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2024 ATI Comprehensive Physical Assessment of a Child, Study notes of Nursing

2024 ATI Comprehensive Physical Assessment of a Child

Typology: Study notes

2023/2024

Available from 03/06/2024

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2024 ATI Comprehensive Physical Assessment of a
Child
- Ophthalmoscope
oExamines internal eye structures
oComposed of lens-and-mirror system and a bright light
oBlack + # = magnify images
oRed - # = reduce images in a range of powers
- Establish and build rapport w/ children and family by establish a warm,
safe, cheerful, and private environment
- Parents, guardians, and other adults provide a critical link to
understanding a child’s health as primary source of info about child and
help child accept and cooperate w/ exam.
- Listen to caregivers when collecting data.
- Parents are responsible for carrying out plan of care, they must know
and understand that plan.
- Engage parent and child
oSee how child copes w/ new or stressful situations
oDoes child have experience w/ health care situations?
oAsk parents if they told child expectations during visit, then
observe child carefully for readiness to engage w/ you during
exam.
oInclude child in convo to whatever extent is appropriate.
oAllow parent to participate @ whatever level is comfy for them
and child.
- Organize the exam
oConsider sequence of steps of exam and attention span of child.
oPerform least invasive procedures 1st and the steps that might
feel strange or uncomfy w/ child last.
oIf child unparticipant in convo, talk w/ parent.
oHelp draw child in experience, try complimenting child.
- Involve child
oPlay game will help relax child and cooperate during exam
oTry speaking in 3rd person such as, “Little kids sometime think it
tickles when I listen to their tummy.”
oExplain each part of procedure to child and parent
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2024 ATI Comprehensive Physical Assessment of a

Child

  • Ophthalmoscope o Examines internal eye structures o Composed of lens-and-mirror system and a bright light o Black + # = magnify images o Red - # = reduce images in a range of powers
  • Establish and build rapport w/ children and family by establish a warm, safe, cheerful, and private environment
  • Parents, guardians, and other adults provide a critical link to understanding a child’s health as primary source of info about child and help child accept and cooperate w/ exam.
  • Listen to caregivers when collecting data.
  • Parents are responsible for carrying out plan of care, they must know and understand that plan.
  • Engage parent and child o See how child copes w/ new or stressful situations o Does child have experience w/ health care situations? o Ask parents if they told child expectations during visit, then observe child carefully for readiness to engage w/ you during exam. o Include child in convo to whatever extent is appropriate. o Allow parent to participate @ whatever level is comfy for them and child.
  • Organize the exam o Consider sequence of steps of exam and attention span of child. o Perform least invasive procedures 1 st and the steps that might feel strange or uncomfy w/ child last. o If child unparticipant in convo, talk w/ parent. o Help draw child in experience, try complimenting child.
  • Involve child o Play game will help relax child and cooperate during exam o Try speaking in 3 rd^ person such as, “Little kids sometime think it tickles when I listen to their tummy.” o Explain each part of procedure to child and parent

o Use concrete terms to describe what you’re doing such as, “I’m going to look in the back of your throat,” not “I need to see your tonsils.” o Encourage child to ask questions during exam but not pressure them. o Take every opportunity to teach child and parents about human body in language that’s simple and suitable for childs developmental level.

  • Keep a steady pace o Do NOT make rushed movements especially toward child. o Work at a pace that’s comfy for child. o If they’re anxious about one part, move on and return back later. o If examining more than 1 child, start w/ most cooperative and include other children in the convo as you perform exam.
  • Be honest o Be clear and honest about expectations o Do NOT offer choices if there are none. o Say. “I need for you to lie very well while I look into your ears,” not, “If you’re ready, Id like to look in your ears.” o If necessary, ask for child’s cooperation. o If child not cooperative, see if parent can help. o Praise child before, during, and after each step, even if the child had difficulty cooperating.
  • Assess for: o Skin color, respiratory effort, and presence or absence of distress o Eval behavior, mood, and affect (smiling, pleasant, anxious, apprehensive, depressed, angry, hostile? o Posture and body structure o General appearance r/t hygiene, grooming, and dress. o Check for odors. o Perform anthropometric measurements: height, weight, head circumference, and BMI o Measure VS
  • Anthropometric measurements o Growth measurements that are important aspect o CDC made charts for boys and girls, 0-36 months and 2-20 years of age; for height and length, weight, and weight to length and height.

