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nurs 2700 > health and healing > Flashcards

health and healing Flashcards

1
Q

Developmental task

A

a set of skills and competencies peculiar to each developmental stage that children must accomplish to master in order to deal effectively with their environment

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2
Q

Psychosexual development (Freud)

A
  • Id: unconscious mind, inborn component driven by instinct; pleasure seeking
  • Ego: conscious mind, reality principle
  • Superego: conscience, moral compass
  • Stages of psychosexual development
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3
Q

freud oral

A

Oral stage (birth to 1yr): during infancy, major source of pleasure associating with oral activities ex. Sucking, biting, chewing, vocalizing

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4
Q

freud anal

A

Anal stage (1 to 3yrs): interest centers around the anal region as sphincter muscles develop, and children are able to withhold or expel fecal material

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5
Q

phallic freud

A

Phallic stage (3 to 6yrs): genitalia become an interesting and sensitive area, child becomes aware or gender differences

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6
Q

latency frued

A

Latency (6 to 12 years): during the latency period, children elaborate on previously acquired traits and skills; vigorous activity and play

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7
Q

frued Genital stage

A

Genital stage (12 and older): puberty and maturation of reproductive system and production of sex hormones

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8
Q

Psychosocial development (Erikson) stage 1

A

Stage 1: trust vs. mistrust (birth to 1yr) - establishment of basic trust dominates first year of life and describes all of the child’s satisfying experiences at this age; mistrust develops when basic needs are not met; result is faith and optimism

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9
Q

Psychosocial development (Erikson) stage 2

A

Stage 2: autonomy vs. shame and doubt (1 to 3yrs) – development of autonomy is centered around the children’s increasing ability to control their bodies; doing things for themselves; doubt and shame arise when children are made to feel small and self-conscious, when othersshame them; favorable outcomes are self-control and willpower

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10
Q

Psychosocial development (Erikson) stage 3

A

Stage 3: initiative vs. guilt (3 to 6yrs) – vigorous intrusive behaviour and strong imagination; children explore physical world, develop conscience; must learn to retain a sense of initiative without impinging on rights and privileges of others; outcomes are direction and purpose

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11
Q

Psychosocial development (Erikson) stage 4

A

Stage 4: industry vs. inferiority (6 to 12yrs) – ready to be workers and producers; want to engage in tasks and activities, feelings of inadequacy or inferiority develop if too much is expected or cannot measure up to standards; competence developed

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12
Q

Psychosocial development (Erikson) stage 5

A

Stage 5: identity vs. role confusion (12 to 18yrs) – development of identity is characterized by rapid and marked physical changes; struggle to fit into roles; inability to solve core conflict results in role confusion

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13
Q

Cognitive development (Piaget) sensorimotor stage

A

(birth to 2 years): infants learn about the world by input obtained through senses and by their motor activity
- Use of reflexes, primary circular reactions, secondary circular reactions, coordination of secondary schemes, tertiary circular reactions, mental combinations
- Object permanence: realization that objects that leave the visual field still exist

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14
Q

Pre-operational piaget

A

(2 to 7 years): young child thinks by using words as symbols, but logic isn’t well developed
-Pre-conceptual stage (2 - 4 years): vocabulary and comprehension increase greatly, child is egocentric (unable to see things from another’s perspective)
- intuitive sub stage (4 – 7 years): child relies on transductive reasoning

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15
Q

Concrete operational piaget

A

(7 to 11 years): transductive reasoning has given way to more accurate understanding of cause and effect

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16
Q

Formal operational piaget

A

(11 to adulthood): fully mature intellectual though has now been attainedFormation of abstract thought

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17
Q

Communicating with families

A

-Encourage parents to talk-Direct the focus with open-ended questions-Listen to understand what parents are saying-Have cultural awareness-Use silence, Be empathetic-Provide anticipatory guidance, Avoid blocking communication

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18
Q

Communicating with children

A

Make communication developmentally appropriate-Get on child’s eye level, Approach child gently and quietly-Always be truthful, give child choices as appropriate-avoid analogies or metaphors, give instructions clearly and in positive manner-avoid scary words

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19
Q

Developmentally Appropriate Communication infants

A

-Non-verbal-Crying as communication

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20
Q

Developmentally Appropriate Communication early childhood

A

-Focus on child in your communication-Explain what, why, how-Use words child will recognize-Be consistent: don’t smile when doing painful things-Transitional objects

