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d-health promotion(former alteration) > Exam 5- > Flashcards

Exam 5- Flashcards

1
Q

Family dynamic

need to understand

A

Family dynamic is always constantly changing- especially recently with blended/divorced families.

Need to understand different types of families so that we can address specific needs of each family

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2
Q

Definition of the family

A

a householder and one or more other people living in the same household who are related by birth, marriage, or adoption

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3
Q

Alleneder definition

A

Two or more people who live in the same household, share a common emotional bond, and perform certain interrelated social tasks.”

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4
Q

family centered nursing considers

A

Family centered nursing considers the health of the family as a unit and its individual members.

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5
Q

Family of orientation-what is

ex

__family>

A

family you are born into ((Ex . Yourself, Siblings, parents)- original family you were assigned at birth

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6
Q

Family of procreation-what is

example

family >

A

family that one establishes

( you and your spouse/ children)-

family created when you move out and create on own

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7
Q

Childfree or childless-

family types

A

no children, couple together

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8
Q

Cohabitating

family types

A
  • unmarried maybe/maybe not children
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9
Q

Nuclear/Binuclear

family types

A
  • 2 parents with biological children

Bi nuclear is family in divorce that has to share 2 households

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10
Q

Extended (multigenerational)- extended family-

prevalent in

family types

A

grandparents, aunt/uncle, cousins all living under same roof

  • prevalent in Hispanic
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11
Q

Single-parent-

due to

family types

A

one parent

due to divorce, widowed, singular parent deciding to adopt,

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12
Q

Blended

family types

A

-remarriage, two families joined together by parents marriage

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13
Q

Foster
what is it
where go
goal
foster family is

family types

A

-children removed from home dt unfortunate circumstances

-placed in a new home

the goal is to return home when the issue keeping parents from children is resolved-

foster family is for reconciliation of the family

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14
Q

LGBT

same

family types

A

-lesbian, gay, bisexual, trans couples that live together –

same structure as nuclear family except 2moms or 2 dads

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15
Q

Adoptive-

family types

A

family who adopts children from outside their family

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16
Q

stage 1 is M
goal

Family development stages

A

marriage-

goal is to establish a healthy relationship

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17
Q

stage 2 is early
goal

Family development stages

A

-early childbearing family

  • goal is to integrate new child and to make financial/social adjustments
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18
Q

stage 3 is pre
goal

Family development stages

A

-preschool age child family -

prevent unwanted injuries and begin socialization

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19
Q

stage 4 is school
goal

Family development stages

A

-school aged child family

-encourage school, socialization, health( immunizations, dental, check ups), safety rt home/automobiles

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20
Q

stage 5 is adolescent
goal

Family development stages

A

adolescent child family(13-20)

allow freedom and prepare for life on own

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21
Q

stage 6 is late adolescent
goal

Family development stages

A

late adolescent family-

be support people, encourage independent thinking

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22
Q

stage 7 is middle
goal

Family development stages

A

middle aged parents-

adjust to empty nest, prepare for retirement

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23
Q

stage 8 is retirement
goal

Family development stages

A

retirement/older,

maintain health and participate in activities to keep active and enjoy life

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24
Q

why are you assessing these family components

Name, age, gender and family relationship of all people residing in the household-

Family type, structure, values-

Culture and religious affiliation

Support systems network
Communication patterns, language barriers

Environmental data-

A

Name, age, gender and family relationship of all people residing in the household- Evaluating how supporting the family is when time of crisis occurs and how well relationship they have with each other-might need consent for healthcare if minor and to prevent hippa

Family type, structure, values- may look at function of the family and roles of each person in family

Culture and religious affiliation-evaluate if there is any

Support systems network
Communication patterns, language barriers

Environmental data- water pollution, air pollution, household safety

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25
Q

Family health evaluation

why doing these

A

These are questions to evaluate if they need further evaluation for healthcare that they would be able to adequately fulfill those needs- if not, resources are available in hospital to help them

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26
Q

Family health evaluation
questions

A

Does the family have adequate coping mechanisms?-subjective

Is the family able to problem solve?
Independently or with assistance?-looking for strengths, problems, relationships between members

Do they have access to healthcare?