▪ Number just under the measuring device is the child’s height; measure to nearest 1/16in or 1mm. o School-age children/adolescents ▪ Use upright scale ▪ Be aware of eating disorders (anorexia nevosa, bulimia nervosa) ▪ Provide education and resources to adolescents and parents when detection of possibility of these disorders. ▪ Measure height using same process for preschoolers.

  • Head circumference o Newborn/Infants ▪ Measured at birth and every check up until 36 months ▪ Place tape measure around widest part of head, slightly above eyebrows and pinna of ears and around occipital prominence @ back of skull. ▪ Generally increases up to 2cm/month in the first 6 months and then 0.5cm/month thru 12 months. o Toddlers/Preschoolers ▪ Measured up to 36 months (3 years old) ▪ Measured beyond 3yo if size is questionable or child has physiological problems such as hydrocephalus. ▪ Head circumference increases by about 2.5cm (1 in) during 2 nd year and about 1.25cm (0.5 in) per year until 5yo. o School-age/Adolescents ▪ Not routine part of physical exam
  • Vital signs o Newborns/Infants ▪ Temp - Rectal temp is most accurate (measures core temp which is most accurate and useful measurement) - Rectal temp is used in infants 3mth+ - DO NOT use if infant has diarrhea, rectal/anal irritation, or disorder. Poses potential of injury if child fights. - Last step of assessment
  • Axillary and temporal routes are appropriate to use
  • Lay infant prone preferably on parent’s lap, separate buttocks with index and thumb of nondominant hand and insert lubricated tip of rectal thermometer no more than 1.5cm (0.6 in) in.
  • Expected range for newborns: 97.7 – 99.
  • Expected range for infants: 98.6 – 99. ▪ Pulse
  • Measure via apical pulse
  • Expected Range for newborn (birth – 2 days): 110-
  • Expected range for infants: 2 days – 1 yr): 90-
  • Varies a lot between infants and newborns and are especially sensitive to effects of illness and activity.
  • Auscultate apical pulse for 1 min d/t possibility of irregular rhythms
  • Obtain the most accurate rhythm while child is sleep. ▪ Respirations
  • Count RR first
  • Best to count while they’re sleep
  • Respirations are primarily diaphragmatic; when counting, observe abd movements and count for 1 full minute d/t irregular breathing
  • Expected range for newborns (birth – 28 days): 30- 60/min
  • Expected range for infants (28 days – 1 yr): 25-30/min ▪ Blood pressure:
  • Not routinely measured
  • Can be performed w/ usage of Doppler to amplify sound
  • Can also use oscillometry (pressure changes are transmitted thru arterial wall to the cuff)
  • Calm child 5-10 min prior to obtaining
  • Crying can elevate the SBP by 30-35 mm Hg
  • Varies by age, sex, weight, and height
  • Lowest during first year of life
  • Expected average: 64/
  • Use radial pulse ▪ Respiration
  • Expected range: 20-25/min ▪ Blood pressure
  • Expected average: 100/
  • Use same process as for adults o Adolescents ▪ Temp:
  • Use method that makes most sense
  • Obtain oral temp ▪ Pulse:
  • Measure using radial pulse ▪ Respiration
  • For 12+ is same as adults: 16-20/min ▪ Blood pressure:
  • Expected Average: 112/
  • Measure as you would adults
  • Skin Assessment o Inspect and palpate skin, hair, and nails o Inspect skin on all posterior surfaces noting dimples, sinus tracts, or tufts of hair o Newborn/Infants: ▪ Inspect
  • Skin folds can be red/irritated d/t being moist often.
  • In dark skin tones, irritated skin areas may be noted by an increase in warmth or edema in area
  • Have tiny white papules called milia on checks, forehead, nose, and chin
  • Milia go aware on their own; do NOT rub vigorously or break the intact skin
  • Another irregularity is stork bite (telangiectatic nevi) o Noted on forehead or back of neck o Irregularly shaped and red/pink o Usually fades during 1 st^ year
  • Note condition of periarea for redness, rashes, or open lesions
  • Mongolian spots o Bluish-gray macular areas on sacrum or buttocks o Usually fade in 1 st^ year o Can be mistaken for bruises o Noted in darker skinned babies
  • Café au lait o Another skin variation noted in lighter- skinner babies o Usually round or oval patches that are light brown o Expected finding UNLESS they’re > 1.5 cm and there are > 6 noted
  • Nails: o Firmly attached o Assess capillary blood flow, raise extremity at or above level of heart and press gently over a nail bed to blanch o Pressing on central site such as forehead can also assess capillary refill o Expected capillary refill < 2 seconds & delayed refill indicates poor blood flow ▪ Palpate:
  • Have difficulty controlling body temp and can become cold rather quickly, uncover only 1 area at a time.
  • Skin should feel soft, smooth, dry, and warm
  • Crying can feel slightly damp
  • Gently pinch skin fold on abd to check skin turgor
  • Dehydration is noted by how long it takes tenting to return to usual positon o Toddlers/Preschoolers ▪ Inspect:
  • Uniformly colored, consistent w/ background, and w/o rashes or lesions.

