 2020). Through the process, nurses develop personalized care plans that address the actual and potential needs of the children.
The health needs of the school-aged children vary significantly according to their ages. The variation implies that the assessment methods that are utilized also change across children of all age groups. For example, the physical assessment of a five-year-old child will differ from that of a 10-year-old child. The assessment of a 5-year-old children will rely mainly on information provided by the caregivers since the children cannot express himself or herself as expected. The assessment also tends to rely on the use of techniques such as observation and close monitoring of vital signs. On the other hand, the assessment of a 10-year-old child will rely mainly on the information that the pediatric patients give. The children can express various aspects related to their health such as pain rating scale, characteristics of a disease and location (Nemeth & Glozman, 2020). Therefore, the age of the school-aged children has a significant effect on the assessment methods used in pediatric assessments and development of care plans.
Selected Child
The selected child for this phase of the assignment is a six-year-old school-aged child. The child had a normal delivery, normal developmental milestones, and exclusively breastfed. The typical developmental stages of the child at this age therefore comprises of a number of aspects. Children at this stage of development are expected to dress themselves, engage in physical activities such as catching a ball, and tying their shoes. The children also develop social skills and can form friendships. The children also develop confidence in areas of life such as sports, school activities and friendships. The children also demonstrate independence from their parents as well as family. In addition, they understand about their world, learn new ways of describing their experiences, and focus more on others than on self (Forbes & Watt, 2020). Therefore, the child is expected to perform well in academic, social, and physical activities in the school.
Application of Developmental Theory
Erik Erikson developed a theory that can be used for assessing the developmental stages of children. The theory identified eight stages of human development. The child in the above scenario is in the fourth stage of Erickson’s theory called industry vs. inferiority. The children in this stage according to Erickson’s theory develop competencies. The assessment of the child using the theory should focus on aspects such as the child’s ability to write and read. The child in this stage should also have the cognitive skills that relate to performing simple tasks such as sums. A focus in the development of the child should be placed on his peers. Peers can have a significant influence on the development of self-esteem in the child (Judie, 2018). The assessment of the child should therefore be performed when he is playing with his friends to determine his developmental abilities.
Conclusion
Overall, child assessment is important to determine the developmental stages and needs of school-aged children. The assessment enables the healthcare provider to come up with ways of ensuring that the health and developmental needs of the children are met effectively. The assessment needs of the children differ based on their ages. Therefore, nurses should select an appropriate approach to child assessment that will provide adequate information about the needs of the children.
References
Davies, D., & Troy, M. F. (2020). Child Development, Fourth Edition: A Practitioner’s Guide. Guilford Publications.
Forbes, H., & Watt, E. (2020). Jarvis’s Health Assessment and Physical Examination – E-Book: Australian and New Zealand. Elsevier Health Sciences.
Judie, A. (2018). Wong’s Essentials of Pediatric Nursing: Second South Asian Edition. Elsevier Health Sciences.
Nemeth, D. G., & Glozman, J. (2020). Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan. Elsevier.