Do they have adequate funds and or resources?- looking at income –per month, are they below poverty level,

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27
Q

Family assessment purpose

determine
clarify
identify
describe
remember

A

Determine level of family functioning

Clarify family interaction patterns

Identify family strengths and weaknesses

Describe the health status of the family and its members

Remember: Assess, diagnose, plan, intervene, evaluate

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28
Q

Genogram

helpful for

A

Helpful for health history and finding potential health problems

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29
Q

Family Function

boundaries-use

4 types

A

distinction between individuals in the family- families can establish flexible and appropriate boundaries between one another

clear
diffuse
rigid
disengaged

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30
Q

clear boundaries

A

considered to be adaptive/ healthy- firm but approachable, flexible and togetherness

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31
Q

diffuse boundaries

A

not clear whose in charge,

less supportive environment ,

members can be overinvolved with one another

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32
Q

rigid boundaries

A

-demand, adherence to the rules, strict, rules no matter what and may avoid each other ,

may not feel close to each other

, may not talk much little sense of loyalty feeling

isolating and cold environment to be in

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33
Q

Disengaged- boundaries

A

members lead separate and distinct lives,

no intimacy

, children have a hard time learning intimacy,

no bonding,

generally leaves home and falls apart

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34
Q

Healthy Communication in family

feel
ask

A

Feel safe being honest and open about feelings

Ask/discuss for what is needed

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35
Q

Natural hierarchy

healthy communication in family

A

parents are the leaders/children voice opinion- children should not be leading household

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36
Q

emotional support
want feelings
want members
want to find
love

healthy communication in family

A

-want feelings of safety,

want members to be concerned for each other and to resolve conflicts,

want to find healthy method to cope and get through problems

–love dominates family

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37
Q

socialization

healthy communication in family

A

learn through family how to socialize with other people

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38
Q

Manipulating-
never
will

Dysfunctional communication

A

never looking at things,

will try to coax way into something else by manipulating person into giving them what they want

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39
Q

Distracting
distract

Dysfunctional communication

A

-distract from what is really wrong

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40
Q

Generalizing-

Dysfunctional communication

A

general, not very specific situation

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41
Q

Blaming-

Dysfunctional communication

A

blaming each other and keeping focus off themselves

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42
Q

Placating

Dysfunctional communication

A

-taking blame to keep peace, even if they weren’t involved with situation

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43
Q

Culture is:
based on
and
integrated

A

Based on shared values and beliefs

Learned and dynamic

Integrated into life and uses symbols

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44
Q

Race-

A

share biologic similarities (i.e. genetic traits)

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45
Q

Ethnicity –

A

cultural group into which a person was born (i.e. Hmong, Jews, Irish Americans, etc..)

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46
Q

Cultural diversity and respect

what do
single story

A

Acknowledge and ask; don’t assume

don’t use a ‘single story’- ex is don’t assume everyone from north Milwaukee is criminal or everyone from east coast is snobby

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47
Q

Minority

A

–disadvantaged groups, hold less power/wealth

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48
Q

Stereotyping

A

-expecting person to act in characteristic way

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49
Q

Discrimination-

A

-treating people differently based on physical/cultural traits

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50
Q

Prejudice

A

-negative attitude towards members of a group

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51
Q

Acculturation-

Culture influence and change

A

loss of ethnic traditions because of disuse

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52
Q

Assimilation-

Culture influence and change

A

blend into general population or adopt values of dominant culture

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53
Q

Ethnocentrism-

Culture influence and change

A

belief that one culture is dominate over the other

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54
Q

Cultural awareness-

Culture influence and change

A

aware different cultures exist

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55
Q

Cultural competence-

Culture influence and change

A

respecting other cultures differnces/diversity

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56
Q

Cultural humility-

Culture influence and change

A

lifelong process of self reflection and self critiques that begins with an assessment of own culture

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57
Q

Norms

Culture influence and change

A

usual values of a group

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58
Q

Taboos
Culture influence and change

A

not acceptable in culture we live in, like murder

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59
Q

Family roles and structure

role
types of roles
who does them
why do nurses need to know

A

Role influenced by culture

Authority
Decision-maker
Nurturer/caretaker

Mom, dad, children, grandparents, etc..

Nurses must know which member to provide the teaching to.- some cultures may have that authortive person

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60
Q

Language and translation-
there’s
use

Culture and communication

A

there’s many barriers to language,

use translators and interpreters,

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61
Q

Non-verbal
3 things

Culture and communication

A

Eye contact- some cultures avoiding is respectful. Some are opposite

Touch-some are open to touch and others not

Space- some people like the bubble around them, some people are in intimate space and go right next to you

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62
Q

time orientation

Culture and communication

A

some people feel like being late is a sign of respect

, Americans like to be on time

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63
Q

Nutrition-
look at/make sure
not everyone

Culture and communication

A

look at menus and preferences to make sure to meet nutritional needs-

not everyone eats the same way and that is alright, as long as it doesn’t cause interactions

