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Childrens Functional Health Patterns Essay

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Children’s Functional Health Pattern Assessment
Functional Health Pattern Assessment (FHP) | Toddler Erickson’s Developmental Stage: Autonomy vs. Shame and Doubt (, 2013) | Preschool-Aged Erickson’s Developmental Stage: Initiative vs. Guilt (, 2013) | School-Aged Erickson’s Developmental Stage: Industry vs. Inferiority (, 2013) | 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. | Understand being sick means feeling bad Model parents behavior and routines such as brushing teeth at bedtime and taking baths (Edelman & Mandle, 2010) | Able to do things for themselves like brush teeth and wash hands Show interest in body of members of the opposite sex, recognizing differences (Edelman & Mandle, 2010) | Child can list medication taken and why they take them Child is able to describe examples of healthy living and why they are important (Edelman & Mandle, 2010) | | Vaccinations are overdue or not given at all Child does not attempt to imitate parents or caregivers (Edelman & Mandle, 2010) | Child appears anxious or has anxiety about their body and body functions Does not recognize or refuses approach clothing for weather. (Ie. Won’t wear jacket or hat in winter) (Edelman & Mandle, 2010) | Child appears over or under weight, has poor personal or dental hygiene, or refuses medical treatment Child is unable to verbalize why they take certain medications (Edelman & Mandle, 2010) | 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. | Child eats a variety of finger foods and well-rounded nutrition Child continues to drink whole milk, but has transitioned from a bottle to a sippy cup. Fruit juices and other sources of sugary drinks are limited. (Edelman & Mandle, 2010) | Shows strong likes and dislikes to certain foods Eats a wide array of food and is capable of using utensils and cup appropriately (Edelman & Mandle, 2010) | Understands the differences between healthy and poor nutritional choices Child is able to help in meal time preparation and feed themselves independently (Edelman & Mandle, 2010) | | Prolonged wound healing or recurrent infections despite antibiotic therapy Depletion of muscle mass leading to diminished functional capacity (Edelman & Mandle, 2010) | The child refuses meals for extended periods of time, even when their favorites are being offered The child will only perform certain behaviors when food is offered as a reward for doing them (Edelman & Mandle, 2010) | The child binge eats, followed by episodes of vomiting, or refuses to eat at all The child seeks out meals as a means to coping with emotional or physical stressors (Edelman & Mandle, 2010) | 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. | Child begins showing interest in toilet training by about 18-20 months Child is fully toilet trained by about 2 ½ to 3 years of age (Edelman & Mandle, 2010) | The child should be fully toilet trained, with accidents only occurring in times of extreme stress or illness Child is able to flush toilet and wash hands after using the toilet (Edelman & Mandle, 2010) | The child is fully toilet trained and is in total control of bowel and bladder function The child may experience embarrassment over having a bowel movement around their peers (Edelman & Mandle, 2010) | | Child’s toilet training has regressed or child is unwilling to attempt toilet training Child shows f...

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