Week 1 Discussion COLLAPSE WEEK 1 Discussion My discussion case is about the pre-school aged white female living in a rural community. Interactions with the preschooler are far easier than with toddlers. Fear of bodily harm remains an issue, but most preschoolers are outgoing and unafraid if contact with the parent is maintained and they are told what is going to happen. Keeping in mind that communication skills are far more advanced, and the preschooler most often will know most body parts (including some internal ones).Using games can be very good effect, including storytelling, coloring and the 'paper doll technique' (i.e. the child's outline is traced onto the examination table paper for explanations and building rapport). The preschooler’s developing sense of initiative can likewise be used positively, and I will praise the child for being so 'brave', 'grown-up' and 'helpful'. The preschooler can follow simple instructions (e.g. dressing, undressing, putting toys away) and again these behaviors will be praised and/or rewarded (child-friendly stickers are a big treat). The preschooler cognition may be characterized by egocentricity, literal interpretations and magical thinking (Ball, et al, 2015).; so, I will make sure communication should be direct, clear and unambiguous (e.g. checking your temperature rather than taking your temperature). Additional history specific to the preschooler includes family coping with the illness and the child's understanding of what made her unwell. Then I will discuss parental expectations of the illness as part of the history in order to obtain an idea of whether these are appropriate for the child's age and illness course. • The physical examination of the preschool child can be quite fun. It is likely that the preschooler will be quite comfortable on the examination table (but I will make sure to keep mother close at hand) and that the physical examination can proceed in a head to toe direction (although sometimes it is best to save mouth and ears for last) .( Ball, et al ,2015.
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- Summer '15
- Nurs 6521 Marcus, Et Al., 2014).