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64
Q

Pain

Culture and communication

A

-some cultures handle pain differently, like being loud

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65
Q

looking at
seeing if
balance and harmony

Health beliefs and practices

A

Looking at preferences,

seeing if preferences are hospital safe

, looking for balance and harmony between religious beliefs like prayers, and like if they can eat any specific foods

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66
Q

Complementary and Alternative Therapies

A

Homeopathy/Naturopathy

Chinese Medicine-

Mind-Based- Hypnosis, visualization, guided imagery

Chiropractic

Massage

Herbal

Therapeutic touch

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67
Q

Growth-
amount
changes in

principles of growth and development

A

amount of growing someone does,

all changes in ht, wt, bp, words they speak-

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68
Q

Development-
increase
development

Principles of Growth and Development

A

increase in capabilities of function-

development of skills-throw ball, stack blocks,

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69
Q

Milestones/major markers in development-

Principles of Growth and Development

A

if these aren’t met then questions are being asked on development

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70
Q

Cognitive development-

Principles of Growth and Development

A

ability to learn/understand from an experience, or acquire/ retain knowledge to respond to a new situation and solve problems

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71
Q

Cephalocaudal

Principles of Growth and Development

A
  • head down development
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72
Q

Proximodistal-

Principles of Growth and Development

A

outward development, first able to move trunk, then roll over and move arms,

outward development-inner to outer arms/legs

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73
Q

Factors influencing G & D

A

Genetics-large part -personality/health traits

Gender-influenced by male

Health

Intelligence

Environment

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74
Q

what about environment affect growth and development

A

SES,

parent-child relationship,

ordinal position (1st, middle),

health,

nutrition

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75
Q

4 categories of temperament

A

Easy

/intermediate/

difficult child

Slow to warm up child

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76
Q

9 characteristics temperament

A

Activity level

rhythmicity

Approach

Adaptability

Intensity of reaction

Distractibility

Attention span

Threshold of response

Mood quality

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77
Q

circle of influences on development

A

social class
nationality
race
ethnicity
religion
exceptionality
geographic region
gender

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78
Q

Continuous ongoing assessment of development

parent
proiver
helps
also

G & D Surveillance

A

Parent interview

Provider observations of child’s capabilities

Helps verify no neurologic conditions

Also that the home environment is stimulating and safe

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79
Q

G and d survellience

severral
administered

A

Several tools

Administered at 9, 18, 24 and 30 months

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80
Q

physical

Weight-4/6 months-1 yr-charting
Length-by 1st year

InfantBirth to 1 Year

A

weight- doubles in 4-6 months-triples by 1 year-charting on percentile chart

length increase 50% in 1st year

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81
Q

Infant-30 days-1year
Head circumference

chest circumference

A

Head Circumference: Brain 2/3 adult size by first year

Chest circumference: even w/ head circumference
4 - 12 mo

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82
Q

infant-30 years - 1 year

Vision
1month
2month
3 month

A

1 mo. - can see 18 inch.

2 mo. - Focus well, Follow moving objects

3 mo. - no eye crossing

83
Q

infant-30 days -1 year

Hearing
test by
3 months
10 months
12 months

A

Test by I mo.

3 mo. - turns head to locate sound

10 mo. - can recognize their name

12 mo. - can easily locate sounds

84
Q

infant 30 days -1 year
Smell
taste
Touch

A

smell: turn head away from bad odors

Taste: turn away when they do not enjoy taste or spit out

Touch: skin to skin comfortable, soft clothes diapers clean + dry

85
Q

Cognitive-

InfantBirth to 1 Year

3 months-explores/unaware
6months-releaises
10 months-perm
1 year-intentially

A

3- explores objects by youth to mouth- unaware of cause+effect

6- releizes cause+ effect

10-object permanence

1 year- intentionally cause new reaction - dropping object

86
Q

Play
1-2 months-watch/no
3-4months-handle
5-more
6months-transfer

InfantBirth to 1 Year

A

1-2 mo - watching objects /music-no holding objects

3-4 mo- handle blocks / rattles,

5 mo- more interest in toys

6months - transfer toys hand to hand

87
Q

play
8-toys w/
9-toys that
10-what games
12-putting

infant 30 days-1 yr

A

8 - toys w/ different texture

9 mo Toys that go inside each other
10mo - peck a boo, patty cake
12 mo- putting objects in things a take out

