Top of Form Assessment of the Child: Functional Health Pattern Analysis Worksheet  1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00% 90.0 %Content 30.0 %Lists Two Assessment Findings Characteristic of Each Age Group and Describes Two Potential Problems That a Nurse May Discover in an Assessment of Each Age Group for Each Pattern Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are not given. Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are incomplete, as relevant information is missing. Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given. Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail. Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail and demonstrate thoughtful reflection. 30.0 %Short Answer Question 1: Compares and Contrasts Identified Similarities as Well as Differences In Expected Assessment Across the Childhood Age Groups No compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered. Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are incomplete, as relevant information is missing. Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered. Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail. Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail and demonstrate thoughtful reflection. 30.0 %Short Answer Question 2: Summarizes How a Nurse Would Handle Physical Assessments, Examinations, Education, and Communication Differently With Children Vs. Adults; Considers Spirituality and Cultural Differences No summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given. Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given, but is incomplete, lacking relevant information, or does not consider spirituality and cultural differences. Summary of how a nurse would handle ph ...

1. Top of Form
Assessment of the Child: Functional Health Pattern Analysis
Worksheet
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
90.0 %Content
30.0 %Lists Two Assessment Findings Characteristic of Each
Age Group and Describes Two Potential Problems That a Nurse
May Discover in an Assessment of Each Age Group for Each
Pattern
Two assessment findings characteristic of each age group and/or
description of two potential problems that a nurse may discover
in an assessment of each age group are not given.
Two assessment findings characteristic of each age group and/or
description of two potential problems that a nurse may discover
in an assessment of each age group are incomplete, as relevant
information is missing.
Two assessment findings characteristic of each age group and
description of two potential problems that a nurse may discover

2. in an assessment of each age group are given.
Two assessment findings characteristic of each age group and
description of two potential problems that a nurse may discover
in an assessment of each age group are given in detail.
Two assessment findings characteristic of each age group and
description of two potential problems that a nurse may discover
in an assessment of each age group are given in detail and
demonstrate thoughtful reflection.
30.0 %Short Answer Question 1: Compares and Contrasts
Identified Similarities as Well as Differences In Expected
Assessment Across the Childhood Age Groups
No compare and contrast viewpoints of identified similarities or
differences in expected assessment across the childhood age
groups are offered.
Compare and contrast viewpoints of identified similarities or
differences in expected assessment across the childhood age
groups are incomplete, as relevant information is missing.
Compare and contrast viewpoints of identified similarities or
differences in expected assessment across the childhood age
groups are offered.
Compare and contrast viewpoints of identified similarities or
differences in expected assessment across the childhood age
groups are offered in detail.
Compare and contrast viewpoints of identified similarities or
differences in expected assessment across the childhood age
groups are offered in detail and demonstrate thoughtful
reflection.
30.0 %Short Answer Question 2: Summarizes How a Nurse
Would Handle Physical Assessments, Examinations, Education,
and Communication Differently With Children Vs. Adults;
Considers Spirituality and Cultural Differences
No summary of how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults is given.

3. Summary of how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults is given, but is incomplete, lacking
relevant information, or does not consider spirituality and
cultural differences.
Summary of how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults is given. Spirituality and cultural
differences are addressed.
Summary of how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults is given. Spirituality and cultural
differences are addressed. Summary is detailed.
Summary of how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults is given. Spirituality and cultural
differences are addressed. Summary is detailed and
demonstrates thoughtful reflection.
5.0 %Organization and Effectiveness
5.0 %Mechanics of Writing (Includes spelling, punctuation,
grammar, and language use.)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
Some mechanical errors/typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Writer is clearly in command of standard, written, academic

4. English.
5.0 %Format
5.0 %Research Citations (In-text citations for paraphrasing and
direct quotes, and reference page listing and formatting, as
appropriate to assignment.)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and GCU style is usually
correct.
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
100 %Total Weightage
Bottom of Form
Curtin, E. M. (2009). Pathways to teaching series: Practical
strategies for teaching english language learners.
(p. 27). Upper Saddle River, New Jersey: Pearson Education

