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NRS 125 > Adolescents and Older Adults (self perception/self concept; role-relationship) > Flashcards

Adolescents and Older Adults (self perception/self concept; role-relationship) Flashcards

1
Q

True or false.

Each adolescent grows in a predictable manor.

A

TRUE (arguably either)

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2
Q

True or false.

Adolescents may demonstrate more moody behaviour.

A

TRUE (due to limbic system developing prior to prefrontal loan)

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3
Q

What is Erikson’s definition of adolescents?

A

the period of transition between childhood and adulthood

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4
Q

What are the 3 sub phases of adolescents?

A 
Early adolescents (10 or 11-14)
Middle adolescents (14 or 15-17)
Late adolescent (17or18 - 20or21)
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5
Q

What are some characteristics of early adolescents(10-14)?

A
  • high physical growth
  • high conformity
  • need to fit in
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6
Q

What are some characteristics of middle adolescents (15-17)

A
  • abstract thinking
  • setting vocational goals
  • unique and invulnerable
  • focus on being accepted by the opposite sex
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7
Q

What are some characteristics of late adulthood(18-21)?

A
  • establishing personal identity
  • setting vocational work goals
  • more indépendant of parents
  • not as concerned with peer approval
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8
Q

What are the main developmental changes in adolescents?

A
  • GROWTH (physical growth maturation and puberty)
  • COGNITION (being abstract thinkers)
  • RELATIONSHIP WITH PARENTS (independence)
  • RELATIONSHIP WITH PEERS (seeks peer support thus standards set by peers)
  • SEXUALITY (exploration, plural relationships, dating, and intimacy)
  • PSYCHOLOGICAL HEALTH (mood swings, unstable emotions, withdrawal, anger management)
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9
Q

What is the purpose of developmental tasks in adolescents?

A

supporting building the foundation for productive adulthood

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10
Q

What are (6) adolescent developmental tasks?

A
  1. increased independence
  2. adjusting to sexual maturation
  3. establishing cooperative relationships with peers
  4. preparing for meaningful vocation
  5. establishing intimate relationship
  6. developing a core set of values and beliefs
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11
Q

What are some key ways to promote health in adolescents?

A
  • EDUCATION (seminars or group edu with parents and teens)

- ENGAGEMENT (youth adult partnership)

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12
Q

Nursing strategies when working with adolescents include?

A
  • emphasis on STRENGTHS not problems
  • do not avoid SENSITIVE ISSUES
  • use OPEN ENDED questions
  • try to RECOGNIZE MEANING behind words or actions
  • be ALERT TO CLUES of other emotional states
  • INVOLVE INDIVIDUAL and resources when necessary
  • NON-JUDGEMENTAL, RESPECTFUL AND HONEST
  • FLEXIBLE, TIMELY, ACCESSIBLE
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13
Q

The youth engagement models says positive youth development leads to…

A 
decreased 
  - substance abuse
  - depression
  - drop out rates
  - conflict with the law
increased
  - academic performance
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14
Q

What is adolescent PRACTICE RECOMMENDATION (1) ?

A
  • interaction is grounded in PRINCIPLES of RESPECT, CONFIDENTIALITY, TRUST and TRANSPARENCY
  • acknowledge STRENGTHS and POTENTIAL
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15
Q

What is adolescent PRACTICE RECOMMENDATION (2) ?

A
  • utilize a COMPREHENSIVE, COLLABORATIVE, MULTIFACETED PARTNERSHIP to promote a therapeutic relationship
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16
Q

What is adolescent PRACTICE RECOMMENDATION (3) ?

A

employ YOUTH ENGAGEMENT approaches to foster youth development

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17
Q

What is adolescent PRACTICE RECOMMENDATION (4) ?

A

apply principles of POSITIVE YOUTH DEVELOPMENT

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18
Q

What is adolescent PRACTICE RECOMMENDATION (5) ?

A

nurses practice is INFORMED by EVIDENCE BASED theoretical models

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19
Q

What is adolescent PRACTICE RECOMMENDATION (6) ?

A

nurses engage in the DESIGN, IMPLEMENTATION, and EVALUATION OF PROGRAMS for youth, will base decisions on evidence reflecting on the elements of effective program landing and design

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20
Q

What are all the adolescent PRACTICE RECOMMENDATIONS ?