88
Q

Motor-playing
careful

InfantBirth to 1 Year

A
  • playing with toys helps stimulate development-

Be careful with suffocation, careful with plastic objects

89
Q

Milestones-
teach

InfantBirth to 1 Year

A

Teach parents to modify environment to promote development so babies are meeting milestones and making sure growth is not becoming stagnant when babies have the ability to keep developing.),

90
Q

Personality and Temperament-
eriksons
make sure

InfantBirth to 1 Year

A

eriksons trust vs mistrust /

/ make sure to anticipate needs for child/

91
Q

Communication-
common
may learn

InfantBirth to 1 Year

A

Common-Coos and cries , babbles and laughs,

may learn 1-2 words (mama/dada usually first

92
Q

Psychosocial Development

InfantBirth to 1 Year

A

Crying

Eye contact

Quieting

Sound imitation

Follows simple commands

Clings to parent

Demonstrates emotions

93
Q

Injury Prevention Infant
injury
challenges

InfantBirth to 1 Year

A

Supervision and increased mobility

Falls
Burns
MVAs & Car Seats
Drowning
Poisoning
Choking
Suffocation and SIDS
Strangulation

94
Q

INTRODUCTION OF NEW FOODS=
never

InfantBirth to 1 Year

A

introduce solid foods and rice cereal at 1 year.

NEVER introduce honey or milk before age 1

95
Q

IRON REQUIREMENTS

making sure
dont want

InfantBirth to 1 Year

A

making sure they are on formula or breast fed until age 1,

don’t want whole milk before then because you want iron and nutrients and want them to be able to digest the milk.

96
Q

WEANING
support
no shame
InfantBirth to 1 Year

A

-Support moms with breastfeeding,

no shame in formula if they decide to come off breastfeeding

97
Q

nursing care
car seat
smoking

InfantBirth to 1 Year

A

rear facing car seats for 2 years- recommended, at least 1 yr and 20 lbs and always in backseat.

smoking- do outside and change clothing after.

98
Q

Pain Scale -infants

infant pain=
___up to 6 weeks
__infants and young children
what helps

A

Infant Pain = cries

NIPS – up to 6 weeks after birth

FLACC – infants and young children

Sucrose

99
Q

ventricle suspension
1mo-lift
2mo-keep
3mo-lift

motor-infants 30 days - 1 year

A

1 mo-can lift head momentarily

2mo-can keep head even

3mo-can lift head and maintain

100
Q

prone position
1-turn
3-can
4-lift
5-rest
6-can
9-c
motor-infants 30 days - 1 year

A

1 -turn head side to side

3-can lift head shoulders off ground

4-lift chest up a turn side to side

5-rest weight on forearm

6-can lift upper abdomen and chest

9-creep

101
Q

sitting
2-hold
4-when
5-straighten
6-sit
7-sit
8sit
9-lean

motor-infants 30 days - 1 year

A

2-hold head steady

4-when pulled up can support head/neck on own

5-can straighten back

6 can sit momentarily w/out assistance

7- can sit alone w/ hands forward

8- can sit w/o assistance

9- can lean forward w/o loosing balance.

102
Q

standing

3-try
6-support
7-canb
10-canh
11-12-cruise

motor-infants 30 days - 1 year

A

3 - try to suppount wt. on feet

6- support full wt. on legs

7- can bounce when standing

10- can hold self up

11 - 12 cruse w/ furniture.

103
Q

fine motor
2-hold
4-ability
10-“” -grasp
12-remove/offer

motor-infants 30 days - 1 year

A

2- can hold objects a few min before dropping.

4-ability to bring thumbs + fore finger together.

10-. “pincher grip” can grasp small objects w/ thumb/forefinger

12- can remove socks and offer toys

104
Q

language development
2-dif
3-S+L
4-C/B/G
5simple
9-first
12-additional

motor-infants 30 days - 1 year

A

2-. can differentiate cries

3 squeal + laugh

4 -coo, babble, gurgle

5- simple vowel sounds

9-first words

12- 2 additional words

105
Q

Physical
wt
ht

toddler 1-3 years

A

Weight-5-6 lbs per year

Height- 5 inches per year

106
Q

Head Circumference- increases

chest circumference -by 2

toddler 1-3 years

A

head Increases 2cm

by 2 yrs of age chest circumference Should have grown greater the head

107
Q

Physical-sight
detect
distinguish

toddler 1-3 years
Sensory Abilities

A

detect colors, movement brightness

distinguish between Shapes numbers, and letters

108
Q

Physical-hearing
perceive

toddler 1-3 years
Sensory Abilities

A

perceive pitch, volume, rhythm, loud/soft sound

109
Q

Physical-smell
differentiate
when kids

toddler 1-3 years
Sensory Abilities

A

differentiate between good and bad smells

when kids smell for it activates sense of taste

110
Q

Physical-touch
perceive

toddler 1-3 years
Sensory Abilities

A

Perceive Sensations ->
temp.
Pressure,
Pain,
Viberations

111
Q

Physical-taste
taste
determine

toddler 1-3 years
Sensory Abilities

A

taste sweet, sour, bitter.and salty,

determine what they like

112
Q

toddler 1-3 years

learn
may have
may walk

A

Learn depth perception,

may have potbelly appearance to them,

may wobble when walk because they need wider stance to balance when learning how to walk