o Usually reabsorbs w/in first few weeks of life o Soft, spongy hemorrhage is usually only over 1 bone, not crossing the suture line

  • Both above can happen during birth, they’re not life- threatening and will resolve on their owns/
  • Expected: round head w/ prominent occipital area that becomes less prominent as child gets older
  • Flattening of head and hair loss in one area may indicate that infant lies on 1 side in a particular position
  • Seborrhea AKA cradle cap
  • By 4 months old, infants should be bale to hold head erect and in midline when in a sitting position.
  • Note involuntary movements such as tremors, tics, twitching of facial muscles can sometimes = seizure disorder
  • d/t short neck, support shoulders and tilt head back slightly o note any rashes or irritation d/t increased moisture from drooling. o Note ROM in neck- hold toy in front of infant and move toy in all 4 directions, infant should follow the toy. If not, cradle infants head in your hand and gently the head side to side for flexion, extension, and rotation.
  • Symmetrical movement= intact cranial nerve VII ▪ Palpate:
  • Skull sutures permit expansion of brain growth
  • Palpate fontanelles where suture line intersect; they should feel flat and firm inside bony edges.
  • Bulging fontanel = ICP
  • Sunken fontanel=dehydration
  • Palpate lymph nodes by pressing fingertips gently, making small circular motions.
  • Anterior fontanel: diamond shaped, 4-5 cm (2 in) @ its widest point.

