NCM107 Lecture Notes PDF

# CONCEPTS 1. Nursing Care of a Family with a Newborn (RLE) 2. Principles of Growth and Development 3. Nursing Care of a Family with an Infant 4. Nursing Care of a Family with a Toddler 5. Nursing Care of a Family with a Preschool Child 6. Nursing Care of a Family with a School-aged Child 7. Nursin...

# CONCEPTS 1. Nursing Care of a Family with a Newborn (RLE) 2. Principles of Growth and Development 3. Nursing Care of a Family with an Infant 4. Nursing Care of a Family with a Toddler 5. Nursing Care of a Family with a Preschool Child 6. Nursing Care of a Family with a School-aged Child 7. Nursing Care of a Family with an Adolescent 8. Child Health Assessment (RLE) # REQUIREMENTS 1. Major Exam (Midterm or Final) 2. Quizzes 3. Class Participation 4. Class Activity # GRADE COMPUTATION | Item | Percentage | |---|---| | Major Exam | 30% | | Quiz | 30% | | Attendance | 10% | | Class Participation | 10% | | Tasks/Activity | 20% | | **Total** | **100%** | # GRADE COMPUTATION | Item | Percentage | |---|---| | Maternal | 50% | | Pediatrics | 50% | | **Total** | **100%** | # RULES ## ONLINE CLASS * Attendance is checked before the class starts * LATE = demerit point/s * ABSENT = demerit point/s * Camera should always be ON * Class participation is being graded * No need to wear school uniform ## ONLINE CLASS * No need to take a bath and brush your teeth :) ## ONSITE CLASS * Attendance is checked once I arrive in classroom * Students who will arrive later than me is considered LATE = demerit * Class participation is being graded * Students MUST be in their complete SCHOOL UNIFORM ## ONSITE CLASS * PLEASE take a BATH and BRUSH YOUR TEETH. Do not forget to comb your hair. # PRINCIPLES OF GROWTH AND DEVELOPMENT April Joyce Liban-Dela Cruz, RN, MAN Instructor # NURSING PROCESS * ASSESSMENT * DIAGNOSIS * PLANNING * IMPLEMENTATION * EVALUATION # ROLE OF THE NURSE * Assess for the Growth & Development * Health Promotion and Illness Prevention * Health Restoration and Maintenance # GROWTH (quantitative) * increase in physical size * height * weight * head circumference (2 years below) # DEVELOPMENT "MATURATION" (qualitative) * progression towards maturity * mental * physical * social markers # DEVELOPMENTAL MILESTONES * major markers of normal development # PSYCHOSOCIAL DEVELOPMENT * personality development (Erikson's) * MORAL DEVELOPMENT * moral development (Kohlberg's) * ability to know right from wrong * COGNITIVE DEVELOPMENT * ability to learn or understand from experience * acquire and retain knowledge * respond to new situations and solve problems # FACTORS INFLUENCING GROWTH & DEVELOPMENT * Social Determinants of Health * greatly influence if a child achieves their growth and development potential * GENETICS * SEX DIFFERENCES # TEMPERAMENT * reaction pattern of an individual/characteristic manner of thinking, behaving or reacting to environmental stimuli * children are different from one another * ENVIRONMENT * Health Equity - all can obtain highest level of health * Health Disparities - differences that exist when health is linked with social, economic, and/or environmental disadvantage. # Adverse Childhood Experiences - potentially traumatic events that may occur during childhood that can influence growth and development * maltreatment * neglect * household changes # THEORIES OF CHILD DEVELOPMENT ## Developmental Task * skills or growth responsibilities arising at a particular time in an individual's life * the achievement of which will provide a foundation for the accomplishment of future tasks # PIAGET'S 4 STAGES OF COGNITIVE DEVELOPMENT | Stage | Age Period | |---|---| | Sensorimotor stage | 0 to 2 Year old | | Preoperational stage | 2 to 7 years old | | Concrete operational stage | 7 to 11 years old | | Formal operational stage | 12 Year to Up | # SENSORIMOTOR STAGE (Infant) * practical intelligence * object permanence * as early as 4 months, they identify their parents as different from other person * separation anxiety (8 to 12 months) = infants continue to cry knowing their parent still exists and come to them even if out of sight # PREOPERATONAL STAGE (Toddler) * trial and error to discover new characteristics of objects and events * INTUITIVE THINKING (Preschooler) * when a child looks at an object, they only see one of its characteristics * conservation (ability to discern truth, even though physical properties change) * reversibility (ability to retrace steps) # PREOPERATONAL STAGE * ROLE FANTASY- strongly influences the preschooler's way of thinking * how children would like something to turn out * ASSIMILATION- taking in information and changing it to fit their existing ideas * "magical thinking" * ACCOMMODATION - changing their ideas to fit reality rather than the reverse # CONCRETE OPERATIONAL THOUGHT (School-aged) * children can be seen using practical solutions to everyday problems as well as begin to recognize cause-and-effect relationship * "reasoning" * a plastic toy is easily broken because it is made of plastic # FORMAL CONCRETE OPERATIONAL STAGE (Adolescent) * final form cognition is achieved * thinking of possibility "what could be?" (abstract thought) * scientific reasoning # KOHLBERG'S STAGES OF MORAL DEVELOPMENT | Level/Stage | Age Range | Description | |---|---|---| | I: Obedience/Punishment | Infancy | No difference between doing the right thing and avoiding punishment | | I: Self-Interest | Pre-school | Interest shifts to rewards rather than punishment. Effort is made to secure greatest benefit for oneself. | | II: Conformity and Interpersonal Accord | School-age | The "good boy/girl" level. Effort is made to secure approval and maintain friendly relations with others. | | II: Authority and Social Order | School-age | Orientation toward fixed rules. The purpose of morality is maintaining the social order. Interpersonal accord is expanded