NU255/NUR I2558 I– IStudy IGuide ITest I3
1. Hospitalization Icauses Imany Iissues I– IStress Iis Ithe IBig Ione. IThis Ican Ibe Ipositive Iand Inegative,
Iplease Iexplain. IWhat Iis Ithe Ichild Imost Iafraid Iof I– I3 Ithings? IHow Ican Iwe Iminimize Ithe Istress Iof
Ihospitalization?
Loss Iof Iindependence, IFearful Iof Ipain Iand Ifearful Iof Ibodily Iharm.
Have Icare Igiver Iwith Ithem; IExplain Ithe Iprocedure Iin Iterms Ithey Iwill Iunderstand; ITalk Igently;
IChoose Iwords Iwisely; ILet Ithem Iexplain Ithe Iprocedure Iback Ito Iyou; IHave Ithem Ibring Ia
I(transitional Iobject) Itoy/blanket Iwith Ithem. IComfort Ithem. IInclude Ithem Iin Itheir Icare. IAlways
Iprovide Iprivacy Iregardless Iof Iage- Iexplain Ieverything Ito Iall- Iengage Iwith Ithe Ipatient.
Stress Icauses Ichildren Ito Irely Ion Itheir Iown Iabilities Ito Ideal Iwith Itheir Istress/fears. IWe Imust Ihelp
Ithem Ito Ibe Isuccessful.
2. How Ido Iwe Icommunicate Iwith Ichildren- Iusually Itechniques, Ithen Iadd Iwith Ia Ichild Ithat Ihas Ia
Ihearing Ideficit, Ivisual Ideficit, Iand Icognitive Iissues?
Always Ispeak Ito Ithe Ichild Iat Ithe Ilevel Ithey Iunderstand. IFace Ithem Iwhen Iyou Ispeak. IUse Ipictures,
boards, Iinterpreters, Isign Ilanguage Ito Icommunicate.
Your Iverbal Ineeds Ito Imatch Iyour Inon-verbal. IHave Ithem Idraw Ia Ipicture Iinstead Iof Iasking Iabout
Ithe Iparents.
If Ithey Ihave Ia Ivisual Ideficit Imake Inoise, Ieye Icontact, Ismile…
3. What Iwill Iease Itheir Istress I– Iremember Ieach Istage Ihas Ia Idifferent Ifear Ias Iwell Ias Ithe I3 Ibasic Ifears
I(example I– IInfants Ifrom I6 Imos. Ithrough Itoddler Ihood I– Ifear Iof Iseparation)
Keep Ithe Iparents Iwith Ithem Iif Ipossible. IBe Isure Ito Iempower Ithe Iparents- Ithey Iknow Itheir Ichild’s
behavior Ibest. ITry Ito Icontinue Isomewhat Iof Ithe Ischedule Ithey Imaintain Iat Ihome: Ifeeding,Ibathing…
If Iparents Ineed Ito Ibe Iaway- Iassociate Itime Iwith Ian Ievent. IExample: IYour Imom Iwill Ibe Iback Iafter
you Ieat.
Having Ithe Iparent Ipresent Irelieves Irespiratory Idistress, Ichanges Ithe Iperception Iof Ipain, Imakes
Ithem Imore Icooperative Iand Imore Iinteractive. IParents Iare Ithe Iexpert Ion Ithe Ichildren. IAsk
Iparents Iif Ithe Ibehavior Iis Icorrect Ifor Ithe Isituation? IOr Iis Iit Ioutside Iof Ithe Inorm?
4. Play Iis Ia Ihuge Icomponent Iof Ichildren’s Icommunication Iand Iwork. INote Ithe Itypes Iof Iplay, Iwhich
Iplay Iform Iis Imost Irelative Ito Ieach Istage Iof Ichildhood, Iand Ihow Ican Iyou Iincorporate Ithat Iinto Iyour
Icommunication Iand Ieducation Iof Ithe Ihospitalized Ichild? I(GO Iback Ito ICHAPTER I4)
Solitary- IInfant Iplays Ialone- IStimulates Ithemselves Iwith Isimple Iimitative Igames.
Parallel Iand IOnlooker- IToddlers Iplay Ialongside Ieach Iother Ior Iwatching Ieach Iadditional- IThey
Itransition Ifrom Iplaying Iby Ithemselves Ito Iplaying Iwith Iothers.
Associative- IPreschooler Iplay Itogether Iin Ia Iloosely Iorganized Imanner- IThey Ilearn Ihow Ito IshareIand
Iplay Iin Igroups. IParallel Ican Ibe Itoddlers Ior Ipreschoolers.
