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Guidelines and tips
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Pediatric Nursing Assessment Strategies Across Age Groups, Cheat Sheet of Nursing

Comprehensive guidelines for conducting pediatric nursing assessments across different age groups, from infancy to adolescence. It covers key considerations for communication, developmental approach, and specific assessment techniques tailored to the unique needs and characteristics of each age group. The document offers valuable insights into effectively engaging with and assessing children of various developmental stages, ensuring a comprehensive and patient-centered approach to pediatric care. The detailed information on communication strategies, examination sequences, and age-appropriate techniques can serve as a valuable resource for nursing students, early-career nurses, and experienced professionals working in pediatric settings.

Typology: Cheat Sheet

2023/2024

Uploaded on 02/18/2024

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sharita-johnson 🇺🇸

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NURS210 Pediatrics Assessment Tips
Infancy
(Birth 6 months)
Infancy
(6 12 months)
Toddler
(1yr 3yr)
Preschool
(3yr-6yr)
School-age
(6yr-12yr)
Adolescent
(12yr and up)
Commun
-ication
- Nonverbal
(cooing, smiling,
crying)
- Responds to
nonverbal
behavior
(rocking,
cuddled, softness
in voice)
- Nonverbal (cooing,
smiling, crying)
- Responds to
nonverbal
behavior (rocking,
cuddled, softness
in voice)
- Between/blend of
infancy and preschooler
- May not explain much
related to fear but
act/explain right prior
to event
- Egocentric (relation
to themselves)
- Not concerned with
others’ feelings (say
to them ‘this is what
you will feel’)
- Interpret literally
(the word ‘time’,
coughing your head
off, sticky fingers)
- Based on
previous
experience
rather than what
they currently
see
- Ask a lot of
questions, want
a lot of
explanation and
reasoning
(‘why’)
-
- Fluctuates
between child and
adult in
communication
and thought
processes
- Privacy and
confidentiality are
huge at this age
- May seek security
more familiar with
childhood
Develop-
mental
Approach
- Keep parent
present
- Encourage
comfort and
distraction
- Observe mood,
general activity,
responsiveness to
handling
- Talk/move infant
- Flexible order of
exam, take
advantage of
infant being sleep
or quiet and do
heart/lungs/
abdomen sounds
- Most disruptive
task comes last
(hips)
- Examine on
parents’ lap
- Encourage comfort
& distraction
- Observe mood,
general activity,
responsiveness to
handling
- Begin with
feet/hands due to
development of
separation anxiety
- Take advantage
when infant
asleep,
quiet to auscultate
heart, lungs, and
abdomen
- Examine on parents’ lap
- Allow time to warm up
- May have stranger
anxiety
- Demonstrate use of
medical equipment
- Inform the child what
you are doing; avoid
asking for permission,
they will likely say ‘no’
- Start with feet and
work up
- Examine ears, eyes,
and mouth last
- Allow choices when
appropriate
- Neurological/musculosk
eletal assessment can
be done when they are
playing/walking around
room
- May separate from
parent easily/may
need to examine in
parents lap
- Mostly cooperative,
use distraction
- Allow child to touch
medical equipment
prior to use
- Flexible order of
exam, may be able
to proceed head to
toe
- Give simple
explanations
- Offer choices
- Cooperative,
helpful
- Head-to-toe
sequence
- Protect modesty
- Offer choices
- Explain what
you are doing,
when you are
doing it, why
you are doing it
(teaching
opportunity)
- Private place to
change into gown
- Head-to-toe
sequence
- Protect modesty
- Perform in private
unless adolescent
requests parent
present
- May need
chaperone
- Provide
reassurance of
normal
development and
further
expectations

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NURS210 Pediatrics Assessment Tips

Infancy (Birth – 6 months) Infancy ( 6 – 12 months) Toddler (1yr – 3yr) Preschool (3yr-6yr) School-age (6yr-12yr) Adolescent (12yr and up) Commun

  • ication
    • Nonverbal (cooing, smiling, crying)
    • Responds to nonverbal behavior (rocking, cuddled, softness in voice) - Nonverbal (cooing, smiling, crying) - Responds to nonverbal behavior (rocking, cuddled, softness in voice) - Between/blend of infancy and preschooler - May not explain much related to fear but act/explain right prior to event - Egocentric (relation to themselves) - Not concerned with others’ feelings (say to them ‘this is what you will feel’) - Interpret literally (the word ‘time’, coughing your head off, sticky fingers) - Based on previous experience rather than what they currently see - Ask a lot of questions, want a lot of explanation and reasoning (‘why’) - - Fluctuates between child and adult in communication and thought processes - Privacy and confidentiality are huge at this age - May seek security more familiar with childhood Develop- mental Approach
  • Keep parent present
  • Encourage comfort and distraction
  • Observe mood, general activity, responsiveness to handling
  • Talk/move infant
  • Flexible order of exam, take advantage of infant being sleep or quiet and do heart/lungs/ abdomen sounds
  • Most disruptive task comes last (hips)
  • Examine on parents’ lap
  • Encourage comfort & distraction
  • Observe mood, general activity, responsiveness to handling
  • Begin with feet/hands due to development of separation anxiety
  • Take advantage when infant asleep, quiet to auscultate heart, lungs, and abdomen
  • Examine on parents’ lap
  • Allow time to warm up
  • May have stranger anxiety
  • Demonstrate use of medical equipment
  • Inform the child what you are doing; avoid asking for permission, they will likely say ‘no’
  • Start with feet and work up
  • Examine ears, eyes, and mouth last
  • Allow choices when appropriate
  • Neurological/musculosk eletal assessment can be done when they are playing/walking around room
  • May separate from parent easily/may need to examine in parents lap
  • Mostly cooperative, use distraction
  • Allow child to touch medical equipment prior to use
  • Flexible order of exam, may be able to proceed head to toe
  • Give simple explanations
  • Offer choices
  • Cooperative, helpful
  • Head-to-toe sequence
  • Protect modesty
  • Offer choices
  • Explain what you are doing, when you are doing it, why you are doing it (teaching opportunity)
  • Private place to change into gown
  • Head-to-toe sequence
  • Protect modesty
  • Perform in private unless adolescent requests parent present
  • May need chaperone
  • Provide reassurance of normal development and further expectations