Summary NR 222 Unit 6 Health and Wellness Study guide {2020} |NR222 Unit 6 Health and Wellness Study guide {2020 - Chamberlain college of nursing {A+

NR 222 Unit 6 Health and Wellness Study guide {2020} - Chamberlain college of nursing {A+} Unit 6 Edelman: Ch 15 1. Overview of growth and development 2. Growth a. Quantifiable change in structure b. In the body, this change means an increase in the number and/or size of the cells, resulting in an increase in the size and weight of the whole, or any of its parts c. During childhood, physical changes in height, weight, and head circumference, or growth parameters, are measured and charted regularly d. also refers to the increases (and as we age, decreases) in the size of specific organs and systems e. genetic factors, prenatal and postnatal exposures, nutrition, environmental factors, emotional health as well as traditional cultural practices that influence childrearing, lifestyle, and health care practices influence growth 3. Growth patterns a. Growth is not steady throughout life b. The periods of extremely rapid growth (prenatal, infancy, and adolescence) are contrasted with slower rates of growth (toddler, preschool,and school-age periods) c. Different parts of the body increase in size at different rates d. during early life the head is the fastest growing section (1/4 of length vs 1/9 in adults), followed by the trunk, and then the arms and legs 4. Growth charts a. Accurate growth assessment depends on precise measurement of growth parameters using proper equipment, correct and consistent techniques, careful plotting of measurements, and thoughtful interpretation of the data b. Use 2006 WHO growth charts for 0-24months c. Use 2000 CDC growth charts for 2-20 years d. growth charts describe weight-for-age, length (or stature)-for-age, weight-for-length, and BMI-for-age, and include the 5th and 95th and the 3rd and 97th percentiles e. a single measurement taken at one point in time, although helpful in providing a baseline, does not allow for the best assessment of a child’s growth f. instead, Serial measurements, plotted on a growth chart over time, best reflect a child’s pattern of growth g. Slowed growth, plateaus, or decreases in height, weight, and head circumference, as well as rapid increases, raise questions for health care providers about the adequacy of a child’s nutritional intake, syndromes or disease states, neglect, or emotional problems 5. Concept of development a. Development refers to gradual change and expansion of ability and advance in skill from a lower to a more-advanced complexity b. is a qualitative change, so is more challenging to describe because can’t use units 6. Developmental patterns a. one stage of development building on and leading to the next i. early developmental pattern: 1. Cephalocaudal- head to toe (Infants gain neck and head control before controlling the movements of the extremities) 2. Proximodistal- midline to periphery (Infants’ central nervous systems develop before peripheral nervous systems) 3. Differentiation- follows a pattern simple to complex, and general to specific (Infants use a whole-hand grasp before learning the finer control of the pincer grasp, and they coo or babble before they speak) b. Although the sequence of development is predictable, the exact timing of the sequencing is individual because individuals develop at their own rate, on their own schedule c. Denver Developmental Screening Test is a screening tool that assists health care providers in monitoring children’s development in each of these areas from birth to 6 years of age d. Social expectations can influence when developmental tasks are learned, but cultural expectations can determine which developmental tasks are learned e. Learning is the process of gaining specific knowledge or skills that result from exposure, experience, education, and evaluation f. Maturation is an increase in competence and adaptability that reflects changes in the complexity of a structure that makes it possible for that structure to begin to function or to function at a higher level g. Learning cannot occur unless the individual is mature enough to understand and control behavior (toilet training can’t be learned until sphincters have matured) 7. Theories of Development a. Psychosocial Development Theory (Erik Erikson) i. development of identity of the self through successive stages that unfold throughout the life span ii. based on the need of each person to develop a sense of trust in self and others and a sense of personal worth AGE GROUP PSYCHOSOCIAL STAGE LASTING OUTCOMES 1. Infancy Basic trust versus basic mistrust Faith and hope 2. Toddler stage Autonomy versus shame and doubt Self-control and willpower 3. Preschool stage Initiative versus guilt Direction and purpose 4. School age Industry versus inferiority Method and competence 5. Adolescence Identity versus role confusion Devotion and fidelity 6. Young adulthood Intimacy versus isolation Affiliation and love 7. Middle adulthood Generativity versus stagnation Production and care 8. Older adulthood Ego integrity versus despair Renunciation and wisdom iii. based on critical stages, each requiring resolution of a conflict between two opposing forces iv. Each stage depends on the preceding stage, which must be accomplished successfully for the person to proceed v. acknowledges the influence of other people and the environment but maintains that it is ultimately the individual who must master each of the conflicts b. Cognitive Development Theory (Jean Piaget) i. viewed children as biological organisms interacting with their environment, and his theory contends that cognitive development reflects children’s attempts to make sense of their worlds ii. major criticism of his work is that he underestimated children’s capabilities and gave little or no consideration for cultural differences iii. concerned primarily with structure rather than content, with how the mind works rather than with what it does iv. Each person is striving to maintain a balance, or equilibrium, between assimilation and accommodation v. Through a natural unfolding of ability, the child acquires sequentially predictable cognitive abilities; given adequate environmental stimuli and an intact neurological system, the child gradually matures toward full ability to conceptualize vi. believed that development preceded