Cooperative- ISchool-age Ichildren Iassume Iroles Iin Igames, Ihave Igoals Ifor Igames Iand Irely Ion Ieach
Iother I(soccer Igame)- ITeaches Ithem Ihow Ito Ibargain, Icooperate Iand Icompromise Iwhile
Ideveloping Ireasoning Isocial Iskills. ICan Ibecome Icompetitive Iplay.
, Onlooker Iplay Iis Ia Ibig Ideal Iif Ithis Iis Ithe Ionly Ithing Ithey Ido- Iit Iis Ia Ired Iflag Iof Icognitive Ior
Idevelopmental Idelay.
5. What Iis Ithe Ibenefit Iof Iplay? IIt Idoes Inot Imake Ithem Italler Ior Igrow Ifaster. INow II Iwould Iargue Ithat
Iplay Imay Imake Ithem Istronger Ibut Ithat Iis Inot Ian Iobjective Igrowth Imarker I– Iit Iis Iheight Iand
Iweight.
Play Iis Ihow Ithey Ilearn Ibehaviors, Ito Isocialize, Icommunicate, Ishare, Ispeak Ithe Ilanguage,
Istrengths, Imotor Iskills. IPlay Ihelps Ithem Igrow Iboth Imentally Iand Idevelopmentally.
Play Idoes Inot Iimpact Iphysiological Igrowth.
6. Nutrition Iis Ithe Isingle Imost Iimportant Ifactor Iin Ithe Igrowth Iand Idevelopment Iof Ichildren I– Iso Iwe
Iknow Ithat Inutrition Iis Ia Iconcept Ithat Iis Iseen Ithroughout I– Iand Ishould Ibe Ifocused Ion. IToddlers
Iparticularly Iare Ipicky Ieaters I– Iso Ithey Imay Iincur Iphysiological Ianorexia Iand Iphysiological Ianemia
Idue Ito Ithe Imilk Iingestion. I Are Ifood Ifads Ithat Idifferent Ichildren Iencounter Iharmful? I No, Iand Iare
Iusually Iself- Ilimiting. IAdolescents Ihave Imany Idifferent Ineeds Ifor Igreater Icaloric Iintake Iand Imore
Iconcentrated Iiron, Ifolic Iacid, Iand Iprotein. IYou Iwill Ineed Ito Iunderstand Ithose Idifferences Ias Iwell
Ias Idiscuss Ieating Idisorders.
Infant: IBreast Imilk Iand Iformula. INo Icow’s Imilk Iuntil I1 Iyear Ibecause Iof Iallergens. INo Isolids Iuntil I6
months. IThey Ieat Imore Ifrequent Imeals. IStart Isolids Iwith Irice, Ithen Iveggies, Ithen Ifruit, Ithen Imeat
Ibecause Iit Iis Iharder Ito Idigest. I6 Imonths Iis Iwhen Ithe Ifirst Iteeth Ierupt.
Toddlers: IPicky Ieaters, Iwatch Ifor Iallergies, Iand Ithey Idon’t Isit Ilong Ienough Ito Ieat Ia Icomplete
Imeal- Iso Ithey Igraze. IChoking Ihazards Iare Ihot Idogs, Iraw Icarrots, Ipopcorn, Igrapes. ILimit Ijuice.
IAdolescents: INeed Imore Iprotein Iand Iiron. IThey Ialso Ineed Ito Imore Ifluids. IThey Ihave I6 Imeals Ia
Iday Ito Iaccount Ifor Ithe Ineeded Icalories.
Physiological Ianemia Icomes Ifrom Itoo Imuch Imilk.
IPhysiological Ianorexia- Ithey Iare Itoo Ibusy- Ithey Idon’t Ieat.
Food Ifads Iare Inot Ia Ibad Ithing Iunless Ithey Iare Idetrimental Ito Itheir Ihealth.
Infants Iand IAdolescents Ihave Ithe Igreatest Irate Iof Iphysiological Iand Icognitive Igrowth. IChildrenItend
Ito Islow Idown Iin Ithe Imiddle.
7. Restraints I– Iare Iused Ifor Iprocedures Ito Ikeep Ichildren Isafe. IBe Iknowledgeable Iof Ithe Idifferent
Itypes Iof Irestraints Ithat Imay Ibe Iused Iand Iwhy Iand Ithe Inursing Iinterventions Ito Ikeep Ithem Isafe.
