322 midterm

Question 1

population-aggregate

Answer 1

a collection of people who share one or more personal or environmental characteristics that are LOOSELY associated with one another

Question 2

example of a population-aggregate

Answer 2

*** may have similar disease process or live in the same area
EXAMPLE: all the children in broome county who have type 1 DM

Question 3

community

Answer 3

a collection of people who interact with one another and whose COMMON INTERESTS form a basis for a sense of unity or belonging

Question 4

example of community

Answer 4

people who participate in a support group for people with type 1 DM

Question 5

what are the three public health core functions

Answer 5

assessment
policy development
assurance

Question 6

assessment

Answer 6

-systematic data collection on the population
important to have -infrastructure on where to put the data you’re collecting
- monitor the populations health status to identify existing or potential health problems

Question 7

example of assessment

Answer 7

covid tracing data collection

Question 8

policy development

Answer 8

• 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 scientific knowledge base to make policy decisions
• mobilize partnerships b/w nursing and many other disciplines

Question 9

assurance

Answer 9

• 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

Question 10

trust vs mistrust stage age

Answer 10

0-18 months INFANCY

Question 11

autonomy vs shame and doubt age

Answer 11

18-36 months

TODDLER

Question 12

initiation vs guilt age

Answer 12

3-5 years old

PRESCHOOLER

Question 13

industry vs inferiority age

Answer 13

ages 6-12

SCHOOLAGE

Question 14

Identity vs role confusion age

Answer 14

12-18

ADOLESCENCE

Question 15

trust vs mistrust stage

Answer 15

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

Question 16

initiative vs guilt

Answer 16

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

Question 17

industry vs inferiority

Answer 17

Success leads to a sense of competence
§ Expanding relationships outside the nuclear family
§ Peer groups become important
o 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

Question 18

identity vs role confusion

Answer 18

Learns roles that will be adopted as an adult.
o Self-identity develops
o Body image extremely important – higher suicide rates

Question 19

sensori-motor stage age

Answer 19

0-24 months

INFANT

Question 20

preoperational stage age

Answer 20

2-7 years

TODDLER AND PRESCHOOLER

Question 21

concrete operational stage age

Answer 21

SCHOOL AGE

Question 22

formal operational stage age

Answer 22

ADOLESCENCE

Question 23

sensori-motor stage

Answer 23

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

Question 24

preoperational stage

Answer 24

Children think in images and symbols
o Symbolic play: imaginary friends or social play with roles assigned
o Egocentrism: unaware that other viewpoints exist
§ “I like Sesame Street, so Daddy must like Sesame Street, too”
o Animism: inanimate objects are capable of actions and have lifelike qualities
§ Example: Stars twinkle in the sky because they are happy
o Artificialism: the belief that environmental characteristics are attributed to human actions or interventions
§ Example: Thunder is angels bowling
o 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

Question 25

concrete operational stage

Answer 25

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)

Question 26

formal operational stage

Answer 26

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

Question 27

pre-conventional morality age

Answer 27

up to age 9

Question 28

conventional morality age

Answer 28

adolescents and adults

Question 29

post-conventional morality age

Answer 29

only about 10% of adults reach this stage

Question 30

pre-conventional morality

Answer 30

Stage 1: Obedience and Punishment Orientation
The child/individual is good in order to avoid being punished
If a person is punished, they must have done wrong
o Stage 2: Individualism and Exchange
At this stage, children recognize that there is not just one right view that is handed down by the authorities
- Different individuals have different viewpoints

Question 31

conventional morality

Answer 31

Stage 3: Good Interpersonal Relationships
- Child/individual is good in order to be seen as a good person by others
- Therefore, answers relate to the approval of others
o Stage 4: Maintaining the Social Order
- The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt

Question 32

post-conventional morality

Answer 32

Stage 5: Social Contract and Individual Rights
- The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals
- Issues are not always clear cut
o Stage 6: Universal Principles
People at this stage have developed their own set of moral guidelines which may or may not fit the law
The principles apply to everyone.

Question 33

behaviorist learning theory

Answer 33

Stimulus-response model of learning
Behavior is either rewarded or punished
Behavior is externally motivated
Changing the reward or punishment after the learner’s response can also modify the learner
Learner is considered passive
Altering the stimulus can modify the learner’s attitudes and responses

Question 34

behaviorist learning theory example

Answer 34

Ex. Potty training a toddler using M&MS; behavior could be rewarded by M&M if they use the potty
Ex. Timeout for being disrespectful- child would want to avoid the timeout (punishment) so they change their behavior
Ex. As a student, you have fear/anxiety before taking first quiz. That is the stimulus providing the feat/anxiety. You get success on first quiz and it altered your attitude on future quizzes, now you have less anxiety about future quizzes.

Question 35

cognitive learning theory

Answer 35

Emphasizes changing the individual’s cognition: perceptions, thoughts, memory, and ways of processing and structuring information
The individual interprets new information based on what is already known and then reorganizes the information into new sights and understanding
Learner directs and is actively engaged in the process
Reward is not necessary for learning
The learner’s goals and expectations for learning create a disequilibrium which motivates the learner to act
Past experiences, perceptions, ways of incorporating and thinking about information, expectations and social influences affect learning
Piaget is a notable cognitive learning theorist

Question 36

cognitive learning theory examples

Answer 36

Ex. Nursing student preparing for first peds rotation, they are nervous but maybe babysat in past and they think back to this & it helps them to incorporate the new information into being peds nurse… it is built through the lens of your past experiences
CONCEPT SCAFFOLDING- Building on past experiences