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The assessments of the adult and child are very different. In most cases, children cannot express their feelings or why they visited the facility; therefore, we sometimes ask different questions to the caregiver or the parent accompanying the child. In contrast, adult patients express themselves effectively to the nurses. Another difference is in communication, whereby adults are clear and answer the question directly. However, the children might fail to understand the questions because of fear, thus, delaying the physical assessment and treatment process (Themes, n.d). The reaction to pain during assessment also differs among adults and children, such that children might cry while adults will not cry regardless of the pain. The similarities in both are that referring to past medical results is considered, evidence is sought through laboratory tests, and in case clarification is needed, then a third party might be involved. During the assessment, a nurse may offer instructions through simulation, demonstrations, writing, or talking to the patient. Instructions play a vital role as they are part of patient education and gather evidence from the patient.
Communication is vital in healthcare facilities because it allows healthcare professionals and patients to understand one another. When communicating with the child, speaking slowly and using words they understand is essential. Toddlers and preschool-age children have grand imaginations and may view equipment and machines as scary monsters. Before a procedure, including the physical examination, explain what will happen and allow the child to express concerns (Wray, 2020). Praise and reward for this age group is essential because it will make them easy and cooperate throughout the entire exercise. The healthcare provider can bring balloons and other items to improve cooperation with the child.
References
Themes, U. (n.d). Physical Assessment of Children. https://nursekey.com/physical-assessment-of-children/
Wray, A. (2020). Approaches to effective communication in care. The Dynamics of Dementia Communication, 107-134. doi:10.1093/oso/9780190917807.003.0006