322 MIDTERM Flashcards
Primary Prevention
GOAL: to prevent diseases from occurring
● These activities are implemented while individuals are healthy and have not yet developed disease
○ Interventions that promote health and prevent disease
○ Aimed at individuals who are susceptible but have no discernible disease/pathology
● No one is sick
What are some examples of primary prevention?
● Healthy eating ● Exercise ● Clean water ● Immunizations ● Adequate sleep ● Bike helmet use ● Education programs ● Safe sexual practices
Secondary prevention
GOAL: to detect disease in its early stages
● These activities are aimed at:
○ Detection of disease in the early stages before clinical signs appear
○ Reversing or reducing the severity of disease or providing a cure
● The goal is to either reverse the process (cure) or reduce the severity of the disease
What are some examples of secondary prevention?
EXAMPLES OF SECONDARY PREVENTION ● Vision and hearing screenings ● Blood pressure screenings ● Pap smears ● Testing cholesterol ● Immunoglobulins ○ Immunizations are primary prevention ● Using antibiotics for an infectious disease ● Surgery where complete recovery is expected ● Screening for drug use REMEMBER: WE ARE LOOKING FOR DISEASE!!!
What is tertiary prevention
GOAL: to improve the course of the disease, reduce disability, or rehabilitate
● Activities are directed towards people with clinically apparent disease
● The expectation is that these individuals will NOT return to their pre-illness level of functioning
● We are trying to limit the amount of diseases or disability a person experiences
What are some examples of tertiary prevention?
EXAMPLES OF TERTIARY PREVENTION ● Physical therapy ● Speech therapy ● Insulin therapy for a diabetic ● End of life care ● Support groups
Trust vs. Mistrust
-occurs during infancy (0-18 months)
o If the care the infant receives is consistent, predictable and reliable, a sense of trust develops which is transferrable to other relationships, allowing a sense of security when feeling threatened
-If needs are met in a timely manner –> trust
-If their needs aren’t met –> mistrust & will become apathetic
o A sense of hope develops from successful completion of this stage
Sensorimotor Stage
o Intelligence demonstrated through motor activity
o Knowing the world is based on physical experience
o Object permanence, memory, and causality begin to develop around 7 months
May experience separation anxiety due to object permanence
• If something or someone is not there they don’t exist
• Object permeance- when kids know that objects continue to exist even though they can no longer be seen or heard
Cannot recognize different people
Object premanence
the understanding that objects continue to exist even when they are not seen
What age group is not applicable with Kohlberg’s stage?
infancy
Autonomy vs. shame and doubt
o Skills and abilities emerge that illustrate the child’s growing sense of independence and autonomy
If children are encouraged and supported in their increased independence become more confident and secure in their own ability to survive in the world
If children are criticized, overly controlled, or not given the opportunity to assert themselves begin to feel inadequate, become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities
What age does autonomy vs shame and doubt occur?
18-36 months in the toddler age
Pre-conventional/obedience and punishment
an action is wrong if one gets punished for it
o Sense of morals is externally motivated
What age does the pre-conventional/obedience and punishment occur?
up till age 9 but is first seen in the toddler stage
Preoperational (Piaget)
o Children think in images and symbols
What age does the preoperational stage occur
spans 2-7 years
Symbolic play
imaginary friends or social play with roles assigned
egocentricism
unware that other viewpoints exist
“I like Sesame Street, so daddy must like Sesame Street too
Animism
inanimate objects are capable of actions and have lifelike qualities
ex) stars twinkle in the sky because they are happy
Artificialism
the belief that environmental characteristics are attributed to human actions or interventions
ex) thunder is angels blowing
Transductive reasoning
does not understand cause and effect
Reasons from specific to specific, drawing a relationship between separate events that are unrelated
• If the child wishes someone harm, and then something bad happens, the child believes they caused the event
initiative vs. Guilt
o Child regularly interacts with other children
o Play is pivotal
Plan activities, make up games, and initiate activities with others
o Children develop a sense of initiative and feel secure in their ability to lead others and make decisions
o Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt
What is the most important concept in initiative vs. guilt
play is pivotal
When does initiative vs guilt occur?
