2024 Module 3 Tutorial PowerPoint Presentation - Tagged.pdf

MODULE 3 NURS1025 Person-centred Care Across the Lifespan Acknowledgement of Country With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their traditional lands, Western Sydney University acknowledges the Darug, Eora, Dharawal (also referred to as Th...

MODULE 3 NURS1025 Person-centred Care Across the Lifespan Acknowledgement of Country With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their traditional lands, Western Sydney University acknowledges the Darug, Eora, Dharawal (also referred to as Tharawal) and Wiradjuri peoples and thanks them for their support of its work in their lands in Sydney and beyond.   Describe self-concept, how it develops and its relationship to health outcomes  Reflect on social influences when developing a sense of self with reference to Bronfenbrenner’s Ecological Systems Theory  Understand how a person’s / woman’s biopsychosocial Module 3 environment affects their worldview Learning Outcomes  Provide an overview of lifespan stages of human development  Discuss the importance of nurses and midwives understanding the challenges people face across the lifespan?  Introduction to Lifespan Stages Module 3 NURS1025 and Person-centred Care Across the Lifespan Self-concept  Activity 1: Any questions about the subject or the assessments?  Discuss in small groups – the possible challenges to having the following needs met: Activity 2: Why is it important that Physical Needs nurses and midwives Emotional/Psychological needs understand the challenges Educational needs people face across the Communication needs lifespan? Report: Come back to the large group and discuss your findings Physical Needs  All activities of daily living - walking, hygiene, eating, drinking, toileting and dressing are important aspects of person-centred care. Emotional/Psychological Needs  How a person /woman feels will affect how they respond to care. It is important to listen to a person’s / woman’s feelings about what is happening to them and allow them to express whatever emotion or emotions they are feeling. This may include grief which could be expressed as anger or sadness because of something that has just happened or has occurred in the past. It might be the loss of something significant in a person’s / woman’s life, including loss of a home, a divorce, death or serious illness of a loved one. Education Needs  Does the person understand what is happening to them? Do they know what kind of operation they are having? Do they understand what will happen after the operation? Does a pregnant woman understand what to expect during pregnancy and labour? Communication Needs  Does the person understand the health information they are given? If not, why not? Activity 3: What is meant by a sense of self? Discuss this question in the large group Hoffnung et al. (2019, p. 4) argue that: Life is a process of continuity and change which occurs within three domains of development: physical growth (biological change), psychosocial growth (changes in emotions and feelings), and cognitive growth (changes in ways of thinking).  What is meant by a sense of self? A sense of self is how an individual thinks about themselves as a person as distinct from others. This sense of self develops as a result of social interaction with others and is often referred to as “self-concept”. Childhood is a particularly important time for the development of self-concept, however, it is not static. The development of self-concept is a lifelong process that for many people may generally be unconscious (Hoffnunug et al., 2019, p. 469)  Self concept: Who am I? Physical attributes Spirituality Body image Affiliations Gender Attributes / character traits Social relationships Hobbies Familial relationships Culture Occupations Negative self-image Abilities / disabilities Quick quiz: What do you remember about the pre-tutorial video? 1. How did Dylan Alcott feel about himself when he was growing up?  Hated having a disability  Hated himself  Felt invisible 2. How did he learn to accept himself and his disability so he could live his life to the best of his ability?  Family, partner, friends and team convinced him he was worthy of being loved,  He is proud of his disability  Thankful that he is able to live the life he has now 3. What does he ask people who don't have a disability to do at the end of this video?  Fund NDIS  Prioritise people with disability, ask them what they need  Provide employment opportunities. The 41/2 million people with disability have double the unemployment rate with half being unemployed  Enable greater representation of people with disability in all walks of life. Activity 3: Bronfenbrenner’s Ecological Theory of Human Development Bronfenbrenner’s framework depicts the individual as developing within a complex system of relationships and contexts, or ecological systems, Ecological systems examples are sets of people, settings, recurring events, cultural values and programs that are related to one another. They have stability and influence the person over time. In this sense, development is not exclusively within the person but is also within the person’s environment (Hoffnung et al., 2019, p. 71) Bronfenbrenner’s Ecological Theory Bronfenbrenner’s Environmental / Ecological (Hoffnung et al., 2023, p. 10)  Activity 3: Bronfenbrenner’s Ecological Theory (Hoffnung et al., 2019, p. 71) Work in your small groups and briefly explain each one of Bronfenbrener’s four ecological systems or contextual levels: 1. Microsystem: innermost, first level of the environment where refers to situations in which the person has direct face-to-face contact with influential others, for example family and school 2. Mesosystem: the second level of connections and relationships exist between two or more of the person’s microsystems 3. Exosystem: the third level of connections consists of settings or situations that indirectly influence the person but in which the person does not participate, for example (a spouse’s place of employment, the local school executive, and local, councli government 4. Macrosystem: this is the outermost level of values, beliefs and policies of society and culture that provide frameworks (blueprints) for organising a person’s life. They indirectly influence a person’s life because of their effects on the exosystem, mesosystem and microsystem. Discuss your group findings with the large group Bronferbrenner’s Ecological Theory influences how a people see themselves Microsystem: people you have face to face contact with each day. For patients/women the nursing, midwifery and allied health team become a part of their microsystem during point of care. Mesosyste: connections between two or more microsystems They are interconnected and influence one another.  