NRS 434 Compare the physical assessment of a child to that of an adult

Grand Canyon University NRS 434 Compare the physical assessment of a child to that of an adult-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 434 Compare the physical assessment of a child to that of an adult 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 434 Compare the physical assessment of a child to that of an adult                            

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 434 Compare the physical assessment of a child to that of an adult  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 434 Compare the physical assessment of a child to that of an adult                          

The introduction for the Grand Canyon University NRS 434 Compare the physical assessment of a child to that of an adult  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 434 Compare the physical assessment of a child to that of an adult                          

After the introduction, move into the main part of the NRS 434 Compare the physical assessment of a child to that of an adult  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 434 Compare the physical assessment of a child to that of an adult                          

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 434 Compare the physical assessment of a child to that of an adult                            

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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Sample Answer for NRS 434 Compare the physical assessment of a child to that of an adult

Re: Topic 2 DQ 2

An organized physical examination that allows a nurse to acquire a thorough assessment of the patient’s health status is known as a physical health assessment (Barness, 1999). In most cases, four procedures are employed in physical evaluation. Inspection, palpation, percussion, and auscultation are the four methods. There are several strategies for completing a physical examination on a kid patient that are also applicable to adult patients. Inspection, palpation, percussion, and auscultation are the most common procedures utilized. When evaluating a child patient, it’s common to begin with an abdominal examination; in this situation, palpation and percussion can change bowel sounds, so you’d inspect, auscultate, and percuss. Here, we need to take steps to shape a general impression of the primary examination of the child patient, evaluate responsiveness, and conduct a rapid scan consisting of testing and correcting issues with the airway, breathing, and circulation of the patient. As you know very well that children are both cognitively and physically advanced, their needs are changing as users of health care products and services. Therefore, the complex nature of childhood development affects planning a cohesive approach to pediatric protection and efficiency (Zabar, 2012).

Children’s needs as consumers of health care goods and services alter as they age cognitively and physically. As a result, the fluid nature of juvenile growth affects the planning of a cohesive strategy to pediatric safety and quality (Sirard, 2001). When children are in the hospital, especially those who are very young and nonverbal, they rely on their caretakers, their parents, to provide the most important information. Because children are dependent on their caregivers, their care must be approved by parents at all encounters. Although children can accurately express their requirements, they are unlikely to receive the same acknowledgement as adult patients. Children in hospitals require acute episodic care rather than long term care like adult patients. Planning safety and quality programs within a wellness framework that is interrupted by acute conditions has unique challenges and necessitates a shift in mindset. Children are more likely to live in poverty and face racial and ethnic health inequities. Children are more reliant on government programs like the State Children’s Health Insurance Program and Medicaid. There are no generally accepted standard guidelines for pediatric patient safety. However, a flexible standard framework for categorizing pediatric adverse events has been developed.

References

Zabar, S., Kachur, E., Kalet, A., & Hanley, K. (Eds.). (2012). Objective structured clinical examinations: 10 steps to planning and implementing OSCEs and other standardized patient exercises. Springer Science & Business Media.

Sirard, J. R., & Pate, R. R. (2001). Physical activity assessment in children and adolescents. Sports medicine, 31(6), 439-454.

Barness LA in McMillan JA, ed., Oski’s Pediatrics, 3rd ed., Philadelphia:Lippincott, 1999, pp. 39-52.

Sample Answer 2 for NRS 434 Compare the physical assessment of a child to that of an adult

The physical assessment of a child differs from that of an adult due to differences in cognitive, psychosocial, and physical development. In terms of similarity, the general steps in assessment for children and adults are the same – inspection, palpation, percussion and auscultation (except for the abdomen, in which auscultation comes before palpation) (AAP, n.d.). In both groups, history taking precedes examination and the taking of the vital signs and data including height and weight is done before examining the systems. However, depending on age, some children cannot effectively partake in history taking by accurately answering assessment questions. While many adults have the control of giving their own history, not all children can do that. Caregivers or parents may thus help to answer history questions during a child’s physical assessment.