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21
Q

Developmentally Appropriate Communication adolences

A

Adolescents-Be honest with them-Be aware of privacy needs-Think about developmental regression-Importance of peers

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22
Q

Pain Measurements Behavioural

A

Behavioural - most effective when measuring short procedural pain; not effective in lost lasting pain; mostly used on children who do not have language skills to communicate pain;
-FLACC: facial expression, leg movement, activity, cry, and consolability
-FACES: for young children-
OUCHER: children 3-13 yr-Poker chip tool: children as young as 4
-Word-graphic rating scale: children 4-17 years-Numeric scale: children as young as 5 years-vocal protest, less motor activity, more verbal expression, increased muscle tension

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23
Q

Pain Measurements Physiologic

A

heart rate, respiratory rate, blood pressure, palmar sweating, cortisone levels, transcutaneous oxygen, vagal tone, endorphin concentration; are not able to distinguish between physiological response to pain and other forms of stress

24
Q

Pain Measurements Multidimensional

A

(pain quality, location by older child) – APPT, PPQ

25
Q

Pain Measurements Self-report

A

Self-report

26
Q

Non-pharmacological pain management

A

distraction, relaxation, guided imagery, containment and swaddling, nonnutritive sucking, kangaroo care-Help to reduce fear, anxiety, and stress-CLINICAL TIP: if a newborn is receiving an injection, getting an IV or having blood work drawn try: containment, swaddling, proper positioning, facilitated tucking, nonnutritive sucking

27
Q

Complementary & alternative medicine (CAM) for pain

A

-Biologically based (diets)-Manipulative treatments (massage, chiropractic)-Energy based (reiki)-Mind-body techniques (hypnosis, meditation)-Alternative medical systems (homeopathy, acupuncture)

28
Q

Pharmacological management

A

Non-opioids (Tylenol, mild to moderate pain)-Opioids (moderate to severe pain)-Co-analgesics or adjuvant analgesia (valium, stool softeners)-Patient-controlled analgesia (PCA)-Epidural analgesia-Trans-mucosal and transdermal analgesia-Timing of analgesia-Monitoring side effects-Evaluation and effectiveness of pain regimen

29
Q

Developmental Milestones of Infant Psychosocial development

A

Erikson: phase 1; developing sense of trust while overcoming sense of distrust
First 3 to 4 months food intake is most important social activity
Next modality reaching out through grasping followed by more active phase which includes biting

30
Q

Developmental Milestones of Infant Cognitive Development

A

Sensorimotor phase (Piaget); of the 6 stages, stage 1 through 4 involve infant-Birth through 1 month: use of reflexes-1 to 4 months: primary circular reactions (voluntary acts become deliberate, grasping)-4 to 8 months: secondary circular reactions (extension of voluntary actions; shaking, banging): new behaviours are imitation, play more evident)-8 to 12 months: coordination of secondary schemas and application to new situations-Development of body image; by end of first year, recognize that they are distinct from parents

31
Q

Developmental Milestones of Infant Social development

A

Attachment to parent is evident; reactive attachment disorder (RAD) occurs when failed or absent attachment to primary caregiver-Separation anxiety; 4 to 8 months-Stranger anxiety 6 to 8 months-Language (cry, vocalization, coo, gurgle, laugh, 3 to 5 words with meaning by age 1 year)-Play as major socializing agent

32
Q

Developmental Milestones of Infant Fine motor development

A

-Grasping object: 2-3 months-Transfer object between hands: 7 months-Pincer grasp: 10 months-Remove objects from container: 11 months-Build a tower of two blocks: 12 months

33
Q

Developmental Milestones of Infant Gross motor developmen

A

-Head control: by 3 months can head well beyond plane of body; can lift head by 4 months and front portion of chest-Rolling over: ages 5 to 6 months-Sit alone: 7 months-Move from prone to sitting position: 10 months

34
Q

Psychosocial development (Erikson)

A

-Autonomy vs. shame and doubt - as infant gain trust in the predictability and reliability of theirparents, they begin to discover that their behaviour is their own and has a predictable effect on others-Characterized by negativism; respond with “no”; and “ritualism”; keeping things the same to provide sense of comfort