A patient’s/woman’s relationships with hospital staff and their own family may therefore be considered part of the mesosystem as would be relationships with peers, social or activity groups. Exosystem: settings in which a person does not participate but where decisions are made that affect them.  Example: Health systems / insurance schemes / work attendance expectations which will determine continuing, or suspending education while in hospital as a result of illness / extended family involvement. Macrosystem: values, beliefs and social policies of society that provide frameworks, or ‘blueprints’ for organising the life of the society.  In the past: Depression years between WW1 and WW2 impacted on individuals, families and communities, their health, and living standards  More recently: Bushfires and floods across Australia, and the COVID pandemic impacted the lives of people.  Health system: Medical and nursing input in developing COVID-related health care policy; whole of population educational Example: Undergraduate students: Impact of environment The mesosystem may consist of the administrative structures related to enrolment and key requirements of a subject which interact with expectations of academics / mentors. Consequently, the relationships between these structures impact or influence individual student performance. Similarly, clinical experience with its authentic, real-life exposure may interact with other microsystems in a student’s life such as family expectations and responsibilities which may need to be negotiated and changed. Peers are likely to be influential in facilitating or impeding learning, which often influences student performance. http://experience.jumpfoundation.org/brofenbrenners-biological-model-of-human-development/  Bronfenbrenner’s theory through “A disability lens” Globally, overweight and obesity (OW/OB) levels are high among children, with rates surpassing the adult population. Davison and Birch developed an adapted framework, based on Bronfenbrenner’s Ecological Systems Theory, which identifies and categorises the factors in a child’s life that put them at risk for OW/OB. Bronfenbrenner’s Ecological Systems Theory examines the numerous levels in the environment that interact and affect a developing child. It is divided into four levels that interact with, and influence one another, ultimately determining the development of a young person. Davison and Birch collapsed these four levels into three levels, with the individual child in the middle The three layers include: the microsystem, the mesosystem, and the macrosystem. At the core is the individual. (Walker et al., 2019) Example: Bronfenbrenner’s theory through “A disability lens” (Walker et al., 2019, p. 360)  Ecological systems theory: A disability lens Conclusion Paediatric OW/OB is complex and requires a variety of approaches to address a range of risk factors at multiple levels. The framework presented builds on Davison and Birch’s adaptation of Bronfenbrenner’s ecological model of childhood obesity by applying a disability lens to identify key factors of relevance for children with disabilities. This conceptualisation of OW/OB for a child with a disability moves beyond an individualistic approach and examines multiple layers of influencing factors to focus on the ways the environment, personal characteristics, and societal factors to put a child at risk for OW/OB. The paper intends to encourage Health Care Professionals (HCPs) to consider a range of influencing factors that can contribute to OW/OB among children with disabilities. It encourages HCPs to consider the different ways the child’s environment impacts their weight and health This Framework proposes that HCPs shift their thinking from individual behaviours and consider the holistic environment in which the child lives, so that programs, conversations, and supports can address all of the influencing factors contributing to a higher weight (Walker, er al., 2019)  Bronfenbrenner’s Circles of Influence Differentiate a healthy ecology and a high-risk one. What characterises each? (Brendtro, 2006, p. 164) Prepare for Module 4 Module 4 will be about: Making sense of life’s normative and non-normative changes  References Brendtro, L. K. (2006). The vision of Urie Bronfenbrenner: Adults who are crazy about kids. Reclaiming Children and Youth, 15(3), 162-166. Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0003-066X.34.10.844 Hoffnung, M., Hoffnung, R. J., Seifert, K. L., Hine, A., Pausé, C., Ward, L., Signal, T., Swabey, K., Yates, K., & Burton Smith, R. (2019). Lifespan development: A chronological approach. (4th Australasian ed.). John Wiley and Sons Australia. Long-Bellil, L., Mitra, M., Iezzoni, L. I., Smeltzer, S. C., & Smith, L. (2017). The Impact of Physical Disability on Pregnancy and Childbirth. Journal of Women’s Health, 26(8), 878–885. https://doi.org/10.1089/jwh.2016.6157 Walker, M., Nixon, S., Haines, J., & McPherson, A. C. (2019). Examining risk factors for overweight and obesity in children with disabilities: A commentary on Bronfenbrenner's ecological systems framework. Developmental neurorehabilitation, 22(5), 359–364. https://doi.org/10.1080/17518423.2018.1523241