to include the entire society. | | III: Social Contract | Teens | Mutual benefit, reciprocity. Morally right and legally right are not always the same. Utilitarian rules that make life better for everyone. | | III: Universal Principles | Adulthood | Morality is based on principles that transcend mutual benefit. | # ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT * Erik Erikson * trained in psychoanalytic theory but developed psychosocial development * stresses the importance of culture and society in development of personality. * a person's social view of self is more important than instinctual drives in determining behavior. * allows for a more optimistic view of the possibilities of human growth. # ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT * he looked for actions that lead to mental health * describes eight (8) developmental stages covering the entire life span * each stage has a conflict between two opposing forces. * resolution in each conflict or accomplishment of each developmental task = moving on to the next phase # Erikson's Psychosocial Stages | Stage | Basic Conflict | Virtue | Description | |---|---|---|---| | Infancy | Trust vs. mistrust | Hope | Trust (or mistrust) that basic needs, such as nourishment and affection, will be met. | | Early childhood | Autonomy vs. shame/doubt | Will | Develop a sense of independence in many tasks. | | Play age | Initiative vs. guilt | Purpose | Take initiative on some activities - may develop guilt when unsuccessful or boundaries overstepped. | | School age | Industry vs. inferiority | Competence | Develop self-confidence in abilities when competent or sense of inferiority when not. | | Adolescence | Identity vs. confusion | Fidelity | Experiment with and develop identity and roles. | | Early adulthood | Intimacy vs. isolation | Love | Establish intimacy and relationships with others. | | Middle age | Generativity vs. stagnation | Care | Contribute to society and be part of a family. | | Old age onward | Integrity vs. despair | Wisdom | Assess and make sense of life and meaning of contributions. | # TRUST vs MISTRUST (Infant) * TRUST * learned if they are in need or in distress, parents will come and meet the need. * MISTRUST * inconsistent care, inadequate, rejection * infant becomes fearful, suspicious of people and the world. # AUTONOMY vs SHAME/DOUBT (Toddler) * AUTONOMY * self-governance or independence * children take pride in new things they can accomplish * wanting to do things independently * "NO" - their favorite reply (Let me!) * SHAME/DOUBT * felt by toddlers if they do not have a chance to practice autonomy. # INITIATIVE vs GUILT (Preschooler) * INITIATIVE * learning how to do things on their own * initiate in doing motor activities and not responding or imitating others * creativity * fantasy or play * GUILT * if they are made to feel that their activity is bad, questions are nuisance, play is silly. * will have limited brain-storming and problem-solving skills * they wait for clues or guidance from others before acting. # INDUSTRY vs INFERIORITY (School-aged) * INDUSTRY (self-confidence) * learning how to do things WELL * if they are encouraged in their efforts to do tasks and are praised and rewarded, sense of industry grows * INFERIORITY * caregivers not showing appreciation for the child's effort * caregivers who are always "busy" # IDENTITY vs ROLE CONFUSION (Adolescent) * IDENTITY * bringing everything they learned together about themselves as a person * ROLE CONFUSION * they are left unsure of what kind of person they are or what kind of person they want become. * common for adolescents to explore and express their identity in different ways # INTIMACY vs ISOLATION (Late Adolescent) * INTIMACY * ability to relate well with other people in preparation for developing future relationships. * ISOLATION * being rejected, hurt when offering love or relationship (if they did not develop a sense of trust and autonomy). # FREUD'S PSYCHOANALYTIC THEORY * Sigmund Freud * Austrian neurologist and founder of psychoanalysis * offered the first real theory of personality development * based on Freud's observation of of adult's experiencing mental disturbances. * adult behavior is the result of instinctual drives of a primarily sexual nature (libido). # FREUD'S PSYCHOANALYTIC THEORY * described child development as a series of psychosexual stages. * sexual gratification becomes focused on a particular body part at each stage. # Psychosexual Stages of Development | Stage | Age | Description | |---|---|---| | Oral Stage | Birth to 1 year | | | Anal Stage | 1 year to 3 years | | | Phallic Stage | 3 years to 6 years | | | Latent Stage | 6years to Puberty | | | Genital Stage | Puberty to Adulthood | | # FREUD'S PSYCHOANALYTIC THEORY * **CRITICISMS of FREUD'S THEORY** * he relied his theory on his knowledge of people seen in his practice and looked at circumstances leading to mental illness. * "looking at illness" rather than "looking at wellness" limits the applicability of theory as health promotion measure. * gender-biased # ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT * Erik Erikson * trained in psychoanalytic theory but developed psychosocial development. * stresses the importance of culture and society in development of personality. * a person's social view of self is more important than instinctual drives in determining behavior. * allows for a more optimistic view of the possibilities of human growth. # ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT * he looked for actions that lead to mental health. * describes eight (8) developmental stages covering the entire life span. * each stage has a conflict between two opposing forces. * resolution in each conflict or accomplishment of each developmental task = moving on to the next phase. 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