A
    • interaction is grounded in PRINCIPLES of RESPECT, CONFIDENTIALITY, TRUST and TRANSPARENCY
      - acknowledge STRENGTHS and POTENTIAL
    • utilize a COMPREHENSIVE, COLLABORATIVE, MULTIFACETED PARTNERSHIP to promote a therapeutic relationship
  3. employ YOUTH ENGAGEMENT approaches to foster youth development
  4. apply principles of POSITIVE YOUTH DEVELOPMENT
  5. nurses practice is INFORMED by EVIDENCE BASED theoretical models
  6. nurses engage in the DESIGN, IMPLEMENTATION, and EVALUATION OF PROGRAMS for youth, will base decisions on evidence reflecting on the elements of effective program landing and design
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21
Q

True or False.

Older adults age in a unique way.

A

True

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22
Q

True or false.

Older adults have poor vision and hearing.

A

True for most

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23
Q

Although many older adults experience chronic conditions, only ___% describe their health to be ___ or ____.

A

23%

poor or fair

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24
Q

Although the process of learning for older adults may be impacted by loss of ____ and _____, older adults are _______ _______.

A
  • hearing and vision

- lifelong learners

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25
Q

What is ageism?

A

thinking that older adults are unattractive and worthless, and/or old fashioned

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26
Q

How many older adults report one or more chronic condition?

A

91%

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27
Q

The population of older adults has _____ since 1982.

A

doubled

28
Q

Life expectancy in 1991 was…

A

70.9 years

29
Q

Life expectancy in 2001 was…

A

79.9 years

30
Q

Life expectancy in 2005 was…

A

80.4

31
Q

What is the start of older adulthood

A

65 years of age

32
Q

What are the ave life expectancies for woman compared to men?

A

men 78

woman 82.7

33
Q

What are some developmental tasks of older adults?

A
  • adjusting to retirement or fixed income
  • adjusting to reduced health and physical strength
  • adjusting to death of a spouse etc
  • accepting self as an aging person
  • maintaining satisfactory living arrangements
  • redefining relationships with older children
  • finding ways to maintain quality of life
34
Q

What does DOH stand for?

A

determinants of health

35
Q

Nurses need to consider how much the decline associated with aging is related to aging versus other _____ of ______. Such as ______ ____, _____ _______, and individual health practices.

A
  • determinants of health
  • socioeconomic status
  • social support
36
Q

What are some factors that influence older adults?

A
  • physiological changes
  • functional changes
  • cognitive changed
  • psychological changes
37
Q

What are some PHYSICAL changes that affect older adults?

A
  • changes associated with normal aging may combine to increase the risk of illness and functional deterioration
  • grey hair, lined face, wrinkled hands, loss of sensation, skin changes, loss of hair, incontinence
  • use of devices: ostomy, prosthetic, dentures,etc
  • chronic or acute illness
38
Q

What are some FUNCTIONAL changes that affect older adults?

A
  • ADL’s essential for independence
39
Q

What might sudden changes in ability to perform ADL’s mean?

A

may INDICATE ACUTE ILLNESS (pneumonia, UTI, dehydration, electrolyte imbalance, delirium) or WORSENING CHRONIC ILLNESS ( heart disease, diabetes, arthritis)

40
Q

What are some abnormal COGNITIVE changes that affect older adults?

A

ABNORMAL cognitive changes;

  • confusion, disorientation, loss of language capability, inability to calculate, poor judgement, and DDD (delirium, dementia, depression)
  • normal to experience some changes in ability
41
Q

What are some PSYCHOSOCIAL changes that affect older adults?

A
  • changes in ROLE RELATIONShIP

- independence, finances, isolation/loneliness, sexuality, housing, death

42
Q

How can nurses promote physiological health in older adults?

A
  • individualized approach
  • consider beliefs
  • health maintenance programs
  • screening tests
  • recommend preventative measures (regular exercise, weight reduction, management of HTN, smoking cessation, immunization)
43
Q

When is physiological intervention more critical?

A
  • social isolation
  • cognitive impairment
  • stresses
44
Q

What are some intervention techniques ?

A
  • therapeutic communication
  • touch
  • cognitive stimulation
  • reminiscence
  • body image intervention
45
Q

How can nurses promote functional health in older adults?

A
  • promote understanding of age related changes

- assess changes in the way ADL’s are completed (watch for sudden changes)

46
Q

What are some nursing education strategies?

A
  • make sure client is ready to learn
  • sit facing the client
  • low voice tone
  • give client the time to respond
  • focus on one topic
  • ask for feedback
  • refer client to past experiences
  • evaluate if any memory deficit
47
Q

What is the goal of Gordon’s function health pattern?

A

Assessment:
- each pattern to determine the individuals knowledge of health promotion
- the individual’s ability to manate health promotion
- identifies the value the individual credits to health promotion
Purpose:
- leads to nursing diagnosis and effective care

48
Q

What is gordon’s functional pattern self-perception and self-concept?