113
Q

Cognitive

little
problem
remember/what
unable to/so they

toddler 1-3 years

A

little Scientists - Intrest in discovering new results.

Problem Solving

remember action and Imitate later

unable to Change thoughts to fit a situation, so they learn to change the situation

114
Q

Play and Motor Abilities
like/but
no problem

toddler 1-3 years

A

-like to play, but may be parallel,

they have no problem with playing next to each other and not with each other without interacting.

115
Q

Milestones
learn how to-
hold
walk
im
feed
open
r/j

toddler 1-3 years

A
  • learn how to

holds a spoon
walks alone on stairs
stacks blocks
imitates
feed self
open door
run/jump

116
Q

Personality and Temperament -

personality
may
love

toddler 1-3 years

A

Personality starts to develop

may throw more temper tantrums because they cant express themselves the way they want to.

love independence

117
Q

Communication-
loves
words
will
behaviors

toddler 1-3 years

A

loves the word “no //

Words may be unintelligible but they understand it,

will begin talking a lot

ritualistic behaviors-everything is theirs

118
Q

Communication with Toddlers

allow
intructions
offer
approach

toddler 1-3 years

A

Allow expression

Short, clear instructions

Offer choices (when possible)-1-2 choices is plenty

Approach positively and slowly

119
Q

Communication with Toddlers

tell them
maintain
be/set
otc

A

Tell them what you are doing and name objects

Maintain a routine is key and consistnecy

Be honest with toddlers- set up rewards

OTC meds are weight based

120
Q

Self-concept
if lots
may be

what’s most beneficial fora toddler

Psychosocial Development-
toddler 1-3 years

A

-if lots of negativity and constant disapproval then they may be more fearful or not feel good enough

toddlers need routine the most

121
Q

Separation anxiety
can start

Psychosocial Development-
toddler 1-3 years

A
  • can start separation anxiety at 9months -2 years
122
Q

Regression-
might go
might revert

Psychosocial Development-
toddler 1-3 years

A

might go back if they feel ill or new sibling

-might revert back on potty training

123
Q

nurses role
teaching
know

Injury PreventionToddler
toddler 1-3 years

A

Teaching parents how to make the environment safe-

know where toddler is at all times to prevent any accidents

124
Q

types of injuries

make sure to keep

Injury PreventionToddler
toddler 1-3 years

A

Falls
Suffocation-small spaces, plastic
Poisoning
Electrical- outlets
Burns
Drowning
MVAs- running out in street

keep anything they can fit in their mouth out from hands

125
Q

meal
meeting
keep

LIFE CYCLE NUTRITIONAL VARIATIONS - Toddler

A

Meal Schedule-keep a schedule- consistency is key

Meeting nutritional needs and promoting positive interactions

keep introducing new foods

126
Q

Independence- –
dont
bottle
avoid
want
let them

LIFE CYCLE NUTRITIONAL VARIATIONS - Toddler

A

don’t drink as much milk,

bottle is gone by 1 yr,

avoid small foods,

want toddler to eat at table-

let them feed themselves and drink out of sippy glass themselves

127
Q

GI function-
start
plenty

LIFE CYCLE NUTRITIONAL VARIATIONS - Toddler

A

start to potty train at this point-

  • plenty of cues that child is ready for training, like not wanting diapers or being curios about toilet
128
Q

lack
can develop
__if in pain
pain scales

Pain Scale - Toddlers

A

Lack understanding of what causes pain- will still pull away from pain

Can develop Fear of painful situations

Withdrawal/aggression/disturbed sleep if they are in pain

FLACC or ‘none, some, a lot’, face scales- pain scales

129
Q

set

donttell

dont mix

toddlers-1-3-medication admin

A

Set rewards for toddlers after shots-stickers

dont tell kids candy is medicine

dont mix meds in anything

130
Q

Height and Weight
starts
becomes
definenty needs

Preschool3-6 Years

A
  • starts to slow and be steady,

become longer and thinner

definitely will need to go in for dental care bc they are losing baby teeth

131
Q

Vision
very
they can

Preschool3-6 Years

A
  • very refined hand eye coordination,

they can see things only form their view point because they don’t understand others

132
Q

Cognitive-

enter
questions
thinking called
focused+base
cant make

Preschool3-6 Years

A

enter 2nd phase called intuitional thought.

why questions

Show style of thinking caled centration

focused on object or person + base judgement off that.

can’t make mental substitutions-therefore alway right.