Preschoolers (3-5 years old)
Pre-conventional stage
o Avoids punishment, and has self-interest orientation (self-centered)
o Decisions based on pleasing others and avoiding punishment
Sense of right and wrong is externally motivated by what they think others want from them
Industry vs. Inferiority
o Success leads to a sense of competence
-Expanding relationships outside the nuclear family
-Peer groups become important
-Important event is school
Learning to cope with academic and social challenges
• May be excluded from a peer group or sit alone at lunch
o Gaining awareness of their uniqueness
o Success industry; Failure inferiority
Concrete operational stage
o Ability to understand conservation
-Can manipulate objects but cannot conceptualize by themselves
o Intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects
o Thinking is less ego-centric, and operational (mental actions reversible)
What stage can children understand conservation?
Concrete operational stage
What age are kids in both the preconventional stage AND conventional stage
School age (ages 6-12 years old)
Identity vs Role Confusion
o Learns roles that will be adopted as an adult.
o Self-identity develops
o Body image extremely important – higher suicide rates
Formal Operational Stage
o Intelligence is demonstrated through the logical use of symbols related to abstract concepts
o Thinking may be ego-centric in early adolescence due to increased independent thinking
Can project their insecurities onto other people
Conventional Stage
o Behavior is guided by approval or disapproval from social norms, rules, and expectations
o Recognizes the importance of obeying laws and social conventions
o Violating a law is morally wrong
Moral development of this group may be what they have for the rest of their lives
What are the three public core functions?
1) Assessment
2) Policy Development
3) Assurance
What is assessment as the public health core function?
Systematic data collection on the population
- Important to have infrastructure on where to put the data you’re collecting
Monitor the population’s health status to identify existing or potential health problems
- Example: COVID tracing data collection
What is policy development?
- Inform, educate, and empower people regarding health issues
- Develop and support local, state, national and international legislation that support and promote the health and well-being of the population
- Use a scientific knowledge base to make policy decisions
- Mobilize partnerships b/w nursing and many other disciplines
What is assurance?
- Make sure that essential community oriented health services are available
- Enforce laws and regulations that protect health of population and ensure safety
- Link health services with people
Teaching methods for school-age
o Lecture o Discussion o Role modeling o Role playing o Demonstration/return demonstration
Teaching strategies for school age
- assess the child’s learning styles
- watch for non-verbal feedback-allow questions
- play and group work
- needs concrete, step-by-step info
Goal for school age child (harm)
will remain injury-free
learning needs for school age
Needs opportunity to make decisions and take responsibility
· Variable rates of physical growth
· Cause and effect (ex. smoking increases risk of cancer)
· Safety, nutrition, sleep, & exercise
Learning needs and readiness for adolescents
Needs opportunity to make decisions and take responsibility
· Variable rates of physical growth
· Safety, Sexuality, Nutrition, and Sleep, & Exercise
· Mental health
Teaching strategies for adolescents
Assess child’s learning styles and strengths
· Provide for shared decision-making
· One-on-one for privacy
· Work with peers and social groups
· Use respect, avoid confrontation and condescending.
· Role-play and gaming
· Provide rationales
Goal for adolescents
alcohol use will decrease in the adolescent population
Objectives for adolescents
adolescents will discuss the effect of alcohol on the developing brain
Teaching strategies for infants
Instruction through parent and caregiver
· Play and manipulation of objects
· Repetition and imitation
· Allow for variety due to short attention span
Learning needs/readiness in Infants
Feeding and nutrition · Sleep routine · Mobility · Safety · Hygiene and Immunizations
Goal of the infant
development of trust
Teaching methods for infants (their caregivers)
One-to-one Discussion
o Demonstration/return demonstration
§ Teach back method
o Role-playing
Objectives for caregiver for infants
o The caregiver will attend to the infant’s cry within 10 minutes
o The caregiver will demonstrate the correct way to feed an infant
o The caregiver will state three ways trust can be established with the infant
o The caregiver will demonstrate proper diapering technique