5. Inc.
Classroom Scenario Analysis
To make curriculum accessible to English language learners
(ELLs), teachers must be able to integrate strategies to help
them develop social and academic language skills in English,
and provide support by using comprehensible input and
scaffolding. Accommodations should be based on current
theories and research in language and literacy development, and
they should address the interrelationship between culture and
language.
For this assignment, you will read the "Classroom Scenario"
from Pathways to teaching series: Practical strategies for
teaching English language learner, in which Mr. O’Malley is a
teacher of a mainstream 6th grade classroom with two ELLs in
it, Maria and Mikhail. In a five- to eight-page paper, complete
the following:
PART 1: Analysis
Analyze the scenario by addressing the following:
· Conduct a needs analysis of the two ELLs, Maria and Mikhail.
What do you know about their backgrounds? What are their
current levels of English language development (i.e., Which of
the five stages of language development is each one at?)? What
evidence do you have for assigning them to these levels?
· Identify the strategies the Mr. O’Malley is currently using in
the scenario to help Maria and Mikhail to develop their social
and academic language skills in English. Do you think that
these strategies are effective? Why or why not?
· Discuss any current theories and research in ELL development
that relate to the strategies that Mr. O’Malley is currently using
with Maria and Mikhail.
Provide specific examples to support your points. Make sure to
discuss the teacher’s or students’ actions in the scenario, and

6. align them to specific concepts learned during the course.
Whenever appropriate, use course vocabulary to demonstrate
your knowledge of how it is applied and activated in the field.
PART 2: Action Plan
Discuss the next steps the teacher should take to best facilitate
effective language development for Maria and Mikhail in his
classroom. Be sure to properly cite sources of information that
support your suggestions. Your action plan must include the
following components:
· Identify and describe at least one, but no more than two,
standards that address 6th grade English language development
or content. You may use either Common Core Standards or state
ELD standards.
· Describe two standards-based interventions/activities for each
of the two ELL students based on the needs analysis that you
completed in Part 1. (You may use the same standards for both
students, but the interventions/activities that you describe
should be different for each student since they are not at the
same level of English development.) Explain why you are
suggesting each of the interventions/activities (i.e., Why you
think they will be effective to help Maria and Mikhail move to
the next level of language development?)
· For each of the four interventions/activities, explain how you
applied fundamental theories of ELL English language
development and instruction to inform your thinking.
· Finally, what advice would you give Mr. O’Malley about
working with ELLs? What are his current strengths as a teacher?
What kinds of skills and knowledge could he still learn about so
he understands better how to teach ELLs? What kinds of
professional development might he benefit from to become more
effective as a teacher of ELLs?
Writing the Final Paper
The Final Paper:
· Must be five to eight double-spaced pages in length, and
formatted according to APA style as outlined in the Ashford
Writing Center.

7. · Must include a title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must begin with an introductory paragraph that has a succinct
thesis statement.
· Must address the topic of the paper with critical thought.
· Must end with a conclusion that reaffirms your thesis.
· Must use at least two scholarly sources in addition to the text
and required Curtin article.
· Must document all sources in APA style, as outlined in the
Ashford Writing Center.
· Must include a separate reference page, formatted according to
APA style as outlined in the Ashford Writing Center
Children’s Functional Health Pattern Assessment
Functional Health Pattern Assessment (FHP)
Toddler
Erickson’s Developmental Stage:
Preschool-Aged
Erickson’s Developmental Stage:
School-Aged
Erickson’s Developmental Stage:
Pattern of Health Perception and Health Management:
List two normal assessment findings that would be

8. characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.
Nutritional-Metabolic Pattern:
List two normal assessment findings that would be
characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.

9. Pattern of Elimination:
List two normal assessment findings that would be
characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.
Pattern of Activity and Exercise:
List two normal assessment findings that would be
characteristic for each age group.

10. List two potential problems that a nurse may discover in an
assessment of each age group.
Cognitive/Perceptual Pattern:
List two normal assessment findings that would be
characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.

11. Pattern of Sleep and Rest:
List two normal assessment findings that would be
characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.
Pattern of Self-Perception and Self-Concept:
List two normal assessment findings that would be
characteristic for each age group.

12. List two potential problems that a nurse may discover in an
assessment of each age group.
Role-Relationship Pattern:
List two normal assessment findings that would be
characteristic for each age group.
List 2 potential problems that a nurse may discover in an
assessment of each age group.

13. Sexuality – Reproductive Pattern:
List two normal assessment findings that would be
characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.
Pattern of Coping and Stress Tolerance:
List two normal assessment findings that would be
characteristic for each age group.
List wo potential problems that a nurse may discover in an
assessment of each age group.

14. Pattern of Value and Beliefs:
List two normal assessment findings that would be
characteristic for each age group.
List two potential problems that a nurse may discover in an
assessment of each age group.

15. Short Answer Questions
Address the following based on the above assessment findings.
Expected answers will be 1-2 paragraphs in length. Cite and
reference outside sources used.
1) Compare and contrast identified similarities as well as
differences in expected assessment across the childhood age
groups.
2) Summarize how a nurse would handle physical assessments,
examinations, education, and communication differently with
children versus adults. Consider spirituality and cultural
differences in your answer.
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