133
Q

Play and Motor Abilities-

3-self
4-can /constantly
5-can , throws

Preschool3-6 Years

A

3-undress self-run, alternate feet on stairs

4-can so simple buttons- constantly in motion

5-can lace shoes, throws overhand

134
Q

Personality and Temperament-
love
active

Preschool3-6 Years

A

love dramatic play and dress up at this age and imitation.

Active imagination, more nightmares

135
Q

Communication
lots
can have
talking
lots of
be careful
prefer

Preschool3-6 Years

A
  • lots of words they are trying to say,

can have complete sentences,

endless talking and

lots of “why” questions –

be careful of the way you talk to them, might take everything literally.

Prefer simple explanations

136
Q

Milestones-
going into
learning x3
Preschool3-6 Years

A

going into preschool.

, learning soaclization , alphabet, how to write name,

137
Q

Moral Development-
starting to
how to

Preschool3-6 Years

A

starting to understand difference between right and wrong

how to obey rules and avoiding punishment

138
Q

Spiritual Development

Preschool3-6 Years

A

don’t understand ritual part but enjoy the secunty of redigious Indidays

139
Q

Injury Prevention- Preschool

time of
include

A

Time of increasing independence-

include preschoolers in teaching

140
Q

Injury Prevention- Preschool
types of injury

A

MVAs

Pedestrian Accidents

Drowning

Burns

Needle stick or electrical injuries in hospitals

141
Q

meals
limit
milk-toddler/preschool

LIFE CYCLE NUTRITIONAL VARIATIONS - Preschooler

A

Three meals-

also limit usage of sweets because obesity is increased and for dental care

whole milk in toddler// 2 % at preschool

142
Q

Use of utensils-

LIFE CYCLE NUTRITIONAL VARIATIONS - Preschooler

A

should be feeding themselves

143
Q

Table manners-
get
should be
may be

LIFE CYCLE NUTRITIONAL VARIATIONS - Preschooler

A

get pickier,

should be introduced to more foods

-may be some growing pains in learning new foods

144
Q

Pain Scale - Preschooler
pain is
does not
often think
dont see
scales

A

Pain is a hurt

Does not relate pain to illness

Often think punishment or “someone else is responsible for the pain”

Don’t see future (why short-term pain will make them better – i.e. IV for fluids)

FACES; Oucher

145
Q

Physical-ht and wt

girls/boys

annual wt gain

inc in ht

by age 10

vision

School-Age Child6-12 Years

A
  • girls and boys are very similar at this age, girls will grow faster then boys

Average annual wt. Gain 3-5 lbs

Increase in Ht 1-2 inches

by Age 10Brain growth Complete

Adult vision level achieved

146
Q

Prepubertal changes-
males
9-11prepuberital
11-12-hair/glands-activate/increase

School-Age Child6-12 Years

A

9-11-prepubertial wt gain

11-12-hair on base of penis/sweat gland activated/sebacous gland increases

147
Q

Prepubertal changes-
females
9-11 -elevation, grow what, diameter
11-12-hair, ph, discharge, glands,dramatic

School-Age Child6-12 Years

A

9-11- elevation of papilla, breasts., areolar diameter enlarges

11-12- hair on labia//vagina, ph of vagina becomes acidic, vaginal discharge, sweat+sebacous glands, dramatic growth spurt

