NRNP 6644 Week 2 Developmental History Example

Course	NRNP 6644 Psychiatric Mental Health Advanced Practice Nursing Care of Children through Young Adults
Week	Week 2
Paper type	Developmental history write-up
Length	About 790 words, 5 pages
Format	APA 7 student paper
School	Walden University
Program	MSN Psychiatric Mental Health Nurse Practitioner (PMHNP)
Updated	October 2026

Free sample paper for NRNP 6644 Week 2

Developmental History Write-Up: An 11-Year-Old With School-Morning Stomachaches, Every Item Attributed and Every Age Given Its Basis

Student Name

College of Nursing, Walden University

NRNP 6644: Psychiatric Mental Health Advanced Practice Nursing Care of Children Through Young Adults

Instructor Name

Month Day, Year

What this page is doingThe title promises the two disciplines this week is graded on: attribution beside every item, and the basis for every milestone age. A history that reads as a single merged account gives the reader no way to judge reliability.

Developmental History Write-Up: An 11-Year-Old With School-Morning Stomachaches, Every Item Attributed and Every Age Given Its Basis

Sources for This History

Composite patient: the 11-year-old boy in fifth grade introduced in week 1. Sources: his mother (M), interviewed for 45 minutes; his father (F), by phone for 15 minutes; the patient (P), 10 minutes alone; the pediatric record (R) from birth, received under a signed release; the school's attendance summary and fourth- and fifth-grade report cards (S), received under a separate release. Where no record was available, that is stated in place. Five sources are used deliberately: agreement between different kinds of informants about a child's problems is only modest on average (Achenbach et al., 1987), so no single account is treated as the history.

Pregnancy and Delivery

Pregnancy: uncomplicated apart from nausea in the first trimester; no alcohol, tobacco, or medications other than prenatal vitamins (M). Delivery: at 39 weeks by planned cesarean for breech position; birth weight 7 lb 6 oz; home at 3 days (M; birth weight confirmed in R). No prenatal records were obtained; the hospital's records were not requested.

Milestones, With the Basis for Each Age

Walked independently: 12 months (M, from a baby book she kept, which she brought). First words: about 11 months (M, from memory). Two-word phrases: about 20 months (M, from memory). Toilet trained, day: about 3 years (M, from memory); night: 5 years (M). The pediatric record notes "development appropriate" at every well visit through age 5 and no referrals (R). The ages from the baby book carry more weight than those from memory, and the pediatric record supports that development was on track without giving specific ages; milestones most children reach by a given visit age are the basis of current developmental surveillance checklists (Zubler et al., 2022), and his reported ages fall within those expectations.

What this page is doingEach milestone carries its age and how the age was established, baby book, memory, or record, because those carry different weight.

Early Temperament, Feeding, and Sleep

Temperament: "cautious, slow to warm up" with new people; cried hard at preschool drop-off for most of the first year, more than his older sister had (M). Feeding: no problems (M). Sleep: slept in his parents' room until age 4; since then has asked to sleep with a light on and comes to his parents' bed after bad dreams about once a week (M; F confirms).

Medical History

Tonsillectomy at 6 for recurrent infections (R). No head injuries or seizures (M, R). Hearing and vision screens normal at every well visit, most recently at 10 (R). Recurrent abdominal pain evaluated by his pediatrician this year: examination and basic laboratory tests normal, no further workup recommended (R).

School Years

Kindergarten through third grade: good grades, "shy but a good friend" (M); report cards not obtained for these years. Fourth grade: report card comments, "conscientious, quiet in class, reluctant to speak in groups"; 3 absences (S). Fifth grade, current: grades A and B; 11 absences this semester, most on Mondays and after school holidays; teacher comment, "no behavior concerns" (S). His mother reports that the absences began in October, when his father started a job that keeps him away overnight three nights a week (M; F confirms the job change).

The Young Person's Own Account

In his words, alone: "My stomach hurts in the morning, and sometimes I throw up. It's better on Saturdays." Asked what he thinks about at school: "Whether Mom's okay. Dad's gone a lot now, and she's by herself." Asked about the stomachaches beginning: "After Christmas." His account dates the start to after Christmas; his mother's, to October. Both are recorded, because the gap may reflect when the stomachaches began versus when the worry began, and neither account is corrected to match the other. Informant disagreement in child assessment often reflects real differences in what each informant observes (De Los Reyes & Kazdin, 2005).

What the History Suggests, Stated as a Question

The history points in one direction without settling it. A cautious temperament from infancy, hard separations at preschool drop-off, sleeping near his parents until 4, and a new pattern of school-morning stomachaches that began when his father's work took him away overnight together suggest a separation-related anxiety that has been present in milder form for years and intensified with the change at home. That is a question for the assessment to test, with collateral from his teacher and the child and parent anxiety screens, not a conclusion this history can reach on its own. The history's job is to put the evidence where the next step can use it.

