Functional Health

In this assignment, you will be exploring actual and potential health problems
in the childhood years using Gordon’s functional health assessment. To
complete this assignment, do the following:

1. This assignment uses a grading rubric. Instructors will be using the rubric
   to grade the assignment; therefore, students should review the rubric prior to
   beginning the assignment to become familiar with the assignment criteria and
   expectations for successful completion of the assignment.
2. Using the textbook, complete the “Children’s Functional Health Pattern
   Assessment.” Follow the instructions in the resource for completing the
   assignment.
3. Cite and reference any outside sources used in your answers.
4. While APA format is not required for the body of this assignment, solid
   academic writing is expected and in-text citations and references should be
   presented using APA documentation guidelines, which can be found in the
   APA Style Guide, located in the Student Success Center.
   Children’s functional health pattern assessment_Student.docx (I WILL SEND
   VIA EMAIL A COPY OF THE TEXT BOOK AND THE HEALTH
   PATTERN ASSESSMENT FORM/TABLE FOR ANSWERING THE
   QUESTION).
   Children’s Functional Health Pattern Assessment

Functional Health
Pattern Assessment
(FHP)

Toddler
Erickson’s Developmental Stage:

Preschool-Aged
Erickson’s Developmental Stage:

School-Aged
Erickson’s Developmental Stage:

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.

1. Toddlers can develop
   trust or mistrust in their
   parents.
2. Toddlers rely on their
   caregivers for comfort and
   protection
3. Children begin to
   explore their
   surroundings.
4. Children begin to
   develop interests in
   various activities.
5. Children continue to
   become more aware of
   themselves as individuals.
6. They also understand
   more about their
   environment e.g time and
   space.
7. The toddler lacks trust
   due to abandonment from
   care givers.
8. Children lag in
   development meant for
   their stages.
9. Lack of interest in
   activities common among
   preschoolers.
10. Withdrawal and
    isolation from other
    peers.
11. Slow in learning school
    work.
12. Some children may
    have self-esteem issues
    due to early
    developmental problems.

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.

1. Children at this stage
   are fed with soft foods.
2. They eat little amounts
   but several meals in a day.
3. They become capable
   of eating a wider variety
   of foods since they are
   developing.
4. Children add eat more
   quotients of foods since
   they become more active.
5. Children may begin to
   be selective on what they
   are eating.
6. A nurse will realize
   children have different
   perception about nutrition.
7. Malnutrition disorders
   due to lack of proper
   feeding.
8. Slowness in physical
   development due to
   malnutrition.
9. Difficulties in eating
   due to lack of appetite.
10. A significant priority
    in snacks rather than
    nutritious foods.
11. Nutritional disorders
    such as anorexia and
    obesity.
12. Lack of confidence
    caused by nutritional
    problems.

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.

1. Toddlers will detach
   from negligent people.
2. The process of
   elimination may be
   gradual.
3. They also carry out
   elimination process
   gradually.
4. Some may take too
   long or too fast.
5. Since they have self
   awareness, they choose
   what and how to
   eliminate.
6. Elimination pattern
   might be influenced by
   guardians.
7. Some toddlers might
   take too long before they
   implement elimination
   process.
8. Not all toddlers will
   eliminate people who are
   negligent to them.
9. Some children might
   not have eliminated some
   things due to lack of
   influence.
10. Other will experience
    a slow process in
    eliminating some things
    due to lack of motivation.
11. Some children might be
    reluctant to eliminate
    some things they are
    supposed to.
12. Due to lack of an
    effective elimination
    pattern, development is
    negatively affected.

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.

1. Toddlers begin
   movements such as
   walking on their own.
2. Activities and exercises
   are characterized with
   injuries.
3. Children learn games
   and how to play with
   toys.
4. Parents or caregivers
   participate in the
   activities of these
   children.
5. Children participate in
   sports and may develop a
   pattern of daily exercise.
6. Most of these children
   develop interest in one
   specific sport or activity
   and concentrate on it.
7. Late locomotion
   development that might be
   due to poor nutrition.
8. Resistance in learning
   activities due to mistrust.
9. Lack of interest in
   playing with peers.
10. Slow learning of
    common activities such
    as using the bathroom on
    their own.
11. Lack of interest in
    social activities due to
    self-esteem issues.
12. Poor academic
    performance due to lack
    of healthy social activities.

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.

1. Toddlers express
   innocent behavior in what
   they do. For instance,
   crying when hungry.
2. They express a certain
   level of curiosity leading
   them to do wrong and
   dangerous things.
3. Children learn more
   activities such as talking,
   using bathroom and
   eating on their own.
4. They develop more
   interest in their
   environment hence;
   explore more (Jarvis,
   2008).
5. Develop more cognition
   and they can learn more in
   school.
6. Children continue to
   understand their
   personality better and
   make more personal
   decisions.
7. Dullness and lack of
   interest in toddler-related
   activities.
8. Mistrust and lack of
   confidence.
9. Lagging in
   developmental stages of
   this level.
10. Withdrawal and
    isolation.
11. Poor performance in
    academic work.
12. Lack of interest in
    understanding their
    environment.

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.

