Case studyWell child care

DQ 1:Discuss the history that you would take on this child in preparation for the well-child visit

Three specific ages fix the answer: which milestones are expected, which screening tool applies with what reliability, and which immunisations are due at that visit.

Editorial process

Last reviewed · August 18, 2026

Written by

Maren Caldwell

MSN, RN, CNE

Medical-surgical nursing, pharmacology and NCLEX preparation

Reviewed by

Dr. Tessa Redmond

DNP, RN, CNE

Evidence-based practice and clinical education

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Interpret the task
Assignment instructions
Deliverables
Proposed outline
Research plan
Reference shortlist
Final review

A well-child visit at 2, 6 and 9 months

Structure the history the way a well-child visit is actually structured, because that is what the question is testing. Interval history since the last visit; feeding, which at two, six and nine months means very different things — exclusive milk feeding, the introduction of complementary foods, and self-feeding with a cup respectively; sleep including position and sleep environment; elimination; and development across gross motor, fine motor, language and social domains with the milestones expected at that specific age. Then the social history that determines risk and access: who cares for the infant, household composition and stressors, smoke exposure, food and housing security, and caregiver mental health, since maternal depression screening belongs in infant visits and is routinely omitted from student answers. Add safety — car seat, sleep position, water temperature, choking hazards — because anticipatory guidance is graded here as well. Naming the exact age at the top keeps every later section specific.

The developmental tool is where the prompt asks for psychometrics, so name a real one and give them. The Ages and Stages Questionnaire is the standard parent-completed instrument, and the Survey of Wellbeing of Young Children and the Parents' Evaluation of Developmental Status are alternatives; report the sensitivity and specificity you find rather than asserting that the tool is validated, and note that a screening tool identifies risk and does not diagnose, so a positive result routes to further evaluation rather than to a conclusion. Then the immunisations, which are fixed by schedule for the age: say which are due at this visit, note that combination vaccines change the number of injections, address the education — expected reactions, when to seek care, and how to handle a caregiver's questions without dismissing them — and give a follow-up interval that matches the periodicity schedule rather than a guess.

Likely learning objectives

Structure an infant history across interval, feeding, sleep, development and social risk.
Match milestones to the specific age of the visit.
Report a screening tool's psychometrics rather than asserting validation.
Give an immunisation and follow-up plan that matches the published schedule.

Assignment instructions

Read the full question

Review every instruction before using the planning guidance that follows.

NSG 6435 Week 3 DQ 1 Discussion: MedU Case Study – Developmental Evaluation and Screening This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.For this assignment, make sure you post your initial response to the Discussion Area. To support your work, use your course textbook readings and the South University Online Library.As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible.Respond to at least two of your classmates’ initial postings.Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion.Cite sources in your responses to other classmates.Complete your participation for this assignment . For this assignment, you will complete a MedU case study based on the course objectives and weekly content.MedU cases emphasize core learning objectives for an evidence-based primary care curriculum.Throughout your nurse practitioner program, you will use the MedU case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice. The MedU assignments are highly interactive and a dynamic way to enhance your learning.Material from the MedU cases may be present in the quizzes, the midterm exam, and the final exam. Click here for information on how to access and navigate MedU. NSG 6435 Week 3 DQ 1 This week, complete the MedU case titled “FmCase 2: Infant well-child (2, 6, and 9 months) – Asia.” Apply information from the MedU Case Study to answer the following questions: Discuss the history that you would take on this child in preparation for the well-child visit.Include questions regarding her growth and development that are appropriate for her age. Describe the developmental tool to be used for Asia, its reliability and validity and how Asia scored developmentally on this tool.Is she developmentally appropriate for her age? What immunizations will Asia be given at this visit; what is the patient education and follow-up?

Course-wide instructions that accompany this question

ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Turn the brief into deliverables

01A structured history including caregiver mental health.
02Milestones expected at the specific age.
03A named developmental screening tool with reported psychometrics.
04The distinction between screening and diagnosis.
05Immunisations due, education and a follow-up interval.