Missing Records, Named in Place

Not obtained: prenatal and delivery hospital records; kindergarten through third-grade report cards; any prior school counseling notes. His father's account of early development was brief and not detailed. These gaps are recorded as gaps, not as uneventful years.

References

Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213-232. https://doi.org/10.1037/0033-2909.101.2.213

De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131(4), 483-509. https://doi.org/10.1037/0033-2909.131.4.483

Zubler, J. M., Wiggins, L. D., Macias, M. M., Whitaker, T. M., Shaw, J. S., Squires, J. K., Pajek, J. A., Wolf, R. B., Slaughter, K. S., Broughton, A. S., Gerndt, K. L., Mlodoch, B. J., & Lipkin, P. H. (2022). Evidence-informed milestones for developmental surveillance tools. Pediatrics, 149(3), Article e2021052138. https://doi.org/10.1542/peds.2021-052138

NRNP 6644 Week 2 instructions, in plain terms

Week 2 of NRNP 6644 commonly asks for a developmental history of a child or adolescent. You list sources, then document pregnancy and birth, milestones, temperament, medical history, school history and the young person's own account, attributing each item and stating how ages were established. Faculty grade attribution heavily, because reliability depends on who said what. Cite developmental references in APA 7. The history usually goes back to pregnancy. Missing information should be named in place rather than omitted. Use a composite child, or a practicum child with every identifier stripped. NRNP 6644 faculty want a source code beside every line and the method used to date each milestone. Name each record requested and whether it arrived.

Inside the NRNP 6644 Week 2 example

The write-up moves from before birth to last week and never leaves a claim unattributed. Pregnancy and delivery appear as the parent reported them, with a note where no record was available. Milestones carry an age and the way that age was established, whether from memory, a baby book or a pediatric record, since those three carry different weight. Temperament, feeding and sleep in the early years follow. Medical history takes in injuries, hospital contacts and anything affecting hearing or vision. School history runs grade by grade with attendance, supports already in place and what teachers wrote. Peer relationships and activities are recorded from the young person as well as from the household. Family structure appears with the changes it has been through and their dates. The composite family carries nothing that would identify one.

Reading the NRNP 6644 Week 2 rubric

The attribution column is where this week is won and lost. A history reading as one unbroken account gives the criteria no way to judge reliability, and the reasoning row suffers even when every fact inside it is right. Milestones given as ages with no basis cost the same point more quietly. Blank periods score as gaps in the interview rather than as uneventful years, so a line recording that no records were obtainable earns what white space cannot. Histories skipping school entirely lose a criterion of their own in this course, since the second setting is the whole point of the record. Family descriptions written in terms that would fit any household of that shape cost specificity, and markers read them as an outline that never got filled in.

NRNP 6644 Week 2 help from the desk

Developmental histories lose the most when they read as one unbroken story with no sources. Tag each line. Another common gap is giving milestone ages without saying whether they came from memory, a baby book or a record. State the basis. Writers also leave out the child's own view, though an 11-year-old can describe his mornings. Include it. Avoid interpreting the history as a diagnosis in this assignment. Name missing records where they matter. Keep ages and dates consistent with the case introduced in Week 1. Close with the question the history raises for the next visit. Writers also forget family history of anxiety or mood disorders, which belongs in a developmental history. Ask both parents.

Get a NRNP 6644 Week 2 example written to your instructions

Send the Week 2 prompt with any template your classroom supplies and the rubric beside it, and the desk writes the developmental record out in full, attributed line by line, under your own headings. The first custom sample is free and comes back inside 24-48 hours, built for the case your section set.

More NRNP 6644 papers and PMHNP samples

NRNP 6644 Week 2 questions, answered

Why does every line need a source?

Because the later weeks compare accounts, and a record that has already merged them cannot be compared. A milestone remembered by a parent, a grade written by a teacher and a memory offered by the patient are different kinds of evidence, and the reasoning criteria expect the difference to stay visible. The example keeps the source beside the item rather than in a closing paragraph.

How far back does the history go?

To pregnancy and delivery in the example, because prompts in this course usually ask for it and because the early record establishes the baseline everything after it is read against. How much detail each period needs depends on the presentation. What the criteria consistently look for is that no period is silently skipped and that thin sections say why they are thin.

Can I write it from a child I assessed?

The example does not, and neither does a sample written for you. The family in the file is assembled, given the structure a history needs and no features that would identify anyone. Assessments you complete on placement belong to the notes kept at that site. What carries across is the ordering, the attribution and the level of detail each period is given.

Where can I find a free NRNP 6644 Week 2 sample paper?

The 11-year-old's developmental history is reproduced here with coded sources, the basis for each milestone age, his own account and the missing records named.

Who are the sources in NRNP 6644 Week 2?

His mother, his father by phone, the boy alone and the pediatric record from birth, each listed with a code.