Intro E2 Ch 1 Flashcards
What do nurses prioritize their actions on
Maslow‘s hierarchy of needs
What needs must nurses Take care of first
Physiological needs (like breathing you can do nothing else if you cannot breathe)
food water Sex Sleep Homeostasis Excretion
Maslow‘s hierarchy of needs priorities ( listed most to last)
Physiological safety love/belonging self-esteem self actualization
What is growth and development evident in
Behaviors, every behavior is directional and purposeful for a reason
What is the greatest principle of human behavior
That it is reflective of progressive differentiation and autonomy meaning the more we interact with others the more unique we become
What’s another way to look at progressive differentiation and autonomy
We need to understand others to understand ourselves and vice versa
How are growth and development related
They are interdependent
Define growth
Having a strong genetic component (nature)
Define development
Is influenced by external forces (nurture)
Define susceptibility
Related to the notion of risk, by virtue of your genetic make up, and individuals more vulnerable to environmental exposure.
Particular genetic makeup might be more or less affected by environmental trigger
Define exposure
A condition of displaying, revealing, exhibiting, or making accessible.
Proximity or close contact with a source of disease in a manner that effective transmission may occur
What must we keep in mind in relation to exposure and susceptibility
We can change (exposure) and the things we cannot (susceptibility based on genes) and how they interact to affect our health
Just because susceptibility, doesn’t mean doom. Control of exposure is possible
Characteristics of growth
Increase in size or number
Cephalocaudal: (head and down like fetus) LAST IS TOES !
Proximodistal: (near to far)
I.e: MIDLINE TO EXTREMITIES
Symmetrical: balanced
Sequential: cannot be undone
Asynchronous: not all parts of the body grow at the same rate
I.e: teen feet grow big before long legs
Define cephalocaudal
From head and proceeds down like fetus LAST IS TOES
Define proximodistal
From midline to the extremities
Define symmetrical
Is balanced
Define sequential
It cannot be undone we cannot “ungrow”
Define asynchronous
Not all parts of the body grow at the same rate
Characteristics of development
Increase in complexity/maturation
General to specific: large muscles before small muscles
Simple to complex: standing before walking walking before running
Name the developmental theorist and theory
Erik Erikson – psychosocial
Jean Piaget – cognitive
Lawrence Kohlberg – morality
What do the developmental theories help us understand and do
Where a person is at in physiological, cognitive, and moral development
Helps guide communication with them and determine effective interventions
Who influenced Erik Erikson and what was their Theory
Sigmund Freud
Develop the psychosexual theory of identity, ego, super ego
What was Ericksons focus in relation to personalities
How personalities develop, posited that this development is shaped by social interactions
What was Ericksons theory in detail and what did it consist of
Ericksons theory was one of stages that consisted of crisises that must be resolved or tasks that must be accomplished in order to advance to the next stage within a certain age group
Stated it’s possible some people never accomplished a stage as they got older
Infancy
Age: 0-18 months
Conflict: Trust v mistrust
Important event: Feeding/ comfort
Key question to answer: Is my world safe
Outcome: children developing a sense of trust when caregiver is reliable caring and affectionate. Lacking will = mistrust
Early childhood
Age: 2 to 3
Conflict: autonomy versus shame and doubt
Important events: Toilet training/dressing
Key question to answer: can I do things by myself or do I have to always rely on others
Outcome: children developing a sense of personal control over physical skills and independence
failure = shame and doubt
Preschool
Age: 3 to 5
Conflict: Initiative versus guilt
Important events: Exploration/play
Key question to answer: Am I good or bad
Outcome: children need to begin asserting control and power over environment
•success leads to sense of purpose
• if exerting too much power = disapproval, resulting in sense of guilt
School age
Age: 6 to 11
Conflict: Industry V inferiority
Important events: School/activities
Key question to answer: How can I be good
Outcome: children need to cope with new social and academic demands
• success: sense of competence
• failure: feeling of inferiority
Adolescence
Age: 12 to 18
Conflict: identity V role confusion
Important events: Social relationships/identity
Key question to answer: Who am I and where am I going
Outcome: things need to develop a sense of self and personal identity
•success: Ability to stay true to yourself
• failure: role confusion and weak sense of self
Young adult
Age: 18 to 35
Conflict: intimacy versus isolation
Important events: Intimate relationships
Key question to answer: Am I loved and wanted
Outcome: Young adults need to form intimate loving relationships with others
• success: strong relationships
• failure: loneliness and isolation
Middle age
Age: 35 to 65
Conflict: Generativity versus stagnation
Important events: Work and parenthood
Key question to answer: Will I provide some thing of real value
Outcome: adults need to create or nurture things that will outlast them by having children or creating positive change that benefits others
• success: feeling useful and accomplished
• failure: shallow involvement in the world
Older adult
Age: 65+
Conflict: Ego identity V despair
Important events: Reflection on life
Key question to answer: have I lived a full life
Outcome: need to look back on life and feel sense of a fulfillment
• success: feeling of wisdom
• Failure: results in regret bitterness and despair
Jean Piaget and his theory
Theory of cognition: describes how we come to know things, how we learn dependent on brain development and capacity for new information
How was his theory developed
From observations of children of different ages making the same mistakes
Birth to two years old (cognitive)
Sensory motor: using senses and motor skills items known by use
Object permanence learned

2 to 7 years old
Pre-operational: symbolic thinking,language used, egocentric thinking
Imagination/experience grow, child decenters
7 to 11 years old
Concrete operational: logic applying, has objective/rational interpretations
Conservation, numbers, ideas, classifications
12 to adulthood
Formal operational: thinks abstractly, hypothetical ideas (broader issues)
Ethics, politics, social/moral issues explored
Lawrence Kohlberg and his theory
Theory of morality
Infants do not have the ability to know what is right or wrong classified as amoral 
Under Kohlberg what did Gilligan find out about females
Study females are more caring and relationship focused than males who are justice focused
First stage of morality
amoral
: Infants “if it feels good do it”
do not have ability to know what is right or wrong
Preconventional
- Punishment and obedience
: behaving only to avoid consequence of punishment - Instrumental purpose and exchange
: performing good acts to receive praise or reward
Conventional stage of morality
- Golden rule “ do onto others as you would have them to onto you”
Strictly follow rules
- Social system conformity
: fitting in
Post conceptual morality
Doing the right thing for the right reason
- Social contract and utility
- Universal ethical principles
Piaget cognition 4 process
Assimilation, accommodation, disequilibrium, equilibrium
PJs definition of schema
Unit of knowledge, a building block of knowledge