1. Toddlers sleep for long
   hours during the day
   (Jarvis, 2008).
2. A large number of them
   wake up once or severally
   during the night.
3. Hours of sleep reduce
   during the day due to
   engagement in more
   activities.
4. Majority of them take
   a nap especially in the
   afternoon.
5. They only sleep at night
   since day time they are at
   school.
6. They are capable of
   staying awake late at night
   or waking up early hours.
7. Sleeping less hours if
   they have a problem such
   as illness.
8. Toddlers could also
   sleep for long unusual
   hours if they are ill.
9. Children at this age
   might be unable to rest
   due to a distractive
   environment.
10. Lack of adequate rest
    and sleep will affect
    overall growth and
    development.
11. Children can sleep
    unusually long hours if
    they are stressed.
12. They could also be
    uneasy due to various
    problems they are
    experiencing.

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.

1. Toddlers do not have
   much sense of self
   perception or concept.
2. They will engage in any
   activity whether feminine
   or masculine.
3. They begin to
   understand themselves
   more.
4. They develop interest
   in certain activities such
   as subjects, sports or
   games.
5. Children are conscious
   about their outward
   image.
6. They take time to
   understand their interest
   and what they want.
7. Expressing no sense of
   self perception and
   concept at all.
8. Lack of interest in any
   activity.
9. Passive life with no
   engagements.
10. Lack interest in self
    perception (Jarvis, 2008).
11. Lack of hobbies, friends
    or participation in social
    activities.
12. Paying no attention to
    personal hygiene or
    outward expression.

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.

1. Toddlers trust their
   caregivers for protection
   and comfort.
2. They will develop
   mistrust if they are
   neglected.
3. They establish a close
   relationship with family
   members.
4. They also begin to
   make friends.
5. Children can be
   allocated duties at home.
6. They are capable of
   establishing relationships
   with opposite gender.
7. Neglected toddlers will
   distance themselves from
   people who try to be close
   to them.
8. They develop
   relationship problem even
   in their later life.
9. Difficulty in relating
   with family.
10. Difficulties in
    following instructions
    from caregivers.
11. Children might develop
    relationship problems at
    home, school and in the
    society.
12. Resistance of taking up
    roles at home or school.

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.

1. They are not aware of
   their sexuality.
2. They do not know their
   gender.
3. They might be born as
   transgendered children.
4. This issue will cause
   difficulties in determining
   actual sexuality
5. Their characters
   become more defined.
6. Regardless of the
   gender they interact
   freely.
7. Some children might
   not have defined
   character as per their
   gender.
8. Some might not
   understand exactly their
   gender.
9. They become fully
   aware of their sexuality.
10. Children begin to
    develop attraction to the
    opposite gender.
11. A large number of
    children lack control of
    their sexuality and might
    engage in irresponsible
    actions.
12. Sexuality is likely to
    make these children have
    wrong priorities.

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.

1. Toddlers cope by
   responding with crying.
2. They could also cope
   by trusting or mistrusting
   caregivers, depending on
   their relationship.
3. Children could cope
   by interacting with the
   environment (Jarvis,
   2008).
4. They can also cope by
   withdrawal and isolation.
5. Children are likely to
   talk to people they trust
   about their stressors.
6. They could also cope
   by engaging in fun
   activities.
7. Toddlers cannot make a
   definite way of expressing
   apart from crying.
8. In case of mistrust, this
   will affect the child’s
   development.
9. Children at this stage
   might also suffer
   depression.
10. If this happens, they
    will be unable to cope
    with the rest of activities
    in their lives.
11. If unable to cope they
    can commit suicide.
12. They might also suffer
    depression if they are
    unable to cope.

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.

1. Toddlers begin value
   and belief from the
   relationship with
   caregivers.
   2.They believe and value
   their caregivers
2. As these children grow
   they value and believe
   what their care givers tell
   them.
3. The environment is
   also a determinant of
   their beliefs and values.
4. They might choose
   what to believe and value
   and not necessary be
   influenced by others.
5. Parents, teachers and
   the rest of society have a
   role in influencing what
   they value and believe.
6. Difficulty in
   establishing values and
   beliefs of toddlers due to
   their tender age.
7. They might be having
   mistrust due to
   negligence.
8. Some children might
   have no values and
   negative beliefs due to
   environment.
9. They are unable to
   distinguish between good
   and negative values or
   beliefs.
10. They might choose
    negative beliefs and
    values regardless of their
    awareness.
11. Some lack guidance in
    choosing what to believe
    and value.

Short Answer Questions

© 2011. Grand Canyon University. All Rights Reserved.

Address the following based on the above assessment findings. Expected answers will be
1-2 paragraphs in length. Cite and reference outside sources used.
Question 1

There is a significant between toddlers and preschoolers. This is because their
ages are close to each other. Toddlers move from this stage to preschool stage, which is
like a transition. Preschoolers are still experiencing an overall growth so; their responses
will only be advanced from those of toddlers (Jarvis, 2008). However, there is a
difference between these two groups because preschoolers have better understanding than
toddlers. The greatest difference is between toddlers and school going children. Their
assessment is different because school going children are more developed and grown than
toddler. They have a better understanding.
Question 2

Adult assessment in communication and education would involve more complex
details since adults have the highest understanding and intelligence. On the other hand,
children have simpler personalities since they are still developing (Jarvis, 2008). Adults
have established detailed spiritual and cultural beliefs hence; assessment will be detailed.
Children have not established personal spiritual and cultural lives. They follow what their
guardians believe and practice. Their assessment should not involve complexity in this
area.

© 2011. Grand Canyon University. All Rights Reserved.

References

Jarvis, C. (2008). Physical examination