Human Growth & Development Syllabus PDF

HUMAN GROWTH AND DEVELOPMENT THE SEQUENCE OF BIOPHYSICAL, PSYCHOSOCIAL, AND COGNITIVE DEVELOPMENTAL CHANGES OVER THE HUMAN LIFESPAN THAT ALLOW THE INDIVIDUAL COMPLEX ADAPTION TO THE ENVIRONMENT IN ORDER TO FUNCTION WITHIN SOCIETY GROWTH: Refers to a chang...

HUMAN GROWTH AND DEVELOPMENT THE SEQUENCE OF BIOPHYSICAL, PSYCHOSOCIAL, AND COGNITIVE DEVELOPMENTAL CHANGES OVER THE HUMAN LIFESPAN THAT ALLOW THE INDIVIDUAL COMPLEX ADAPTION TO THE ENVIRONMENT IN ORDER TO FUNCTION WITHIN SOCIETY GROWTH: Refers to a change in physical size of someone and can be measured DEVELOPMENT: Continuous and orderly series of conditions that lead to activities, new motives and patterns of behavior 1) EXPLAIN THE ANTECEDENTS OF HUMAN GROWTH AND DEVELOPMENT normal biologic/genetic factors Good nutritional status Healthy environment Good health status 2) EXPLAIN THE ATTRIBUTES OF HUMAN GROWTH AND DEVELOPMENT *must be met for normal development* normal development: patient has to have demonstrated expected developmental and physical maturation, physiological function, and or expected task within or across developmental domains which are appropriate for person’s chronological age Developmental milestones: motor, social, emotional, cognitive, commutation skills Developmental Tasks Appropriate for Developmental Age: physiological/physical milestones 3) NURSING INTERVENTIONS BASED ON OUTCOMES Positive outcomes: no changes are needed. Nurse’s focus is on maintenance Negative outcomes: nursing care focuses on changing behavior or environment to help assist or promote the antecedents to be at the ideal level. To help development reach optimal level 4) Clinical Management Primary interventions health promotion, disease prevention Secondary interventions Screening and diagnosis After health problem has occurred Tertiary Interventions Follows occurrence and correction of healthcare problem Aimed at returning the patient to the highest level of functioning possible Rehabilitation Nursing Process ASSESSMENT TERMS USED Delayed: Comprehensive history - focused assessment questions - review does not accomplis of system h milestones wellness checkups/physicals within a specific ag e range/ Physical assessment of the child critical period Regression: Assessment of growth and development milestones the loss of develop Adult comprehensive assessment mental milestone previousl y attained INTERVENTIONS Arrest: Physicians, Pediatricians, general practitioner, geriatrician chronological age progressed but Nurse practitioner, Child life specialist, Case managers, developmental cha nge does not psychologist, nutritionist, spiritual counselors, social workers  Risk Factors Separation from parents & family peer group Environmental and stimulation deficiencies Effects of physical disability or confinement Lifestyle choices What stressors can be a risk for factor Emotional stress for altered growth and development? Poor nutrition/obesity Inadequate Care Genetics Multiple care takers Neglect/abuse Prolonged Painful treatments Poverty Illness Environmental Stress Secondary prevention SECOND EVENT CLINICAL DISEASE: FIRST EVENT Primary Angina, MI, CHF, PAD, stroke, sudden death prevention SUBCLINICAL DISEASE: Left ventricular dysfunction. Carotid stenosis, coronary calcification, endothelial dysfunction, autonomic dysfunction, myocardial ischemia, arrhythmia, more vulnerable plaque, potential for thrombosis Risk Factors: Primordial Prevention Traditional: Non Traditional: Age, family history, hypertension, dyslipidemia, Psychosocial stressors, air pollution, diabetes, obesity inflammation Unhealthy lifestyle Practices: Poor dietary habits Physical inactivity cigarette smoking  SUMMARY FOR DEVELOPMENTAL STAGES Birth to 1 year: assessing weight, length & head circumference Inspect Fontaine’s appropriate size Ability to habituate to stimuli and calm self Motor & Sensory: Symmetrical movements follow objects Respond to sound Coo’s, babbles, laugh, vocalize and imitate sounds Should have appropriate interaction with parents ADL’s eat and drink appropriate amounts of breast milk/formula/solids Elimination pattern normal Rest and sleep pattern normal Toddlers 1-3 years weight, height, head circumference, vitals assess for vision and hearing abilities for age ranges Motor: 3 year should be able to walk up steps with no assistance Balance on one foot, jump, and walk on toes Copy a circle Build a bridge from blocks Ride a tricycle Psychosocial: express likes and dislikes Display curiosity and ask questions Accept separation from mother or primary caregiver for short time Speak in sentences of 3-4 words ADL’s fees self Eat and drink variety of foods Begin to develop bladder and bowel control Exhibits sleep pattern appropriate for age Dresses self Preschooler 4-5 Years height, weight, vitals, vision and hearing Motor: 5 year old should be able to skip and jump rope Able to climb playground equipment Ride a bicycle with training wheels Print numbers and letters Psychosocial: 5 year olds can separate easily from parents Display imagination and creativity Enjoy playing with peers in cooperative activities Identify 4 colors Demonstrate awareness of sexual differences ADL’s develop toileting skills Performs simple hygiene Dresses and undresses self Engage in bedtime rituals and demonstrate ability to put self to sleep School age children: 6-12 years weight, height, vital signs, vision and hearing abilities Motor: 12 your olds should be able to climb a tree Perform tricks on a bike Throw and catch a small ball Play a musical instrument Psychosocial: make friends and establish peer group Interact well with parents Articulate an understanding of right and wrong Read, print, and manipulate numbers and letters easily ADL’s: demonstrate concern for personal cleanliness and appearance Express need for privacy Adolescents 12-18 years weight, height, vitals, vision and hearing Sexual development Psychosocial: appropriate interaction