A

Individual attitude about self:

  • self, self ability
  • body image, identity
  • general sense of worth and emotional patterns
49
Q

What is gordon’s functional pattern role-relationship?

A

clients perception of major role and responsibilities in current life situation

50
Q

What is self concept?

A

how one THINKS about oneself

51
Q

What are the three components of self concept?

A
  1. identity
  2. body image
  3. role performance
52
Q

What is identity?

A
  • being unique
  • separate and district form others
  • learn identity from self observation and what individual is told about themselves
  • must learn to ingrate learned behaviours and social expectations in a unique way
  • identity is expressed in relationships
  • includes sexuality, gender, marital status
  • culture identity, moral, peers, race, health
53
Q

What is body image?

A
  • involves attitudes r/t body (structure, function, appearance)
  • feelings and mental image about body image r/t sexuality, femininity, masculinity, youthfulness, health and vitality
  • some are distorted
  • most experience some dissatisfaction
  • affected by cognitive growth and normal development
54
Q

What is role performance?

A
  • way individual perceives their ability to carry out significant roles
  • role behaviour develop through socialization
  • role involve socialisation to expectations or standards of behaviour
  • roles are learned behaviours approved by society
  • people have many roles
  • must learn to distinguish btw realistic and idea role expectations
55
Q

Self concepts involve how a person perceives and evaluates themselves in what areas?

A
  • vocational preformance
  • intelectual performance
  • personal performance
  • sexual attractiveness
  • how liked they are
  • independent/dependant
  • talents
56
Q

What is self esteem?

A
  • how one feels about oneself
  • how you evaluate oneself
  • overall sense of self worth
  • affected by family support and income
  • safe environments
57
Q

What is questions r/t self perception & self concept?

A
  • how would the person describe themselves?
  • what does the person like about themselves?
  • does the person perceive self as being well accepted by others?
  • Is there anything unusual about the person’s appearance?
  • is the person able to express feelings to others?
58
Q

What are some observable clues to assessing self-perception?

A
  • identify confusion, altered body image
  • eye contat, posture, appearance, mumbling
  • foot shuffling, facial tension, body position
  • willingness to express views and feelings
59
Q

What does the nurse assess r/t self perception?

A
  • descriptions of self
  • physical appearance
  • effect of illness, major life accomplishments and changes
60
Q

What behaviours suggest altered self concept?

A
  • eye avoidance
  • slumped posture
  • unkept appearance
  • being overly apologetic
  • hesitant in speech
  • being overly critical
  • frequent or inappropriate crying
  • negative self evaluation
  • being excessively dependant
  • hesitancy to express views and opinions
  • lack of interest in what is happening
  • passive attitude
  • difficulty in making decisions
61
Q

How do nurses assess role relationship?

A
  • assess clients perception of key relationships

- assess observation of interactions with others

62
Q

What are some questions to consider r/t role relationship?

A
  • how does the person describe her/his various roles in life?
  • how well does the person feel (s)he is fulfilling these roles?
  • which relationships are the most important to the person at present?
  • is there person going through any significant changes in role relationship? what are they?
63
Q

What CHANGES in self-perception and role relationship occur DURING ADOLESCENTS?

A
  • cognitive growth and physical development
  • puberty&hormonal changes;early/delayed
  • cultural&societal attitudes
  • appearance; very self conscious, preoccupied with body changes
  • strong need for peer acceptance
  • self centred, idealistic, invincible
  • increased time with friends
  • high amounts of suicide, mental health issues
  • low self esteem linked with risk behaviours
64
Q

What CHANGES in self-perception and role relationship occur as an OLDER ADULT?

A
  • Physical and functional, cognitive changes
  • psychosocial changes
  • culture
  • environment
  • lifestyle factors
  • heredity
65
Q

Nursing strategies to promote healthy self concepts in older adults and adolescents.

A
  • active listening
  • effective communication
  • identify and encourage identification of untrue self beliefs and pattern of negative self talk
  • reinforce personal strengths
  • assist in changing negative perceptions of self and performance
  • encourage participation in planning own care
  • encourage them to participate actives in which they are successful in
66
Q

What are some nursing strategies for older adults?

A
  • reminiscence
  • positive spin on aging
  • help maintain appearance
  • encourage part-time work in less stressful jobs
  • encourage connection with memories
  • encourage music, art, storytelling, quilting
  • provide info on social support
67
Q

What are some nursing strategies for adolescents?

A
  • encourage increasing level of responsibility
  • encourage discussion about issues they are concerned about
  • show appreciation
  • ask their opinions
  • practice youth engagement strategies
  • assist them in developing realistic goals
  • encourage volunteer work

NRS 125 (6 decks)

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