Week 1 Flashcards
Study Guide
Atraumatic Care
Philosophy of providing therapeutic care through with
interventions that eliminate/ minimize psychologic and physical distress experienced by children and families
Respite Care
Provides Short-term relief for primary caregivers (afternoon or several days/weeks) while alternative care may be provided at home, healthcare facility, or adult day care.
Family Centered Care (family is constant in the child’s life)
Sharing with the family on a continuing basis in a supportive manner the best information regarding their child’s healthcare, supporting decision-making roles building on strengths/ parenting expertise, nurse consideration for all family members relating to child
Family Stress Theory
Explores the periodic, acute stress that happen in all families
Family developmental theory
The systemic patterned changes
experienced by families as they move through their life course. The term family used
here represents a social group containing at least one parent/ child relationship. EX- life
cycles stages such as marriage, families with children in different stages of development,
children leaving the home, leading to empty nest
Jean-Piaget- what theory
cognitive development, must go through all stages to reach full human intelligence
Erik Erikson-what theory
psychosocial development- birth to death
Jean Piaget (0-2 YO)
Sensorimotor, exploration through sensory and motor contact, object permanence/ blindness, separation anxiety
J.P. (2-6 YO)
Preoperational, symbols represented as objects, egocentric, no logical thought process cause/ effect do not make sense, language development, pretending
J.P. (7-12 YO)
concrete operational, logical thought formation, ability to add and subtract, cause/ effect make sense
J.P. (12 YO-adulthood)
formal operation, abstract and hypothetical thought, critical thinking, quick reponse
Erikson-Infant (0-1 YO)
Trust Vs Mistrust; trust in caregiver (mother dependent), attachment a prerequisite, fear- mistrust, solitary play
*teach injury prevention
Erikson-toddler (1-3 YO)
Autonomy VS Shame an Doubt, acquisition of self care, will to do/ not to do things, potty training (everyone ready), common word “no”, temper tantrum (ignore-in a safe place), discovering our body/ exploring ourselves (both parent dependent), do not ask yes or no ?
* introduce cow’s milk
Erikson-preschool (3-6 YO)
Initiative VS Guilt, purpose, organize activities, assertive, goal oriented. allow to initiate help, ghost/ night light phase, , “it is okay to do what they do (family dependent)
*1-2% milk
Erikson- school age (6-12 YO)
Industry VS Inferiority, mastery of skills, use of tools, sense of self confidence, cooperative, show they are like an adult and hardworking, teaching age
Erikson- adolescent (12-20 YO)
Identity VS Role Confusion, sense of self, maturation (F-10 YO, M 13 YO), sexual identity, assumption of occupational/ social roles, discover who they are and what they would like to do, peers/ role model dependent
Health/ Healthcare Priorities for American Children (Adapted from AAP)
Poverty, lack of health insurance, environmental health, nutrition, firearm death and injuries, mental health, racial/ ethical disparities, immigration
therapeutic relationship (for high- quality nursing care)
caring and well-defined, professional and positive boundaries allow family control over healthcare, distinguish my own feelings/ needs, empowerment through open to communication, meaningful child. family relationships,
Nontherapeutic Communication examples
boundaries are blurred, nurse actions serve personal needs (feeling wanted/ involved over family’s needs), overwhelmed by children/ families, working overtime, day-off with families, checking in frequently, favoritism, buying things for them, competing for affection with other staff
Positive therapeutic communication exmaple
striving to empower families, exploring families strengths/ needs in effort to increase family involvement
Advocate
Assisting child/ family in making informed choices, ensuring families are aware of health services, informed treatments/ procedures, encouraged to change or support the plan, consumer nursing services for child/ family, interventions best on goals/ needs (problems),
Health teaching
nurses need to assess families health literacy, referring families to health related care groups, providing anticipatory guidelines, culturally sensitive teachings,
EBP
tool that complements nursing process by using critical thinking skills to make decisions based on existing knowledge, question effectiveness/ if there is a better approach
Qualities of strong families
commitment, appreciation, encouragement to be better, effort to spend time together, purpose that perpetuates moving through good/ bad times, congruence among family members, positive communication, clear expectations (rules, values, beliefs), coping strategies, problem-solving, flexible, adaptable, balance
What is a family?
what an individual considers it to be; consanguineous (blood), affinal (marital), family origin (unit born into
Newer concepts of families
communal families, single-parent families, homosexual families, use the term “household”-PC
What should nurses be aware of with families?