IRestraints Iafter Ia Isurgery Ior Iprocedure Iare Iok- Ispecially Ito Iprevent Iinjury Ibut Imust Ialways Ibe
1. Hospitalization Icauses Imany Iissues I– IStress Iis Ithe IBig Ione. IThis Ican Ibe Ipositive Iand Inegative,
Iplease Iexplain. IWhat Iis Ithe Ichild Imost Iafraid Iof I– I3 Ithings? IHow Ican Iwe Iminimize Ithe Istress Iof
Ihospitalization?
Loss Iof Iindependence, IFearful Iof Ipain Iand Ifearful Iof Ibodily Iharm.
Have Icare Igiver Iwith Ithem; IExplain Ithe Iprocedure Iin Iterms Ithey Iwill Iunderstand; ITalk Igently;
IChoose Iwords Iwisely; ILet Ithem Iexplain Ithe Iprocedure Iback Ito Iyou; IHave Ithem Ibring Ia
I(transitional Iobject) Itoy/blanket Iwith Ithem. IComfort Ithem. IInclude Ithem Iin Itheir Icare. IAlways
Iprovide Iprivacy Iregardless Iof Iage- Iexplain Ieverything Ito Iall- Iengage Iwith Ithe Ipatient.
Stress Icauses Ichildren Ito Irely Ion Itheir Iown Iabilities Ito Ideal Iwith Itheir Istress/fears. IWe Imust Ihelp
Ithem Ito Ibe Isuccessful.
2. How Ido Iwe Icommunicate Iwith Ichildren- Iusually Itechniques, Ithen Iadd Iwith Ia Ichild Ithat Ihas Ia
Ihearing Ideficit, Ivisual Ideficit, Iand Icognitive Iissues?
Always Ispeak Ito Ithe Ichild Iat Ithe Ilevel Ithey Iunderstand. IFace Ithem Iwhen Iyou Ispeak. IUse Ipictures,
boards, Iinterpreters, Isign Ilanguage Ito Icommunicate.
Your Iverbal Ineeds Ito Imatch Iyour Inon-verbal. IHave Ithem Idraw Ia Ipicture Iinstead Iof Iasking Iabout
Ithe Iparents.
If Ithey Ihave Ia Ivisual Ideficit Imake Inoise, Ieye Icontact, Ismile…
3. What Iwill Iease Itheir Istress I– Iremember Ieach Istage Ihas Ia Idifferent Ifear Ias Iwell Ias Ithe I3 Ibasic Ifears
I(example I– IInfants Ifrom I6 Imos. Ithrough Itoddler Ihood I– Ifear Iof Iseparation)
Keep Ithe Iparents Iwith Ithem Iif Ipossible. IBe Isure Ito Iempower Ithe Iparents- Ithey Iknow Itheir Ichild’s
behavior Ibest. ITry Ito Icontinue Isomewhat Iof Ithe Ischedule Ithey Imaintain Iat Ihome: Ifeeding,Ibathing…
If Iparents Ineed Ito Ibe Iaway- Iassociate Itime Iwith Ian Ievent. IExample: IYour Imom Iwill Ibe Iback Iafter
you Ieat.
Having Ithe Iparent Ipresent Irelieves Irespiratory Idistress, Ichanges Ithe Iperception Iof Ipain, Imakes
Ithem Imore Icooperative Iand Imore Iinteractive. IParents Iare Ithe Iexpert Ion Ithe Ichildren. IAsk
Iparents Iif Ithe Ibehavior Iis Icorrect Ifor Ithe Isituation? IOr Iis Iit Ioutside Iof Ithe Inorm?
4. Play Iis Ia Ihuge Icomponent Iof Ichildren’s Icommunication Iand Iwork. INote Ithe Itypes Iof Iplay, Iwhich
Iplay Iform Iis Imost Irelative Ito Ieach Istage Iof Ichildhood, Iand Ihow Ican Iyou Iincorporate Ithat Iinto Iyour
Icommunication Iand Ieducation Iof Ithe Ihospitalized Ichild? I(GO Iback Ito ICHAPTER I4)
Solitary- IInfant Iplays Ialone- IStimulates Ithemselves Iwith Isimple Iimitative Igames.
Parallel Iand IOnlooker- IToddlers Iplay Ialongside Ieach Iother Ior Iwatching Ieach Iadditional- IThey
Itransition Ifrom Iplaying Iby Ithemselves Ito Iplaying Iwith Iothers.
Associative- IPreschooler Iplay Itogether Iin Ia Iloosely Iorganized Imanner- IThey Ilearn Ihow Ito IshareIand
Iplay Iin Igroups. IParallel Ican Ibe Itoddlers Ior Ipreschoolers.
