Psychosocial and Death, Dying, Grief Flashcards
Identity
internal sense of individuality, wholeness, and consistency of a person over time and in different situations.
an adolescent attempting to adjust to the physical, emotional, and mental changes of increasing maturity.
body image
includes physical appearance, structure, and function of the body.
amputation, facial disfigurement, or scars from burns.
role performance
the way in which individuals perceive their ability ro carry out significant roles. situational transitions
self-esteem
individuals overall feeling of self worth
role conflict
Example: a middle-aged woman with teenage children assuming responsibility for the care of her older parents.
role ambiguity
common in adolescents and employment situations
role strain
example: providing care to a family member with Alzhemier disease.
role overload
unsuccessfully attempting to meet the demands of work and family while c carving out some personal time.
self-esteem stressors
example: perceived inability to meet parental expectations, harsh criticism, and inconsistent discipline.
Trust vs Mistrust (infancy-birth- 18 months)
Feeding- children will develop trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.
Autonomy vs shame and doubt: Early childhood (2-3 years)
Toilet training: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure leads to feelings of shame and doubt.
Initative vs Guilt : Preschool (3-5 years)
Exploration: Children need to begin asserting control and power over the environment. Succes in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
Industry vs. Inferiority: School age (6-11 years)
School: children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.
Identity vs role confusion: Adolscense (12-18 years)
social relationships: teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.
Intimacy vs Isolation: Young adulthood (19-40)
Relationships: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure leads to loneliness and isolation.
Generativiy vs self absorption : Middle adulthood (40-65)
Work and parenthood: Adults need to create or nurture tings that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishments, while failure results in shallow involvement in the world.
Ego integrity vs despair : Maturity (65-death)
Reflection of life: older adults need to look back own life and feel a sense of fulfillment. Success at this stage leads to wisdom, while failure results in regret, bitterness, and despair.
Examples of situation factors:
personal, job, or family changes. (divorce, laid off, pregnancy)
examples of maturational factors:
stressors vary with age. children: related to physical appearance, families, friends, and school. Preadolscents- self esteem issues, changing family structure. Adolscenets- identify with peer groups and separate from their families. (sex jobs, schools, career choices)
examples of sociocultural factors:
environmental and social stressors. poverty and physically handicapped.
identify 3 subjective areas that are used to assess a patients level of stress.
- create a non-threatening physical environment
- assume the same height as the patient so you can maintain or avoid eye contact
- develop a trusting relationship with him or her.
Identify some objective findings related to stress and coping:
- observe grooming
- hygiene
- gait
- characteristics of handshake
- actions while sitting
- quality of speech
- eye contact
identify areas about which the nurse can educate patients and their families to reduce stress
- regular excercise and diet
- support systems
- time managment
- guided imagery and visualization
- progressive muscle relaxation therapies
- assertiveness training
- journal writing
- stress management in the workplace
ego defense mechanism: compensation
non athletic student joins debate team
ego defense mechanism: displacement
patient yes at significant other after being diagnosed with cancer
ego defense mechanism: intellectualization
patient discusses all test results but avoids focusing on fears and feelings.
ego defense mechanism: projection
preoperative patient says to wife, “don’t be scared”
ego defense mechanism: rationalization
mother of latchkey 10 yr old says, “he needs to learn to be self sufficient”
ego defense mechanism: rejection formation
a person does not like a neighbor but is over friendly.
ego defense mechanism: rejection formation
a person does not like a neighbor but is over friendly.
Maturational losses
form of nesscary loss, including all normal expected life changes across the life span.
situational loss
sudden, unpredictable external event.
actual loss
can no longer feel, hear or know a person or object.
perceived loss
are uniquely defined by the person experiencing loss and are less obvious to other people.
grief
emotional response to a loss, which is unique to the individual
mourning
outward social expression of grief and the behavior associated with loss that can be culturally influenced.
bereavement
captures grief and mourning, emotional responses, and outward behaviors for a person experiencing loss.
normal grief
complex emotional, cognitive, social, physical, behavioral and spiritual response to loss and death
complicated grief
dysfunctional; the grieving person has a prolonged or significant time moving forward after a loss.
disenfranchised grief
marginal or unsupported grief; the relationship may not be socially sanctioned.
delayed grief
suppressing or postponing normal grief responses.
ambiguous loss
person is unaware of disruptive behavior as a result of loss.
exaggerated grief
may exhibit self destructive behavior or maladaptive behavior, obsession, or psychiatric disorders.
masked grief
difficult to process because of the lack of finality and unknown outcomes.
anticipatory grief
the unconscious process of disengaging before the actual loss or death occurs
kubler ross’s five stages of dying
denial, anger, bargaining, depression, acceptance
denial
person cannot accept the fact of the loss
anger
person expresses resistance or intense anger at god, people, or situation.
bargaining
person cushions and postpones awareness of the loss by trying to prevent it from happening.
depression
the person realizes the full impact
acceptance
the person incorporates the loss into life.
human development
patient age and safe of development
personal relationships
quality and meaning of lost relationship between two people
nature of the loss
this will help you understand the effects f the loss on the patients behavior
coping strategies
coping skills they will use when they are faced with larger and more painful losses in adulthood.
socioeconomic status
influences grief in indirect and direct ways
culture
social and spiritual practices of their culture to find comfort. concept that applies to a group of people whose members share values and ways of thinking and acting that are different from those of people who are outside the group.
spiritual and religious beliefs
provide framework to navigate, understand, and heal from loss. what they practice, if there is anything or anyone he would like to have or come
hope
provides comfort
compare and contrast the terms hospice and palliative care
palliative care focuses on prevention, relief, reduction, or soothing of symptoms of disease or disorders throughout illness, while hospice is to sole comfort the patient before they die.
cultural skills
able to assess social, cultural and biophysical factors influencing treatment .
ethnicity
shared identity related to social and cultural heritage.
emic overview
inside or native perspective
emic overview
inside or native perspective
etic worldview
outsiders perspective
enculturization
socialization into ones own culture
acculturation
adapting to and adopting a new culture
biculturalism
when an individual identifies equally with two or more cultures.
cultural encounters
engaging in cross-cultural interacting that provide learning of other cultures and oppurtunies
transcultural nursing
study of cultures to understand the similaries and differences across human groups
cultural desires
motivation and commitment to caring that move an individual to learn about others.
cultural knowledge
sufficient knowledge of diverse groups, indlcuding their values, beliefs, and care practices.
national standards regarding language services include:
- provide language assistances services free of charge at all points of contact to all patients who speak limited english or are deaf.
- notify parents both verbal and in wiring of theri right to receive language assistance services.
- take steps to provide auxiliary aids and services including qualified interpreters, note takers, computer aided transcription services, and written materials.
ethnic heritage and ethnohistory
get information about their home history, where they are from, where their parents are, what racethey are.
bicultural history
talk about their problem and what cause dit, how does it affect your life and family, and what other problems they have.
social organizations
who they live with, the members of their family, family issues
communication patterns
what language do they speak and waht do they read and write in, what should we call you, what communications upsets or offends you
time orientation
what kind of time they run on
caring beliefs and practices
how do you show someone you care, how do you take care of the sick