family functions, types/ structures, foundational theories (changes w/ in family structures), directing family oriented interventions
US Census defines four types of families
1) traditional nuclear family
2) blended family/ household
3) extended family/ household
4) nuclear family
Binuclear family
divorced/ living in 2 separate households yet both parents remain involved, joint custody
Family Stress Theory (four main points)
1) stress in inevitable
2) stressors can be expected and unexpected
3) explains the reaction of families in a stressful event
4) offers guidance for adapting to stress
Family stress theory-ability to cope and adjust to stress examples
-having a child with significant health conditions
-knowing resources/ how to deal with daily stressors
Too many stressors within short time (1 year)
can overwhelm the family’s ability to cope placing risk for breakdown/ physical-emotional health problems among family members
Developmental Theory
-moving through every stage over time after successfully mastering each task
-views family-small group- in large society
-Duvall’s family life cycle stages
-function at one stage effects the function of the next stage
Duvall’s Theory (developmental)
-traditional nuclear intact family
-each stage over time in order
-moves from one stage to next with mastery from all members first
-Eight developmental tasks
-semi closed system of personalities interacting with larger cultural social system (interrelated)
-does not have changes in one part, but all parts
Duvall’s Developmental Stage #1
Marriage and an Independent Home, the joining of families, couples identity, realigning relationships, parental decisions
Duvall-Stage #2
families with infants: integrate infant into unit, accommodate new family roles, maintain marital bond
Duvall-Stage 3
Families with preschoolers, socialize children, parent-child separation adjustment
Duvall-Stage 4
families with school children, child develops peer relations parents adjust to this
Duvall Stage 5
Families with teenagers, increased adolescent autonomy, parental refocus of midlife marital/ career issues, shift concern to old generation
Duvall-Stage 6
Families as launching centers, establishing independent identities, renegotiation of marital relationship
Duvall-Stage 7
middle-aged families, reinvest in couple identity with independent interest, includes alignment w/ in-laws/ grandchildren, deal w/ disabilities/ death
Duvall-Stage 8
Aging families, shift from work to leisure/ semi or fill retirement, couple/ individual functioning to aging process, preparing for death and loss of loved ones
Parenting styles
Authoritarian, authorities (enforce rules/ positive relationship), permissive (I give up), uninvolved (little guidance/ nurturing, and attention)
Limit setting & discipline (children)
-Test their limits of control
* Achieve in areas appropriate for mastery at their level
* Channel undesirable feelings into constructive activity
* Protect themselves from danger
* Learn socially acceptable behavior
*want and needed (safety/ security)
Atraumatic Care: Achieving Goals
(1) prevent or minimize the child’s separation from the family, (2) promote a sense of control, and (3) prevent or minimize bodily injury and pain.
Language Development Range: by 2 month, by 1 year, by 2 years
2 months, single vowel sounds
1 year, 3-5 words
2 years; 2-3 word multiple sentences, own dictionary
Pulse: newborn birth to 4 weeks
110-160
Pulse: infant 1-12 month
90- 160
Pulse: toddler 1-2
80-140
Pulse Preschooler 3-5
70-120
Pulse: School Aged 6-12
60-110
Pulse: Adolescent 13-18
50-100
Resp- Newborn birth-4 weeks
30-60
Resp. Infant 1-12 months
25-30
Resp Toddler 1-3
25-30
Resp Preschool 3-5
20-25
Resp School Age (6-12)
20-25
Resp. Adolescent 13-18
16-20
Erect head Posture
4 months
Eye contact
Not infants
Closure of Superior/ Anterior Fontanel
Posterior 8 weeks
Anterior 12-18 months
Permanent eye color
6 to 12 months
Visual Acuity
Over 3 years old
Pinna
up and back…over 3 YO
Infants Teeth/ toddlers
6-8 teeth by 1 year, complete by 3-years
children and adolescent teeth
20 deciduous to be replaced by 32 permanent
More abdominal movement
in children under 7 YO
sucking/ rooting relfex
0-4 months
palmar grasp
0-4 months
Moro reflex
0-4 months
stepping
0-4 months
0-10 pain scale
for 5 years and older
Weight of infant doubling and tripling
5 months then 12 months
Dentation
Dentation X months - 6 months= # of teeth
motor skills 15 months
takes two steps independently and uses fingers to feed themselves
MS 1 year
pulls up to stand, drinks from cup no lid, picks up between thumb and pointer finger, walks holding onto furniture, 2 block tower
MS 18 months
walks alone, climbs alone, scribbles, attempts to use a spoon
MS 24 months
kicks, runs, walks up few stairs without help, spoon use
MS 30 months
hands to twist (knobs), takes some clothes off, jumps with both feet, turns 1 book page at a time (not reading)
MS 2 months
head leg at 1 month, grasp1 months, head up in prone position, moves bilateral ext., opens hands, grasp reflex fades
MS 4 months
pushes onto elbows while prone, holds own head up, holds objects, hand to mouth, palmar grasp dominantly
MS 6 months
rolls front to back, sits leaning forward (7 months), pushes up with straight arms in prone position, holds bottle, moves object between hands-7, pincer grasp-8
MS 9 months
sitting independently/ unsupported, fingers to move food to self, crude pincer 9, neat pincer-11, prone to sitting- 10 months
Infant in prone position lifting head from mattress
1-2 months
Infant lying on back holding object w/ both hands
3-4 months
Infant rolling from front to back
5 to 6 months
Infant holding a bottle with 2 hands
5-6 months
infant sitting up and leaning forward with both hands
7-8 months
infant crawling on hands and knees
9 to 10 months
infant holding a rattle by the handle
9 to 10 months
infant walking with hand being held
11-12 months
infants placing objects into a container
11-12 months