148
Q

Cognitive

thoughts
visualize

School-Age Child6-12 Years

A
  • concrete/ operational thoughts

reason through problems they can visualize

149
Q

Cognitive

Decentering
Accomodation

School-Age Child6-12 Years

A

Decentering-seeing from others view points

Accomodation-More than one reason for a person’s actions

150
Q

Cognitive

conservation
class inclusion

School-Age Child6-12 Years

A

C- Ability to a know that a change in shape, is not a change in Size

Class Inclusion- Ability to know one thing can belong to multi groups

151
Q

Play and Motor Abilities-

play
lots of
enforce
allow

School-Age Child6-12 Years

A

play cooperatively with others,

lots of active and physical play- sports/

enforce rules and consistency-

allow rules with independence

152
Q

gross motor development

coordination w/ movement

school age-6-12

A

coordination w/ movement- skipping, riding a bike. jumping rope,

153
Q

fine motor development

easily
better
easier
learn+apply

adolescents-6-12

A

early tie shoes

better manipulation w/ takes

read easier

learn+apply cursive

154
Q

Psychosocial Development

skils
behaviors
peers
self concept

School-Age Child6-12 Years

A

Skills-less dependent on family

Behavior- can tune parents out if they don’t want to hear what’s going on

Peers- start to develop peer relationships

Self-concept

155
Q

Moral Development

School-Age Child6-12 Years

A

learn why things are right/wrong

156
Q

emotional

build
sense of
eriksons

school aged children(6-twelve)

A

build trust and self respect

sense of autonomy

industry vs inferiority

157
Q

Injury PreventionSchool - Age

involved in
safety
guidance

A

Involved in play in unsupervised settings

Safety teaching needed in schools –

anticipatory guidance

158
Q

Injury PreventionSchool - Age

injury types

A

MVAs
Biking crashes-helmets
Firearms
Burns
Assault

159
Q

Breakfast and proteins-

LIFE CYCLE NUTRITIONAL VARIATIONS – School Age

A

increase protein to keep up with mental/physical growth

160
Q

Family meals-

LIFE CYCLE NUTRITIONAL VARIATIONS – School Age

A

important for socialization

161
Q

Obesity

LIFE CYCLE NUTRITIONAL VARIATIONS – School Age

A
  • addressing and showing what a balanced diet looks like, cutting out fast foods
162
Q

Pain Scale – School Age
understands
more
types of scales

A

Understands simple relationships between pain and disease

More complex understanding from 10-12 years

FACES; Oucher; Poker Chips, 0-10 Numeric scale; word-graphic rating scale

163
Q

when does puberty begin

and end

Adolescent12-18 Years

A

puberty occurs between 8-12 years old

ends around 16-20

164
Q

Puberty-males

grow
gain
ends

Adolescent12-18 Years

A

grow 4-12 inches

gain 13-65 lbs

ends at 18-20

165
Q

Puberty-females

grow-ht
gain-wt
ends-age

Adolescent12-18 Years

A

grow 2-8 inches

gain 15-55 lbs

ends at 16-17

166
Q

Lungs physical changes

Adolescent12-18 Years

A

lungs develop slower then the rest of body

can cause fatigue during physical activities

167
Q

Glandular changes

androgen

apocrine

require

Adolescent12-18 Years

A

androgen stimulates sebacous glands causing acne

apocrine sweat glands develop- increased sweat and odor

requiring more frequent bathing.

168
Q

Sexual maturation males

development of
testes
voice

Adolescent12-18 Years

A

development of facial, axillary, and pubic hair

testes begin producing sperm

voice changes occur

169
Q

Sexual maturation females

occurs/begins
development
inc in

A

ovulation occurs and menstruation begins

development of body hair

inc in breast growth

170
Q

Cognitive-

formal
complex
use/plan
questions/why

Adolescent12-18 Years

A

formal operational thought

complex problem solving

use reasoning and plan for future

questions morals/why things are wrong

171
Q

Activities-

Adolescent12-18 Years

A

starting to drive, more sports and clubs, not home as much

172
Q

Personality and Temperament
can be
can go

Adolescent12-18 Years

A
  • can be moody,

can go from pleasant to moody quick

173
Q

Communication-
about
ask
do not

Adolescent12-18 Years

A

about feelings/depression-

ask directly and be straight up-

do not beat around bush

174
Q

psychosocial
eriksons

learn
Adolescent12-18 Years

A

identity vs role confusion

learn who they are and kind of person they will be

175
Q

Milestones-
change from

Adolescent12-18 Years

A

Change from school-age activities to adult forms of recreation

music, social, media, sports

176
Q

Sexuality
peaks
may want
give

Adolescent12-18 Years

A

-peaks may happen and may want to explore

-give info on STD and birth control

177
Q

Nursing Application
provide
offer
allow
arrange

Adolescent12-18 Years

A

Provide written and verbal info

Offer private 1-1 discussion

Allow discussion/questions

Arrange discussion with peers- socialization is a big part of this age group

178
Q

Injury Prevention -Adolescent “
types of injury

A

No harm can come to me”

MVAs
Sporting injuries
Drowning
Suicide and Homicide
Risky Behavior
Sexual Exploration

