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Nursing semester 1 > Intro E2 Ch 1 > Flashcards

Intro E2 Ch 1 Flashcards

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1
Q

What do nurses prioritize their actions on

A

Maslow‘s hierarchy of needs

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2
Q

What needs must nurses Take care of first

A

Physiological needs (like breathing you can do nothing else if you cannot breathe)

food
water
Sex
Sleep
Homeostasis 
Excretion
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3
Q

Maslow‘s hierarchy of needs priorities ( listed most to last)

A 
Physiological 
safety
 love/belonging
 self-esteem 
self actualization
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4
Q

What is growth and development evident in

A

Behaviors, every behavior is directional and purposeful for a reason

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5
Q

What is the greatest principle of human behavior

A

That it is reflective of progressive differentiation and autonomy meaning the more we interact with others the more unique we become

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6
Q

What’s another way to look at progressive differentiation and autonomy

A

We need to understand others to understand ourselves and vice versa

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7
Q

How are growth and development related

A

They are interdependent

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8
Q

Define growth

A

Having a strong genetic component (nature)

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9
Q

Define development

A

Is influenced by external forces (nurture)

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10
Q

Define susceptibility

A

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

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11
Q

Define exposure

A

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

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12
Q

What must we keep in mind in relation to exposure and susceptibility

A

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

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13
Q

Characteristics of growth

A

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

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14
Q

Define cephalocaudal

A

From head and proceeds down like fetus LAST IS TOES

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15
Q

Define proximodistal

A

From midline to the extremities

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16
Q

Define symmetrical

A

Is balanced

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17
Q

Define sequential

A

It cannot be undone we cannot “ungrow”

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18
Q

Define asynchronous

A

Not all parts of the body grow at the same rate

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19
Q

Characteristics of development

A

Increase in complexity/maturation

General to specific: large muscles before small muscles

Simple to complex: standing before walking walking before running

20
Q

Name the developmental theorist and theory

A

Erik Erikson – psychosocial
Jean Piaget – cognitive
Lawrence Kohlberg – morality

21
Q

What do the developmental theories help us understand and do

A

Where a person is at in physiological, cognitive, and moral development

Helps guide communication with them and determine effective interventions

22
Q

Who influenced Erik Erikson and what was their Theory

A

Sigmund Freud

Develop the psychosexual theory of identity, ego, super ego

23
Q

What was Ericksons focus in relation to personalities

A

How personalities develop, posited that this development is shaped by social interactions

24
Q

What was Ericksons theory in detail and what did it consist of

A

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

25
Q

Infancy

A

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

26
Q

Early childhood

A

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

27
Q

Preschool

A

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

28
Q

School age

A

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

29
Q

Adolescence

A

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

30
Q

Young adult

A

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

31
Q

Middle age

A

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

32
Q

Older adult

A

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

33
Q

Jean Piaget and his theory

A

Theory of cognition: describes how we come to know things, how we learn dependent on brain development and capacity for new information

34
Q

How was his theory developed

A

From observations of children of different ages making the same mistakes

35
Q

Birth to two years old (cognitive)

A

Sensory motor: using senses and motor skills items known by use

Object permanence learned


36
Q

2 to 7 years old

A

Pre-operational: symbolic thinking,language used, egocentric thinking

Imagination/experience grow, child decenters

37
Q

7 to 11 years old

A

Concrete operational: logic applying, has objective/rational interpretations

Conservation, numbers, ideas, classifications

38
Q

12 to adulthood

A

Formal operational: thinks abstractly, hypothetical ideas (broader issues)

Ethics, politics, social/moral issues explored

39
Q

Lawrence Kohlberg and his theory

A

Theory of morality

Infants do not have the ability to know what is right or wrong classified as amoral 

40
Q

Under Kohlberg what did Gilligan find out about females

A

Study females are more caring and relationship focused than males who are justice focused

41
Q

First stage of morality

A

amoral
: Infants “if it feels good do it”

do not have ability to know what is right or wrong

42
Q

Preconventional

A
  1. Punishment and obedience
    : behaving only to avoid consequence of punishment
  2. Instrumental purpose and exchange
    : performing good acts to receive praise or reward
43
Q

Conventional stage of morality

A
  1. Golden rule “ do onto others as you would have them to onto you”

Strictly follow rules

  1. Social system conformity
    : fitting in
44
Q

Post conceptual morality

A

Doing the right thing for the right reason

  1. Social contract and utility
  2. Universal ethical principles
45
Q

Piaget cognition 4 process

A

Assimilation, accommodation, disequilibrium, equilibrium

46
Q

PJs definition of schema

A

Unit of knowledge, a building block of knowledge

Nursing semester 1 (19 decks)

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