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N1I02 > Week 6 - Growth & Development: Theoretical & Health Considerations > Flashcards

Week 6 - Growth & Development: Theoretical & Health Considerations Flashcards

1
Q

People progress through phases of growth and development at a highly _______ rate.

A

People progress through phases of growth and development at a highly individualized rate.

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2
Q

Understanding typical growth and development helps nurses to ______, ______, and _____ any changes from patients’ expected patterns.

A

Understanding typical growth and development helps nurses to predict, prevent, and detect any changes from patients’ expected patterns.

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3
Q

Growth

A

A quantitative and measurable aspect of an individual’s increase in physical measurements

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4
Q

Indicators of growth

A

Changes in height, weight, teeth, skeletal structures, and sexual characteristics

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5
Q

Influences on growth

A
  • Genetic
  • Other contextual factors
    - eg. socioeconomic status
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6
Q

Development

A

A progressive and continuous process of change leading to increased skill and capacity to function

  • Qualitative in nature, and difficult to measure
  • Has certain predictable characteristics
    - eg. simple to complex, general to specific
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7
Q

What is development the result of?

A

The result of complex interactions between biological and environmental influences

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8
Q

What are the 3 major categories of factors that influence human growth and development?

A

Genetic or natural factors
- Heredity, temperament

Environmental factors
- Family, peer group, health environment, nutrition, rest/sleep/exercise, living environment, policy and political environment

Interacting factors
- Life experiences, prenatal health, state of health

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9
Q

What is a theory?

A

An organized, often observable, logical set of statements about a subject.

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10
Q

What are human developmental theories models intended for?

A

Human developmental theories are models intended to account for how and why people develop as they do

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11
Q

How do developmental theories help nurses?

A

Theories help nurses assess and treat a patient’s response to illness

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12
Q

What is the focus in cognitive development theories?

A

Focus is on reasoning and thinking processes, including the changes in how people perform intellectual operations
- These operations are related to the ways people learn to understand the world in which they live.

  • Mental processes, including perceiving, reasoning, remembering, and believing, affect certain types of emotional behaviour
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13
Q

What does Piaget’s theory of cognitive development address?

A

Addresses the development of children’s intellectual organization and how they think, reason, perceive, and make meaning of the physical world

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14
Q

4 stages of Piaget’s Theory of Cognitive Development

A

Sensorimotor (birth to 2 years of age)
- Importance of exploring their environment

Preoperational (2 to 7 years of age)
- Use of play to understand events
- Development of language

Concrete operations (7 to 11 years of age)
- Performing mental operations, appreciate other perspectives, cooperation

Formal operations (11 years to adulthood)
- Thinking becomes more abstract and theoretical, able to reason, make decisions

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15
Q

What are nursing implications of Piaget’s cognitive development theory?

A
  • Stress importance of infants exploring their environment to foster motor and cognitive development
  • Use of play for children as a means of processing and understanding the world around them
  • Encourage children’s active participation in chores around the house
  • Increase adolescent involvement in decision making about health care
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16
Q

Moral reasoning

A

How people think about the rules of ethical or moral conduct, but it does not predict what a person would actually do in a given situation

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17
Q

Moral development

A

The ability of an individual to distinguish right from wrong and to develop ethical values on which to base his or her actions

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18
Q

What 2 theories describe the development of moral reasoning

A

Piaget’s theory of moral development

Kohlberg’s theory of moral development

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19
Q

3 stages in Piaget’s Theory of Moral Development

A

Premoral stage
- No obligation to follow rules

Conventional stage
- Children follow rules set by people of authority

Autonomous stage
- Judgements and choices based on respect for rules
- Consideration of consequences of a moral decision

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20
Q

When does moral maturity result?

A

Moral maturity results when relationships and circumstances are weighed in decision making

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21
Q

How many stages & levels of development in Kohlberg’s Theory of Moral Development?

A

6 stages at 3 different levels of development

22
Q

A child’s _____ development does not advance if the child’s ______ development does not also mature

A

A child’s moral development does not advance if the child’s cognitive development does not also mature

23
Q

3 levels of development in Kohlberg’s Theory of Moral Development

A

Preconventional level
- Moral reasoning relates to consequences that will occur

Conventional level
- Moral reasoning based on internalization of societal expectations and relationships with others

Postconventional level
- Balance between human rights and obligations and societal rules and regulations; define own moral values and principles

Levels and stages do not occur at specific ages; people attain different levels of moral development

24
Q

What two psychoanalytic and psychosocial theories describe the development of personality, thinking, behaviour and emotions?