o Closes by 12-18 months

  • Posterior fontanel: may not be palpable @ birth but if it is, it’s usually less than 1 cm (0.5 in) and closes around 2 months. o Toddlers/Preschoolers ▪ Inspect:
  • Rounded head w/ prominent occipital area that becomes less prominent as they get older.
  • Head circumference is measured annually until about 3yo to determine whether growth is adequate for proper brain development.
  • Head circumference > expected = hydrocephalus
  • Head circumference < expected = microcephaly or various genetic factors.
  • Inspect face for symmetry when child is at rest, smiling, and frowning.
  • Test cranial nerve V: ask child to bite down and feel for contraction of temporal muscle and masseter muscle (just in front of ear).
  • Check sensory branch of cranial nerve V: ask child to close eyes and report when they feel light touch as you touch forehead, each cheek, and their chin w/ cotton.
  • Look for webbing (extra skin folds) in neck. If noted, may indicate a genetic disorder.
  • Check ROM of neck: to look up, then look down, and side to side. The inability to move head voluntarily, passively move it thru expected ROM.
  • Limited horizontal ROM = injury or strain to sternocleidomastoid muscle.
  • Test cranial nerve XI, the spinal accessory nerve by having child turn head side to side while you provide resistance w/ palm of hand. Ask them to shrug shoulders against resistance. If both actions completed = intact ▪ Palpate:
  • Eye Exam
    • Palpate cranial bones expected protrusions which include forehead, lateral edge of parietal bone, occipital bone, and mastoid process behind the ear.
    • Hair should be clean, soft, and evenly distributed. Part the hair in several spots, then palpate for any lesions and inspect hair shafts for nits. o Newborn/Infants: ▪ Newborn conjunctivae may appear irritated d/t prophylactic atb and disappears w/in 24 hrs ▪ Inspect iris
  • @ birth, infants w/ dark skin tones have brown iris
  • w/ pale skin tones have blue, gray, or light-colored iris that changes w/in 6 months
  • should be performed a few days post birth and at every well child check
  • epicanthal fold, extra skinfold that extends over the inner corner of the eye w/ some genetic backgrounds and may disappear by 10 yo
  • assess for swelling or indications of inflammation of lacrimal punctum (located @ inner edge of upper and lower lids) o can be obstructed
  • sclerae should be white and no visible about pupils, which can indicate ICP.
  • Inspection of internal structure that’s limited to eliciting red reflex. Red reflex should be bright and uniform. o Toddlers/Preschoolers ▪ When open, upper and lower eyelid should cover a portion of the iris but not any portion of the pupil. ▪ When closed, eyelids cover both iris and cornea. ▪ Eyelids should open horizontally ▪ Upward slant is indicative in some backgrounds but could be indicative of Down syndrome.

▪ Sclerae can have pale yellow tint w/ darker skin tones or be white. ▪ Bulbar conjunctivae should be clear

  • Redness can develop w/ eye strain, allergies, or irritation. ▪ Test pupillary response to light and accommodation. ▪ Observe for red reflex, should be uniform. ▪ Accommodation: ability of lens to adjust to various distances
  • Dilates w/ far gaze and constricts w/ near gaze ▪ Pupils are equal, round, and reactive to light and accommodation (PERRLA) o School-age/Adolescents ▪ Examine in same manner as toddler/preschoolers. ▪ Check pupillary response to light, accommodation, and reflex.
  • Eye Muscles o Check for non-binocular vision (crossed eyes) ▪ Not detected and treated early = permanent impairment o Check for muscle problems that can lead to nonbinocular vision, test extraocular movement (EOM) and the corneal light reflex and perform the cover-uncover test. Check EOMs also confirms that cranial III, IV, and VI are intact.
  • Vision Test o Essential to begin assessing vision @ an early age to identify problems and intiate tx immediately. o Consider how you’ll gain child’s cooperation. o Make game of procedures w/ preschoolers and toddlers. o Childs age determines the screening tool used. o Use standardized vision chart such as Snellen E chart to ensure accuracy and consistency. ▪ Newborn/Infants
  • Test response to light and accommodation, corneal light reflex, and red reflex.

o w/ rising of uvula, posterior pharyngeal wall should be exposed but can be noted with depression of tongue.

  • Respiratory o Newborn/Infants ▪ Inspect - Chest is barrel-shaped or circular, w/ anterior-posterior diameter equaling the lateral diameters. - As child grows, lateral diameter increases. - Newborns can have enlarged breasts on 2 nd or 3 rd day post birth d/t maternal estrogen and white fluid can be expressed; disappears w/in 1 week of birth. - Obligatory nose breathers for 1 st^ month of life. - Diaphragm is major respiratory muscle for infants and bulge appearing abd with inspiration will be noted. - Irregular rhythm noted. - Expected range: 30-60/min ▪ Palpate - Palpate thorax: encircle w/ both hands. - Should feel symmetrical movement w/ each respiratory cycle. o Toddlers/Preschoolers ▪ Inspect: - Rounded thorax but assumes more oval shape - BARREL-SHAPED CHEST IN UNEXPECTED! - Diaphragm can still be used as primary breathing muscle - Abnormal: sternal or intercostal retractions ▪ Palpate: - Place hands on each side of chest checking for chest movement ▪ School-age/Adolescents - Inspect: o Thorax similar to adults, w/ 1:2 anteroposterior to transverse diameter ratio o Barrel-shaped chest is UNEXPECTED.