with parents, teachers, peers, siblings, and person in authority Positive self image Thought processes that reflect plans for the future (college/career) Belief and values system Ability to seek help from appropriate persons about problems ADL’s demonstrate knowledge of physical development, menstruation, reproduction, and birth control Demonstrate concern from personal cleanliness and appropriate appearance Young adults, 20-40 years weight, vital signs, vision and hearing abilities Appropriate knowledge and attitude about sexuality Psychosocial feelings of independence from parents Realistic self concept Positive self concept and direction life is going Coping abilities with the stresses of change and growth Set of values that guide behavior ADL’s participating in a healthy lifestyle Middle Aged Adults, 40-65 years weight, vital signs, vision and hearing abilities Appropriate knowledge and attitude about sexuality Changes in eating, elimination, or exercise Psychosocial acceptance of aging body Self respect Acceptance of change in family roles Meaningful philosophy of life Effective interaction and companionable activities with life partner ADL’S follow preventative health practices Older adults, 65+ adjustment to physiological changes Ability to adapt to diminishing energy level changes Vital signs especially blood pressure for normal ranges Psychosocial management of retirement years in a satisfying manner Participation in social and leisure activites Social network of friends support persons how life is viewed: is it worthwhile? High self esteem Adjustment and acceptance to the death of significant others ADL’s exhibiting healthy practices in nutrition, exercise, recreation, sleep patterns, and personal habits Ability to care for self or to secure appropriate help with ADL’s Satisfactory living arrangements and income to meet changing needs Maslow's Hierarchy of Needs Developed by Abraham Maslow, identifies five categories of human needs that, when unmet, motivate clients to take action to meet those needs. Needs on the bottom need to be met first. The first four levels are considered deficiency needs if deficiency needs are not met, the client experiences Self Actualization deprivation as discomfort Need for achievement/mastery The top level need is considered a growth need Esteem Needs: A need to have high self image Love Needs: A need to give love and receive love Safety Needs: Need for secure environment, where one can live, work, and play Physiological needs Basic human needs: air, water, food, housing, sleep and sexual activity Physiological needs Self Actualization Need for achievement/mastery Basic human needs: air, water, food, housing, sleep Esteem Needs: A need to have high self image and sexual activity Love Needs: A need to give love and receive love Essential needs required for survival Safety Needs: Need for secure environment, where one can live, work, and play Body’s attempt to remain homeostasis Physiological needs Basic human needs: air, water, food, housing, sleep and sexual activity Food, air, water, shelter, sleep, clothing, and reproduction When body lacks these, individual is driven through mechanism: such as hunger, thirst, warmth, rest etc. These naturally try to be met before the other needs. NURSE’S FIRST PRIORITY. Self Actualization Safety Needs: Need for achievement/mastery Need for secure environment, where one can live, work, and Esteem Needs: A need to have high self image play Love Needs: A need to give love and receive love Safety Needs: security of environment Need for secure environment, where one can live, work, and play Physiological needs Personal security Basic human needs: air, water, food, housing, sleep and sexual activity Employment security Health and property security Children react with fear and anxiety when they feel a threat to their safety Can explain why people like their world to be predictable and stable Adults enjoy employment and financial security Having a job, law and order, social stability and property, being free from accident and injury Nurse should address clients safety and security needs. - Self Actualization Need for achievement/mastery Love Needs: Esteem Needs: A need to have high self image A need to give love and receive love Love Needs: A need to give love and receive love Safety Needs: Need for secure environment, where one can live, work, and play “social needs” Physiological needs Basic human needs: air, water, food, housing, sleep and sexual activity Involve feelings related to love and belonging Motivated by the need of social relationships such as friendships, family, intimacy, trust, love, affection, and a sense of connection Met through interaction  Self Actualization Esteem Needs: Need for achievement/mastery A need to have high self image Esteem Needs: A need to have high self image Love Needs: Two things factor the need for self esteem A need to give love and receive love Safety Needs: The desire to feel good about oneself Need for secure environment, where one can live, work, and play having the respect of others Physiological needs Basic human needs: air, water, food, housing, sleep and sexual activity Achieved by having confidence in one’s abilities and achievements, gaining recognition, appreciation, and respect from others If not met, will lead to feeling useless, feeling inferior Self Actualization Self Actualization Need for achievement/mastery Need for achievement/mastery Esteem Needs: A need to have high self image Love Needs: desire for self fulfillment, reaching A need to give love and receive love Safety Needs: greatest potential Need for secure environment, where one can live, work, and play Physiological needs After all needs are met, individual will Basic human needs: air, water, food, housing, sleep and sexual activity strive to reach their fullest potential May experience restless and unhappiness until goal is reached Very few people are able to reach the state of self actualization  Erik