Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

NCLEX Saunders > Growth & Development > Flashcards

Growth & Development Flashcards

You may prefer our related Brainscape-certified flashcards:
NCLEX-RN® flashcards NCLEX-PN® flashcards
1
Q

psychosocial development

A

Erik Erikson
TAIIIIGI
trust vs mistrust HOPE
autonomy vs shame&doubt WILL
intitiative vs guilt PURPOSE
industry vs inferiority COMPETENCY
identity vs confusion FIDELITY
intimacy vs isolation LOVE
generativity vs stagnation CARE
integrity vs despair WISDOM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

cognitive development
assimilation vs accommodation

A

jean piaget

sensorimotor
preoperational
concrete operational
formal operational

assimilation: relate new to whats already known
accommodation: change schema to add new

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

moral development

A

Lawrence Kohlberg

Level 1 Preconventional
Stage 0 Egocentric Judgment
Stage 1 Punishment Obedience
Stage 2 Instrumental Relativist

Level 2 Conventional
Stage 3 Good Boy or Nice Girl
Stage 4 Law & Order

Level 3 Postconventional
Stage 5 Social Contract & Legalistic
Stage 6 Universal Ethical Principles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

psychosexual development

A

Sigmund Freud

Oral
Anal (toilet training)
Phallic (oedipus & electra complex)
Latency
Genital

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

agencies of mind

A

Sigmund Freud

Id : pleasure principle
Ego : reality principle
Superego : conscience & ego, parents & society

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

level of awareness

A

Sigmund Freud

unconscious
preconscious (subconscious)
conscious

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Separation Anxiety

A

protest
despair
detachment (not a sign of contentment but result of prolonged separation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

loss of control

A

regression
change of behaviors: toiletting, sleeping, feeding, playing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

interventions for hospitalized infants&toddlers

A

Infant
-provide,cuddles & touch, pacificier for npo

Toddler
-provide choices, allow mobility & expression of protest
-approach w/ positive attitude
-provide familiar & comforting object
-accept regression w/o ridicule
-play therapy
-anticipate temper tantrums and acting out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

interventions of hospitalized preschool

A

-Allow to express anger
-Acknowledge fears and anxieties. -Accept regressive behavior -Encourage rooming-in or leaving a favorite toy
-Allow mobility and provide play and diversional activities
-Place with other children of the same age if possible
-Encourage to be independent
-Explain procedures simply, on the preschooler’s level
-Avoid intrusive procedures when possible
-Allow the wearing of underpants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

interventions of hospitalized school age

A

-encourage rooming-in
-Focus on abilities and needs
-be involved with his or her own care. -Accept regression but encourage independence
-Provide choices
-Allow expression of feelings verbally and nonverbally
-Acknowledge fears and concerns and allow for discussion
-Explain all procedures, using body diagrams or outlines
-Provide privacy
-Allow to wear underpants
-Encourage to contact friends
-Provide for educational needs
-Use appropriate interventions to relieve pain.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

interventions of hospitalized adolescent

A

-Encourage questions about appearance and effects of the illness on the future
-Encourage to wear their own clothes an carry out normal grooming activities
-Allow favorite foods to be brought into the hospital if possible
-Provide privacy
-Use body diagrams to prepare for procedures
-Introduce them to other adolescents in the nursing unit if appropriate and possible
-Encourage maintaining contact with peer groups
-Provide for educational needs
-Help develop positive coping mechanisms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

car safety seat

A

infants
rear facing convertible
1yo
front facing convertible
8 to 12 yo
belt-positioning booster seat
12yo above
seatbelt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

kyphosis

A

convexity in the spine curvature/dowagers hump

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

low pitched voice

A

better for presbycusis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

family meetings to make decisions of end of life care
avoid contact w/ the dying

A

native americans

17
Q

-family makes decisions and may request to withhold the diagnosis or prognosis from the client. -Extended-family members often are involved in end-of-life care
-Several family members may be at the dying client’s bedside
-Vocal expression of grief and mourning is acceptable and expected. -Members may refuse procedures that alter the body, such as autopsy. -Dying at home may be considered bad luck

A

hispanic & latini

18
Q

-Family members usually make decisions about care and often do not tell the client the diagnosis or prognosis.
-Dying at home may be considered bad luck
-Organ donation may not be allowed

A

asian american

19
Q

-Members discuss issues with the spouse or older family member
-elders held in high respect
-Open displays of emotion are common and accepted
-Many prefer to die at home

A

african american

20
Q

-A shrine to Buddha in the client’s room
-Time for meditation at the shrine is important and should be respected. -refuse medications that may alter their awareness (e.g., opioids)
-After death, a monk may recite prayers for 1 hour (need not be done in the presence of the body). -Buddhists in the United States encourage organ donation and consider it an act of mercy.

A

buddhism

21
Q

-tying a thread around the neck or wrist of the dying person, sprinkling the person with special water, and placing a leaf of basil on the person’s tongue
-After death, the sacred threads are not removed, and the body is not washed
-Some prefer cremation and desire to cast the ashes in a holy river

A

hinduism

22
Q

-A client on life support should remain so until death
-A dying person should not be left alone (a rabbi’s presence is desired)
-Autopsy and cremation are usually not allowed
-oppose prolonging life after irreversible brain damage.

A

judaism

23
Q

-Second-degree male relatives such as cousins or uncles should be the contact people and determine whether the client or family should be given information about the client
-choose to face Mecca (west or southwest in the United States)
-head should be elevated above the body
-Discussions about death usually are not welcomed
-Stopping medical treatment is against the will of Allah (Arabic word for God)
-Grief may be expressed through slapping or hitting the body
-If possible, only a same-sex Muslim should handle the body after death; if not possible, non-Muslims should wear gloves so as not to touch the body

A

islam

24
Q

-not allowed to receive a blood transfusion
-believe that the soul cannot live after the body has died.

A

jehova’s witness

25
Q

-No last rites are provided
-Prayers are given to offer comfort and support

A

protestants

26
Q

A sacrament may be administered if the client requests it

A

mormons
Church of Jesus Christ of Latter-day Saints

27
Q

-A priest anoints the sick
-Other sacraments before death include reconciliation and Holy Communion

A

catholics & orthodox

28
Q

-Funerals are conducted in the home without a eulogy, flower decorations, or any other display
-caskets are plain and simple, without adornment
-At death, a woman is usually buried in her bridal dress
-One is believed to live on after death, with either eternal reward in heaven or punishment in hell
-permit organ donation with the exception of heart transplants (the heart is the soul of the body)

A

amish

NCLEX Saunders (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions