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Topic: PEDs Health Assessment Paper Pediatric Patient Assessment and Paper Guide and Rubric Each student will choose one of their pediatric patients they have cared for in the clinical setting and utilize deep critical thinking skills to compose a paper. The paper will consist of a comprehensive physical assessment, pathophysiology, examination and interpretation of diagnostic and lab testing, nursing and medical interventions, safe dosed medication cards, and a thorough explanation describing the means of monitoring, measuring, and supporting the hospitalized child. Choose one of your pediatric patients from clinical (or follow your faculty member’s instructions) Fill out the Pediatric Assessment Form (optional) Compose paper based on detailed explanations below Introduction: Brief synopsis of the patient. Content/Body: Utilize the detailed explanations below to guide the content/body. The paper will be graded from the rubric posted and this is a guide to this section of the paper. Conclusion This is a professional paper. Utilize correct grammar, sentence structure and APA. Please refer to APA 7th Edition requirements. There should be proper use of headers to structure the paper. Utilize paper writing help on campus or email your paper for proofreading and APA assistance through the Canvas link in the course. 8-page minimum paper length (not including title and reference page) Minimum of 2 nursing journal articles utilized Upon submission the paper will be reviewed by Unicheck Students have a goal of <25%; however, every paper will be examined for plagiarism. Submit the paper early to obtain the review by Unicheck. Student may submit the paper again prior to the due date set by the instructor if desired. The latest paper uploaded will be graded. This is an individual assignment. If plagiarism is noted the minimum consequence is a zero on the paper. Detailed Explanation of Body of Paper Points Provide a description of the following assessment parameters for determining the severity of a patient’s condition in relation to patient’s clinical picture including: In depth pathophysiology of child’s condition(s) This is NOT a description, it is what is happening at the cellular level (4 points) Degree of distress (1 point) Consider: Respiratory distress? Cardiac distress? Distress caused by pain? Able to perform ADL/play/eat etc.? Level of activity (1 point) Consider: Bed rest? Up ad lib? In play room? etc. Diagnostic test interpretations (more detailed than assessment form) (5 points) Consider why these specific tests were ordered, what do they tell the provider, what do the results mean-relate back to diagnosis or clinical picture? How would you explain the results to the family? This section is to explore what the radiologist has reported and what that actually means. Lab value interpretations (5 points) Consider how this interconnects to the patient diagnosis, what signs/symptoms could be seen or are seen if altered, and why these specific labs were ordered-relate back to diagnosis or clinical picture. Do not include information not relevant to the patient. Prescribed medications (Drug cards must be specific and safe dosed to this patient) (5 points) Nursing interventions (Support with literature) (5 points) Total for section 1: 26 points Describe the means of monitoring, measuring, or supporting the ill child in relation to: (can be in general or patient specific) Monitoring entails nursing assessment, measuring refers to numerical data, and supporting refers to nursing and medical interventions. Cover all three areas for each section. Thermoregulation (2 points) How would or did you monitor (give support)? How do you measure & support? Fluid and caloric requirements (4 points) Consider fluid & caloric needs for this child. What type of fluid is best to support the needs/diagnosis? If IV fluid necessary what type & why this type (support the child)? Electrolyte balance (2 points) Consider signs/symptoms of elevated or decreased levels. How support (fix) any deviations? This may or may not be not patient specific. Cardiovascular function (2 points) How do you monitor (think assessment)? How measure (think non-assessment)? How do you support? Respiratory function (2 points) How do you monitor (think assessment)? How measure (think non-assessment)? How do you support? Neurological function (2 points) How do you monitor (think assessment)? How measure (think non-assessment)? How do you support? Renal function (2 points) How do you monitor (think assessment)? How measure (think non-assessment)? How do you support? Notes Psychological/Cultural/Discharge needs of the child and family (3 points) Total for section 2: 19 points 3. Describe how an ill child’s normal routines and rhythms (Examples: eating, religious/cultural practices, sleeping and exercises) are disrupted in the hospital. (5 points) Think about this: infant not in own crib, not using own bottles (or being bottle fed when normally breastfed), caregivers are mostly staff; Teenager-no friends, technology missing, missed school work, sports practice, wearing gown instead of own clothes, etc. 4. Explore how this illness may cause massive disruption and disharmony in the established roles, rules and functions of the family system. (5 points) Think about parents missing work, church, etc. Siblings missing anything? Parent at home may not be the one who “normally” is at home-alters their role, how? 5. Describe any other stresses this family may be experiencing. (5 points) Consider financial stress, diagnosis stress, etc. Total for section 3: (15 points)

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