Erikson: Psychosocial development Created by Erik Erickson and Sigmund Freud. The different developmental stages emphasize social and environmental factors. Believe that personality develops in a series of predetermined stages. Describes the impact of social experience across lifespan. divided in 8 stages from birth and death Each stage includes a unique crisis that builds on the task of the previous stage Success of each stage leads to psychosocial growth and development. Trust vs Mistrust (Infancy) Self and trust is the foundation of human development and is essential for the formation of a health identity Infants basic needs for caring and comfort being met through the interaction between caregivers if child is exposed to warmth, security, and regard, the infant’s view of the world will be based on trust When caregivers are consistent with food, comfort, and affection, the infant learns trust. In contract, if infants are mistreated, they learn that the world is unpredictable and potentially a dangerous place. A sense of mistrust and caution may result. Success is when the child’s needs are met and foster a sense of trust in self and others. Autonomy vs Shame and Doubt (toddlerhood) Happens when children gain control over their bodies and begin to explore their environment. Autonomy in toddlerhood is the result of imitation and maturation. Evidenced by acquisition of sills involving feeding, mobility, dressing and elimination. To gain independence, caregivers need to provide encouragement, patience, and a secure environment where a child is able to explore. Begin to develop interest in music animals, plants, and outdoors. When caregivers encourage independence, toddlers develop healthy self concept if caregivers are restrictive or punitive, expect to much, or disallow toddlers from making some of their own choices, children may experience a sense of shame and doubt regarding their ability to function in the world. Success is when children develop self reliance and autonomy with the love and support from caregivers and opportunity to explore Initiative vs. Guilt (preschool) Preschoolers continue to explore their environment and try out different roles. Their understanding of how the world works increased they begin to behave and act with a purpose. imagination, exploration, and curiosity allow children to expand their potential They ask a lot of questions and ask why, and imagine possibilities for themselves Purpose is achieved with a balance between initiative and willingness to cooperate with others Caregivers need to permit their toddlers to explore environment within safe limits and boundaries. High risk such as crossing the street or climbing a tree also increase sense of initiative is moderated by guilt (when they realize their initiative may place them in conflict with others and they cannot pursue their desires without consequences Toddlers may become frustrated and angry if goal is not achieved. Without freedom and guidance, children may develop feelings of guilt and inadequacy. Success is when children develop a sense of direction and purpose with the help of caregivers encouraging and supporting children’s quest for independence while helping them make prudent and acceptable choices Identity vs Role confusion (adolescence) Transition between childhood and adulthood. Consists of rapid and dramatic physiological emotional and social changes. concerned about their appearance, body image, how they appear to others, achieving a sense of identity, dealing with emerging sexuality, and finding their place in society Common to feel confused, experiment with behaviors, activities, beliefs, and friendships “Who am I?” This stage is extended in modern American society May lead to conflict with adults as life decisions about career, education, relationships, politics, religion, and family are being made. Success is when adolescents achieve a sense of identity and purpose. Also results in deviation and fidelity to others and a commitment to one’s personal ideals Generativity vs. Stagnation (Middle adulthood) Adults continue to build their lives by focusing on career, family, community, and society to achieve generativity, adults participate in activities and causes that benefit others such as raising a family, mentoring, coaching, and becomes more involved with community efforts. when adults care for others, take pride in their accomplishments, enjoy watching their children grow into responsible adults, adjust to physical changes associated with aging, and enjoy mature love and unity with their life partner. Those who fail are in state of being unconcerned about the welfare of others feeling unproductive, uninvolved in the world and dissatisfied with one’s life. Success in this stage lead to feelings of usefulness and accomplishment Integrity vs Despair (Late Adulthood) Individuals in late adulthood contemplate and relearn upon their life by retrospectively looking back and taking stock in their accomplishments and failures this stage can happen earlier if the person feels they are near end of life Integrity is achieved if individuals accept their life chooses and have little desire to relive or redo their life. individuals who feel regret and dissatisfaction with life may experience feelings of disparity and hopeless and as their life has been wasted and unproductive Success is seen in those who have few regrets and an overall sense of satisfaction and accomplishment experience a sense of fulfillment, peace, and integrity. There is a ninth stage of development characterized by the unique challenges and daily difficulties of old age created by living into one’s eighties, nineties, and beyond. individuals in old age revisit the previous eight stages and deal with the previous conflicts in new ways as they cope with the physical and social changes of growing old Success is when they experience deeper awareness of their life, a connection to the universe, and a positive perspective about life.