179
Q

increased
snacks

LIFE CYCLE NUTRITIONAL VARIATIONS - Adolescent

A

Increased caloric requirements

Healthy snacks

180
Q

eating problems

LIFE CYCLE NUTRITIONAL VARIATIONS - Adolescent

A

Obesity

Anorexia nervosa

Bulimia

181
Q

Sports nutrition-

special considerations

A

increase hydration

increase calories

increase calcium + vit d

inc iron(women

inc protein and zinc

182
Q

Pain Scale - Adolescents

sophisticated
pain
relates
younger adoloesants scale

pain scale

A

Sophisticated understanding of causes of physical/mental pain

Qual and quan pain

Relates to others’ experiences of pain

FACES for younger adolescents

Numeric 0-10 scale, word-graphic scale

183
Q

Family and Children with Chronic Conditions

families need
increase for

A

Families need support to increase resources and coping behaviors-

have an increase need for resources and coping behaviors

184
Q

new family
assessment of

Family and Children with Chronic Conditions

A

New family roles and functions-how are they adjusting

Assessment of family’s readiness to provide adequate care

185
Q

resilient family
use of

Family and Children with Chronic Conditions

A

Resilient family characteristic- how well do they support one another

Use of outside resources- not a sign of weakness, may need some

186
Q

infant/tiddler/preschooler

issues
dont understand
fearful
continue
parents should

Effects of Illness/Hospitalization in Children

A

issues with separation anxiety

-Don’t understand cause/effect of being sick,

fearful of iv and draws,

continue routine,

parents should stay if they can

187
Q

School Age Child-
Adolescent-

allow
looking for
keep
making sure caring
make sure appropriate

Effects of Illness/Hospitalization in Children

A

allow peer visits,

looking for what’s appropriate for age, like board games –

keep simple, like items from home.

Make sure caring for them like they are being cared for at home, helps to reduce anxiety,

make sure terminology is appropriate

188
Q

Regression
erikson-all
may go

Defense Mechanisms in Children

A

Erikson –During illness, ALL people regress, not just children-

may go back to activities they did while younger

189
Q

Defense Mechanisms in Children

A

denial
repression
postponement
bargaining
rationalization
fantasy

190
Q

programs
rooming in
therpatic play

Strategies to Promote Coping During Hospitalization in Childhood

A

Childlife Programs

Rooming in-parents staying in-bringing toys and activities into room

Therapeutic play- pets will visit

191
Q

Parents-
change is
who has
may not
might

Effects of IllnessFamily Responses

A

the change is depending on how present they can be in hospital,

who has to work,

may not like to see child In pain,

might get frustrated,

192
Q

Siblings-
can get
may feel

Effects of IllnessFamily Responses

A

can get jealous,
may feel guilty and act out,

193
Q

Parents’ Role-
can
allow
use
give

Effects of IllnessPreparation for Hospitalization

A

can participate and watch care.

Allow kids to touch equipment

, use books, videos

, give clear instructions to keep them informed.

194
Q

gets used to building

Effects of IllnessPreparation for Hospitalization

A

Tours and Fairs around building to get them used to setting

195
Q

special untis
do what
examples

Effects of IllnessAdaptation to Hospitalization

A

keep parents as informed as possible

Emergency- parents may panic in these situations

ICU-can be very unfamiliar

Pre and Post-op Units

Short-Stay Units

Isolation

Rehabilitation

196
Q

Antigens and Antibodies

can be

A

Antigens crate antibodies,

can be passive or active,

197
Q

Passive iminuty

Transplacental immunity-

A

antibody is made in mom and gave to baby through placenta

198
Q

active immunity
given
if titer

A

given a weakened bacteria or they will acquire this, and body will make antibodies-chicken pox-

if titer is positive then they have immunity

199
Q

Types of Vaccines

A

Killed virus,

Toxoid,

Live virus,

Recombinant forms,

Conjugated forms

200
Q

planning and implementation of immunizations

teaching
a
federal guidelines

A

Parent Teaching

Advocacy

Federal guidelines
-Consent
-School
-Reactions

201
Q

Pain and Anxiety Reduction immunization

A

may split up if theres too many at one time

202
Q

When not to give immunizations

A

Anaphylaxis reaction

Allergies to components

Moderate or severe illness

203
Q

nursing management of immunizations

be
let
find
give

A

Be honest with child,

let parents know,

find any comforts/distractions,

give Tylenol / ibuprofen ,

204
Q

where to give immunizations in children

where to give immunizations in adults

cautions in who

A

Children under 5 should be given into vastus lateralis,

deltoid is common in adults,

cautions in neurological disorder or immunocompromised child.

d-health promotion(former alteration) (10 decks)

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