Cooperative- ISchool-age Ichildren Iassume Iroles Iin Igames, Ihave Igoals Ifor Igames Iand Irely Ion Ieach
Iother I(soccer Igame)- ITeaches Ithem Ihow Ito Ibargain, Icooperate Iand Icompromise Iwhile
Ideveloping Ireasoning Isocial Iskills. ICan Ibecome Icompetitive Iplay.
, Onlooker Iplay Iis Ia Ibig Ideal Iif Ithis Iis Ithe Ionly Ithing Ithey Ido- Iit Iis Ia Ired Iflag Iof Icognitive Ior
Idevelopmental Idelay.
5. What Iis Ithe Ibenefit Iof Iplay? IIt Idoes Inot Imake Ithem Italler Ior Igrow Ifaster. INow II Iwould Iargue Ithat
Iplay Imay Imake Ithem Istronger Ibut Ithat Iis Inot Ian Iobjective Igrowth Imarker I– Iit Iis Iheight Iand
Iweight.
Play Iis Ihow Ithey Ilearn Ibehaviors, Ito Isocialize, Icommunicate, Ishare, Ispeak Ithe Ilanguage,
Istrengths, Imotor Iskills. IPlay Ihelps Ithem Igrow Iboth Imentally Iand Idevelopmentally.
Play Idoes Inot Iimpact Iphysiological Igrowth.
6. Nutrition Iis Ithe Isingle Imost Iimportant Ifactor Iin Ithe Igrowth Iand Idevelopment Iof Ichildren I– Iso Iwe
Iknow Ithat Inutrition Iis Ia Iconcept Ithat Iis Iseen Ithroughout I– Iand Ishould Ibe Ifocused Ion. IToddlers
Iparticularly Iare Ipicky Ieaters I– Iso Ithey Imay Iincur Iphysiological Ianorexia Iand Iphysiological Ianemia
Idue Ito Ithe Imilk Iingestion. I Are Ifood Ifads Ithat Idifferent Ichildren Iencounter Iharmful? I No, Iand Iare
Iusually Iself- Ilimiting. IAdolescents Ihave Imany Idifferent Ineeds Ifor Igreater Icaloric Iintake Iand Imore
Iconcentrated Iiron, Ifolic Iacid, Iand Iprotein. IYou Iwill Ineed Ito Iunderstand Ithose Idifferences Ias Iwell
Ias Idiscuss Ieating Idisorders.
Infant: IBreast Imilk Iand Iformula. INo Icow’s Imilk Iuntil I1 Iyear Ibecause Iof Iallergens. INo Isolids Iuntil I6
months. IThey Ieat Imore Ifrequent Imeals. IStart Isolids Iwith Irice, Ithen Iveggies, Ithen Ifruit, Ithen Imeat
Ibecause Iit Iis Iharder Ito Idigest. I6 Imonths Iis Iwhen Ithe Ifirst Iteeth Ierupt.
Toddlers: IPicky Ieaters, Iwatch Ifor Iallergies, Iand Ithey Idon’t Isit Ilong Ienough Ito Ieat Ia Icomplete
Imeal- Iso Ithey Igraze. IChoking Ihazards Iare Ihot Idogs, Iraw Icarrots, Ipopcorn, Igrapes. ILimit Ijuice.
IAdolescents: INeed Imore Iprotein Iand Iiron. IThey Ialso Ineed Ito Imore Ifluids. IThey Ihave I6 Imeals Ia
Iday Ito Iaccount Ifor Ithe Ineeded Icalories.
Physiological Ianemia Icomes Ifrom Itoo Imuch Imilk.
IPhysiological Ianorexia- Ithey Iare Itoo Ibusy- Ithey Idon’t Ieat.
Food Ifads Iare Inot Ia Ibad Ithing Iunless Ithey Iare Idetrimental Ito Itheir Ihealth.
Infants Iand IAdolescents Ihave Ithe Igreatest Irate Iof Iphysiological Iand Icognitive Igrowth. IChildrenItend
Ito Islow Idown Iin Ithe Imiddle.
7. Restraints I– Iare Iused Ifor Iprocedures Ito Ikeep Ichildren Isafe. IBe Iknowledgeable Iof Ithe Idifferent
Itypes Iof Irestraints Ithat Imay Ibe Iused Iand Iwhy Iand Ithe Inursing Iinterventions Ito Ikeep Ithem Isafe.
IRestraints Iafter Ia Isurgery Ior Iprocedure Iare Iok- Ispecially Ito Iprevent Iinjury Ibut Imust Ialways Ibe
