In addition, my duties also involve systematic screening and monitoring the immunization of students, which also provides a system for handling and managing medical situations within the school. In essence, my role as a school nurse is to provide a process for the recognition and resolution of the healthcare needs of students that may affect their academic performance. As earlier mentioned, the nursing and midwifery code of conduct requires utmost confidentiality with regard prognosis and treatment (Goodman and Scott 2005, p. 141). This means that nurses and midwives are required to respect patients’ rights to confidentiality, while at the same time ensuring that patients appreciate the need for sharing pertinent information with those providing their care. However, the code of conduct requires that the nurse or midwife discloses any information that could save the life of a patient in accordance with the UK Healthcare regulations. Essentially, the codes of conduct with regard to confidentiality imply that people have the explicit right to require that the information shared with a nurse or midwife is only used for the objective for which it was issued and it is not disclosed without prior permission. This typically encompasses situations where info is divulged directly to a nurse or midwife, as well as when information that nurses and midwives obtain from other persons. According to Schachar (1991, p. 82), attention deficit hyperactive disorder (ADHD) refers to a variety of pediatric behavioral disorders that include symptoms such as poor concentration, impulsivity, and hyperactivity. Nearly 5% of UK children between the four and twelve years are diagnosed with ADHD. The prevalence of ADHD is thrice more in boys than girls. Treatment of ADHD consists of evaluation and treatment of a child’s craniosacral fascial system and the administration of methylphenidate. This paper will review the CAMHS assessment of a child with an attention deficit hyperactive disorder (ADHD), examining the formulation and reflections of the nurse involved in the assessment. Basic CAMHS Assessment CAMHS assessment is essentially a confidential service that must adhere to the confidentiality policy of the nursing and midwifery code of conduct. This means that all conversations and disclosures made by patients, especially during the initial CAMHS assessment should not be relayed to other persons other than family members and doctors. However, it is pertinent to note that it is sometimes critical that some information is shared with other CAMHS professionals to ensure a patient receives accurate and sufficient treatment for a disorder. Nonetheless, the patient must give informed consent for the information to be shared. A generic CAMHS assessment entails a series of information that is relevant not only to the identification of the disorder, but also its treatment. A standard CAMHS assessment entails important information with regard to the patient’s past medical history (Barkley 1998, p. 174). A CAMHS assessment typically contains the following elements: a) Developmental history b) Family history c) Attachment history d) Screening for ADHD symptoms e) Comorbidities f) Questionnaires g) Observation of the child (patient).
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This paper “Child with Attention Deficit Hyperactive Disorder” will review the CAMHS assessment of a child with the attention deficit hyperactive disorder (ADHD), examining the formulation and reflections of the nurse involved in the assessment. …
Attention Deficit and Hyperactive Disorder Definition The National Institute of Mental Health (NIMH) (2010) defines attention deficit and hyperactive disorder (ADHD) as “one of the most common childhood disorders and can continue through adolescence and adulthood.
According to Mayo Clinic, ADHD affects millions of children and its symptoms include hyperactivity, impulsive behavior, and difficulties in sustaining attention. In addition, ADHD is noticeable as early as the age of 3 -7 years; in the United Kingdom, it affects one child in 25 boys and one in 100 girls.
Parallel problem relationship patterns with peers and family unit often require involvement. This paper will research through an interview on the middle childhood stage. The interview and observation is carried on a young girl suffering from Attention Deficit Hyperactivity Disorder.
Sometimes they procrastinate, have trouble staying on task, completing projects, or following through on ideas. Sometimes they underachieve in school or unintentionally disrupt social occasions. All these problems relate to their brain having trouble focusing attention and regulating impulses (Hallowell & Ratey 1994, pg.
The publication (Smith, and Adams, 2006) reports the methods and results of a study on the relationships between Attention Deficit Hyperactivity Disorders. (ADHD) and Learning Disorders (LD). The work involved the construction of a hypothesis about the connections between ADHD and LD after a literature review on the subject, and validation of the hypothesis based on quantitative analysis of data generated through telephonic responses of parents selected at random from a national database.
According to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders-IV (Text Revision) (DSM-IV-TR), there are three subtypes of ADHD: Predominantly Inattentive, Predominantly Hyperactive-Impulsive, and Combined Type.
tions, disorganization, forgetfulness, impulsivity, overactivity, noisiness, performance inconsistency, and social clumsiness, among others, and is now recognized as the most common cause of learning and behavioral difficulties in school-aged children (Selikowitz, 2004).
to answer a number of questions particularly with regard to the prevalence of the disease, its social economic impacts and criteria of diagnosis as well as the current treatment patterns for Attention Deficit Disorder patients. Consequently to address some of these questions,
1 pages (250 words)Essay
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