Furthermore, some younger children including toddlers and preschoolers may be afraid of strangers based on their psychosocial developmental stage, and it would thus be appropriate for the nurse to adopt strategies such as letting the child play with the stethoscope to allay their anxiety and build some trust before proceeding with the physical assessment (ODPHP, 2017). To communicate and engage with the child, the nurse may apply role play, distraction with toys, or use popular stories and characters to try and captivate the child’s attention and trust depending on their age and developmental stage. According to the American Academy of Pediatrics (n.d.), the nurse should physically stoop down to maintain their eye at the level of the child’s to avoid intimidating the child.

References

American Academy of Pediatrics [AAP]. (n.d.). Preparticipation physical evaluation. Retrieved from https://www.aap.org/en-us/about-the-aap/Committees-Councils-Sections/Council-on-sports-medicine-and-fitness/Pages/PPE.aspx

Office of Disease Prevention and Health Promotion [ODPHP]. (2017). Early and middle childhood. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/early-and-middle-childhood

NRS 434 Topic 3 DQ 1

Factors that predispose adolescents to teen pregnancy include living in poverty, those involved in early sexual activity, alcohol and drug abusers, and early pubertal development (Hendrick, Cance & Maslowsky, (2016). Girls whose mothers have a low educational level and a history of adolescence pregnancy are also at a high risk of adolescent pregnancy (Hendrick, Cance & Maslowsky, (2016). Other risk factors include living in a home with family conflicts, being raised by single-parent, low self-esteem, and being from minority ethnic groups and races. 

Community resources devoted to adolescent pregnancy include community mobilization initiatives that engage all populations in a community-based effort to deal with teen pregnancy prevention. The initiatives support the sustainability of early pregnancy prevention efforts by enabling community members to take action to bring change (Romero et al., 2015). They achieve this by mobilizing resources, generating support, disseminating information, and promoting cooperation across community private and public sectors. State resource includes Contraceptive and Reproductive Health Services for Teens which is an initiative that supports the provision of youth-friendly and culturally-sensitive reproductive health services that are accessible to young people in the communities (Romero et al., 2015). The initiative further establishes links between adolescent pregnancy prevention programs and clinics that attend to at-risk teens from the target community.   

According to the U.S Department of Health and Human Services (HHS) statistics in 2016, the state of Arizona was ranked 18 out of 51 on adolescent birth rates among females 15-19 years old (Martin et al., 2018). The race with the highest teen birth rates were Hispanics, followed by Non-Hispanic whites, American Indians came third, and Non-Hispanic Blacks and Asians were the least. The teen birth rate among females aged 15-19 years in the past ten years has declined with 72% (Martin et al., 2018). The decrease in teen pregnancy can be attributed to increased awareness of contraceptives among teenagers. The HHS statistics revealed that sexually active adolescents were using condoms, and contraceptive methods such as birth control pills, Depo Provera shots, patches, and intrauterine devices (Martin et al., 2018). Besides, the mass campaigns on the effects of early pregnancy conducted in schools in the state of Arizona may have contributed to the decrease in teen births. Sex education has been introduced in most high schools which have enlightened adolescents on safe sexual practices and how to prevent pregnancy and STIs.   

References 

Hendrick, C. E., Cance, J. D., & Maslowsky, J. (2016). Peer and Individual Risk Factors in Adolescence Explaining the Relationship between Girls’ Pubertal Timing and Teenage Childbearing. Journal of youth and adolescence, 45(5), 916–927. Doi: 10.1007/s10964-016-0413-6 

Martin, J. A., Hamilton, B. E., Osterman, M. J., Driscoll, A. K., & Drake, P. (2018). Births: final data for 2016. 

Romero, L. M., Middleton, D., Mueller, T., Avellino, L., & Hallum-Montes, R. (2015). Improving the implementation of evidence-based clinical practices in adolescent reproductive health care services. Journal of Adolescent Health, 57(5), 488-495.