A

Freud’s psychosexual theory
Erikson’s theory of eight stages of life

25
Q

Psychosexual theory

A
  • A formal, structured theory of personality development
  • Sigmund Freud
  • The id, ego, and superego regulate behaviour.
  • Freud’s goal was to promote successful participation in society through the development of balance between pleasure-seeking drives and societal pressures
26
Q

Psychosexual developmental stages

A

Stage 1: Oral (birth to 12–18 months of age)
Stage 2: Anal (12–18 months to 3 years of age)
Stage 3: Phallic or Oedipal (3 to 6 years of age)
Stage 4: Latency (6 to 12 years of age)
Stage 5: Genital (puberty through adulthood)

27
Q

Psychosocial model

A
  • Erik Erikson
  • Covered the whole lifespan, not just childhood and adolescence
  • 8 stages
    • Each stage builds upon the successful resolution of the previous developmental conflict
28
Q

8 stages in the psychosocial theory by Erik Erikson

A
  1. Infant - trust vs mistrust
  2. Toddler - autonomy vs shame & doubt
  3. Pre-schooler - initiative vs guilt
  4. Grade-schooler - industry vs inferiority
  5. Teenager - identity vs role confusion
  6. Young adult - intimacy vs isolation
  7. Middle-age adult - generativity vs stagnation
  8. Older adult - integrity vs despair

Increase in complexity

29
Q

____ single theory successfully describes all aspects of growth and development

A

No single theory successfully describes all aspects of growth and development

30
Q

Nurses need to consider an individual’s development within the context of ______, _______ _____________, ___________, and the _______ _________

A

Nurses need to consider an individual’s development within the context of families, social relationships, communities, and the larger society

31
Q

How do developmental theories help nurses?

A

Help the nurse use critical thinking skills to consider how and why people respond as they do

32
Q

What does Gordon’s functional health patterns provide?

A

Provides context/framework for collecting data about the person and most life processes

Assists nurses to identify actual or potential problems, and to intervene more effectively

33
Q

Nursing Considerations

Neonates & infants

A

Major Stressors:
- Separation, strangers

Nurturance:
- Trust and dependence

Health considerations:
- Sleep, immunizations, accidental injury, growth, sleep

34
Q

Implications for

Neonates & infants

A
  • Have parent present
  • Familiar objects, routine
  • Cuddling/skin to skin
  • Opportunities for play
  • Sucking (sucrose, breastfeeding)
  • Safety and injury prevention: SIDS, water safety, aspiration/choking, falls, burns, poisoning
35
Q

Nursing considerations

Toddler: 1-3 years

A

Major Stressors:
- Separation, strangers, fear of bodily harm

Routine, control –> tantrums

Safety:
- motor skills develop more quickly than intellectual; risks with car safety, drowning, poisoning, burns, falls, choking, bodily damage

36
Q

Implications for

Toddler: 1-3 years old

A
  • Have parent present
  • Explain what you are doing
  • Give options (i.e. right arm or left arm vs can take your BP?)
  • Familiar objects
37
Q

Nursing considerations

Preschool: 3-6 years old

A

Major Stressors:
- fear of bodily harm, loss of control (give choices)

Imagination, development of sense of self, learning through imitation

Increased socialization with peers

Growth slows, starts to lose teeth

38
Q

Implications

Preschool: 3-6 years old

A
  • Have parent present
  • Appropriate choices
  • Simple explanations
  • Assess nutrition, sleep, vision
39
Q

Nursing considerations

School-age child: 6-11 years

A

Logical thinking, developing a sense of competence (concrete operations)

Interests outside the family/increased socialization

Increased hand/eye coordination

Puberty (girls faster than boys)

Major stressors: pain, bodily harm, separation

40
Q

Implications

School-age child: 6-11 years

A
  • Provide privacy
  • Include the child in decision making
  • Always be honest when explaining procedures
  • Discussions about sexuality, bullying, online safety, substance abuse
41
Q

Nursing considerations

Adolescent: 12-19 years old

A

Increasing physical maturity

Desire for independence, creating own identity

Peer > family

Abstract thinking/unpredictable behaviour patterns

Major Stressors: lack of independence, self-esteem

Health Risks: suicide, substance abuse, eating disorders, obesity, sexual experimentation

42
Q

Implications

Adolescent: 12-19 years old

A
  • Privacy
  • Autonomy
  • Reassurance/feedback
  • Normalize/validate
  • Allow open communication
43
Q

Nursing considerations

Young adult: 18 - mid/late 30’s

A
  • Growth complete
  • Increased critical thinking
  • Refined self perception/social identity
  • Career and family development
  • Health Risks: occupational hazards, lifestyle factors, mental health
44
Q

Implications

Young adult: 18 - mid/late 30’s

A
  • Preventative healthcare
  • Peer supports
  • Routine health screening
45
Q

Nursing considerations

Adult: 35-65 years old

A
  • Declining physical abilities and reproduction
  • Minimal cognitive change
  • Midlife crisis
46
Q

Implications

Adult: 35-65 years

A
  • Encourage evaluation of health behaviours
  • Stress reduction
  • Participation in health assessment
47
Q

Nursing considerations

Older adult: 65+ years old

A
  • Aging is variable
  • Aging does not = disability and dependence
  • Decline in functional abilities
  • Increasing chronic conditions
  • Lifelong learning -> changes in the way they learn but not decline
  • Ageism= discrimination against older adults
48
Q

Implications

Older adult: 65+ years old

A
  • Increased need for social (i.e. prevent/address isolation) and healthcare programs
  • Avoid pet names “i.e. cute, dear”
  • Use concrete learning strategies
  • Challenge stereotypes
49
Q

What is the cognitive development theory called?

A

Piaget’s theory of cognitive development

50
Q

What are the moral developmental theories called?

A

Piaget’s theory of moral development

Kohlberg’s theory of moral development

51
Q

What is the psychoanalytic theory called?

A

Freud’s psychosexual theory

52
Q

What is the psychosocial theory called?

A

Erikson’s theory of eight stages of life

N1I02 (7 decks)

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