35
Q

Cognitive Development (Piaget)

A
36
Q

Separation anxiety

A

middle infancy throughout preschool years, anaclitic depression
-Protest phase: react aggressively; cry and scream for parents-Despair: depression is evident, less active, uninterested
-Detachment: adjusted to loss, more interested in surroundings, appearing happier

37
Q

Loss of control

A

increases perception of threat and can affect coping skills,
-Toddlers - rely on consistency,
-Preschoolers: do not like physical restriction, or enforced dependency, do not understand events due to egocentric view
-School age children: altered family roles, physical disability, fears of death, loss of peer acceptance, abandonment, lack of productivity-
Adolescents: threat to sense of identity, limits one’s physical abilities, rejection, uncooperativeness, withdrawa

38
Q

Effects of hospitalization on the child

A

Regression, separation anxiety, apathy, fears, and sleep disturbances

39
Q

Upper Respiratory Infection Nasopharyngitis (common cold

A

caused by rhinovirus, influenza, and parainfluenza-Fever, irritability, restlessness, sneezing, vomiting, diarrhea
-Symptoms more severe infants
-Treatment: antipyretics, cough suppressant, rest, decongestants

40
Q

Upper Respiratory Infection Acute streptococcal pharyngitis

A

GABHS puts child at risk for rheumatic fever, acute glomerulonephritis
-Pharyngitis, headache, fever, abdominal pain, tonsils may be inflamed
- Treatment: penicillin, aziromycin, amoxicillin

41
Q

Upper Respiratory Infection Tonsillitis

A

palatine tonsils enlarge from edema, obstructing the passage of air and food-Treatment
– tonsillectomy, adenoidectomy, throat lozenges, gargling, analgesic anti-pyretic

42
Q

Upper Respiratory Infection Influenza

A

caused by type A,B, and C orthomyxoviruses-Dry throat, nasal mucosa, dry cough, hoarseness, exhaustion, fever, chills

43
Q

Upper Respiratory Infection Otitis media

A

inflammation of middle ear

44
Q

Upper Respiratory Infection Infectious mononucleosis

A

acute, self-limiting disease common among adolescents-Signs: headache, malaise, fatigue, chills, fever, loss of appetite, puffy eyes

45
Q

Croup

A

Croup is a general term applied to a symptoms complex characterized by hoarseness, a resonantcough, stridor, and respiratory distress; affect larynx, trachea, and bronchi

46
Q

Croup Syndromes Acute epiglottis

A

children 2-8; H.influenza

47
Q

Acute laryngitis

A

older children and adolescents; hoarseness and upper respiratory symptoms, and systemic (headache, fever)

48
Q

Acute laryngotracheobronchitis

A

young children less than 5; preceded by URI, fever, barky cough, rhinitis, hypoxia symptoms; high humidity with cool mist for treatment, nebulized Epi

49
Q

Acute spasmodic laryngitis

A

midnight croup, attacks of obstruction, dyspnea

50
Q

Bacterial tracheitis

A

infection of mucosa of upper trachea, children under 3, purulent tracheal secretions

51
Q

Pneumonia

A

Inflammation of the pulmonary parenchyma, occurs more frequently in infancy and childhood
-Lobar: all or a large segment of one or more pulmonary lobes
-Bronchopneumonia: terminal bronchioles, mucopurulent, clogged AKA lobular
-Interstitial: confined to the alveolar walls and the peribronchial and interlobular tissues

52
Q

Primary atypical pneumonia

A

caused by pathogens other that readily cultured bacteria

53
Q

Bacterial

A

group A streptococcus, S. aureus. M & C pneumonia

54
Q

Gastrointestinal

A
55
Q

Diarrhea

A

Results from disorders involving digestive, absorptive and secretory functions; caused by abnormal intestinal water and electrolyte transport
-Acute diarrhea is leading cause of illness in children younger than 5-Chronic: longer than 14 days
– IBD, immunodeficiency, lactose intolerance
-Treatment: oral rehydration solution

56
Q

Constipation

A

alteration in the frequency, consistency or ease of passing stool
-May be associated with Hirschsprung Disease (congential aganglionic megacolon); obstruction caused by inadequate motility of part of the intestine

nurs 2700 (1 decks)

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