o Diaphragm is NO longer primary breathing muscle ▪ Percussion:

  • Performed to assess the resonance of lungs and density of underlying organs
  • W/ XR use to exam lung, RARELY PERFORMED!
  • Tone in infants, toddlers, and preschoolers = hyperresonance d/t thin chest wall
  • In school-age and adolescents = resonance (low- pitched, hollow sound) ▪ Auscultate:
  • Bronchial breath sounds: anteriorly over trachea, o Loud, high pitched, hollow sound o Unexpected to be heard over peripheral lung tissue, away from trachea and large bronchi
  • Bronchovesicular breath sounds: over mainstem bronchi, relatively large-diameter airways, o Note medium-pitched and quieter sounds
  • Vesicular breath sounds: o Over most lung tissue o Note soft, fine, breezy, and low-pitched sounds o Heard over peripheral lung tissue
  • Crackles o AKA rales o Wet, popping sounds created by air moving thru liquid or collapsed alveoli snapping open on inspiration o Most common at end of inspiration, expiration, or both
  • Wheezes: continuous sounds caused by air moving thru constricted airways o High pitched or low-pitched snoring o Common w/ asthma
  • Stridor: larger airway is blocked by a foreign body or severe inflammation

nd heart sound is dub AKA S2, when aortic and pulmonic valves close @ beginning of diastole

  • S2 best heard @ base of heart, @ aortic and pulmonic listening site ▪ @ Erbs point, S1 & S2 typically equal in sound and volume ▪ Split heart sound: valves not closing simultaneously.
  • Sounds like stutter
  • May not be abnormal ▪ Sinus arrhythmia: HR increases w/ inspiration and decreases w/ expiration ▪ Murmurs: whooshing sound, typically caused by turbulence of blood flow or vibrations w/in heart chambers.
  • Graded 1-6 according to loudnes: o Grade 1: very difficult to hear o Grade 6: heard with stethoscope lifted of f clients chest o Grade 4+ : loud murmurs are accompanied by palpable thrill
  • Abdomen o Newborn/Infants ▪ Rounded, protruding appearance d/t immature musculature of infants abd ▪ Veins are visible ▪ Umbilical hernia: appears around 2-3 weeks and prominent when baby cries ▪ Diastasis recti: separation of rectus muscles along midline
  • Disappears by 1 yo o Toddler/Preschoolers ▪ Until 4 yo, abd protrudes in spine and standing positons ▪ After 4 yo, lose potbelly o School-age/Teens ▪ Slimmer appearance ▪ Scaphoid (sunken) abd = dehydration or malnutrition

o Ausculation ▪ Hyperactive sounds = gastroenteritis or bowel obstructions ▪ Absence of bowel sounds = recent abd surgery, paralytic ileus, or inflammation of peritoneum

  • Musculoskeletal o Newborns/Infants ▪ Polydactyly: extra digits ▪ Syndactyl: fused adjacent fingers or toes ▪ Multiple creases on palm is expected ▪ Single transverse crease (simian crease) is unexpected and associated w/ Down syndrome ▪ Flexible forefoot inversion d/t positioning in uterus may be present ▪ Fixed (immovable) inversion is unexpected o Toddler/Preschooler ▪ Clubbing: widening of nail bed w/ an increased angle between proximal nail fold and nail is unexpected ▪ Hip dislocation: have child stand on one leg. If iliac crest opposite the weight bearing leg appears lower. ▪ Weight bearing hip may have developmental dysplasia of hip ▪ Bowlegs: genu varum, child stands on firm surface w/ touching and measure distance between knees. - > 2.5 cm (1 in) = bowlegs – EXPECTED FINDINGs until 3 yo ▪ Knock knees: genu valgum, toddle stand on firm surface and measure distance between ankles w/ knees together. - > 7.5 cm (3 in) = knock knees – EXPECTED FINDINGS in 2- 7 yo o School-age/Teens o Spine: ▪ Inspect spine from lateral view - Cervical – concave - Thoracic – slightly convex - Lumbar – concave