In Section

1 (500 words) enterthe raw data (your recorded observations and measurements) from your assessment ofthe child. Short phrases or dot
points are suitable in section one. No referenced material can be included as data.

In Section 2 (500 words) write a description about how

you would communicate and establish a therpeutic relationship with a child of your chosen age group. Please include appropriate touch, body
language, eye contact, verbal and non verbal communication, legal and ethical issues and cultural competence.

In Section 3 (1,000 words)

provide a referenced analysis and interpretation ofthe health assessment data using support from at least 3 additional peer reviewed
journal articles that you have researched and located (2005 or later). (These are NOT from set course readings).

Each topic, within the

health assessment, must be analysed and interpreted by comparing it to Normal and Abnormal Findings for each ofthe assessment items. You
will also determine what the future health implications may be for this child when comparing the data to the research evidence. Conduct the
child health assessment using the areas learnt overthe first 5 topics ofthe course. Physiological, psychosocial and emotional development
should be assessed as well as general health and well-being. You will not be making recommendations in this

assignment.

Physiological

-Past medical history

-Family health history (relevant to child ie Asthma)

-Current health status (Health

maintenance, medications required, Allergies, immunisations, safety measures used appropriate to age group, activities and exercise,
Nutrition, sleep)

Psychosocial/emotional

-Family structure

-School or child care arrangements

-People the child spend time with

(family and Friends)

-Description of household activities

-Assess emotional development pertinent to the child’s age and

developmental status.

Review of Systems

-General Growth and development (age appropriate sleep, nutrition, physical activity, screen

time, allergies, head circumference, weight, height)

-Skin (temperature, texture, lesions, rashes, bruises, Mongolian blue spots)

-Hair

and nails (thin, thick, a lot or less, scalp sores)

-Head (fontanel’s where appropriate, symmetry offace)

-Eyes (eye colour,

eyelashes, pupils, eye muscles)

-Ears (external structures, hearing issues, startle reflex in a infant)

-Nose (structure ofthe nose,

Discharge evident)

-Mouth and throat (mucous membranes, teeth, gums, tongue, lips, discussion of oral hygiene habits)

-Cardiac (pulse

rate, apical pulse for infants)

-Chest and respiratory (respiration’s, Inspiration and expiration’s, breath sounds)

-Gastrointestinal

(discussion ofbowel habits, pain after eating, bloating, gas, constipation)

-Urinary (frequency of urine output,

colour)

-Musculo-skeletal (posture and spine alignment, legs and feet particularly in the toddler, gait, coordination)

-Neurologic

(communication, Language development, reflexes in infants)

Important Information:

At all stages throughout the assessment a parent must be

present.

This can not be your own child, this must be a child that you do not know intimate health history details or knowledge about.

The

child should not be asked to remove any clothing otherthan heavy jackets or jumpers. Please only document what you can see with the child
wearing light clothing on.

Be aware to discuss the practice of Inspection, Palpation and Auscultation in your assessment of your

child.

Ensure you plot head circumference, weight and height/length on the age appropriate percentile charts and attach these to your
assessment. Percentile charts can be found in Appendix 7 ofthe custom text book for this course