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Pediatric Nursing Exam 3 (NUR 230): Comprehensive Assessment of Gastrointestinal, Genitourinary, Respiratory, Cardiac, and Developmental Concepts in Pediatric Care

HEAL100 Health Care — exam and revision material · Other

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Health Care exam material, 12 pages. Originally published on StudyMerit.

Pages
12
Academic year
2025/2026
Language
English

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230 Exam 3 Study Guide Unit 6 Pediatric Patient Growth and Development 1. Determine safe patient-centered nursing care using evidence-based practice for the pediatric patient. 2. Identify development principles, prevention, and/or early detection of health problems and strategies to achieve the optimal health for the pediatric patient. 3. Examine caring and professional behaviors required when providing nursing care for the pediatric patient. 4. Examine effective verbal, nonverbal, and written communication required for the care of the pediatric patient. 5. Determine collaborative relationships needed to provide and improve care for the pediatric patient. 6. Determine leadership skills required to provide care for the pediatric patient.  Family-centered care o Family is the child’s constant in their life o Create care plans that involve family o Enabling  Allow family to show what they know and develop new skills to fulfill the requirements of the child o Empowering  help families maintain or gain control over their family life  witness the positive effects of helping them develop on their strengths, abilities, and actions. o Atraumatic care  Reduce/eliminates physical or mental harm to the child and family  How?  Prevent separation o Rooming in  Promote sense of control o Involve the child in their care o Ex: what finger to poke to check blood sugar  Minimize bodily injury  Therapeutic care  Set a clear professional boundary  Social, cultural, and religious influences on child health promotion o Social  Kids gain friends  Teachers and parents are to work together  School is second to family in spreading culture  Cultural diffusion happens in school o Cultural o Religion  Honor the child's and family's religion.  Consider the child's development when discussing spiritual matters.  Contact the hospital's chaplaincy department for spiritual difficulties or religious practices.  Learn about patients' cultural groups' religious beliefs.  Encourage family, friends, and spiritual leaders to visit.  Ask kids and families about their religion.  Be aware of your own spirituality.  Seek understanding, not agreement or disagreement.  Ask open-ended questions.  What do you think caused your child’s health problem? Downloaded by Studymerit Dotcom (samuelkaruiki40@gmail.com) lOMoARcPSD|6879242

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 Why do you think it started when it did?  How severe is your child’s sickness? Will it have a short or long course?  How do you think your child’s sickness affects your family?  What are the chief problems your child’s sickness has caused?  What kind of treatment do you think your child should receive?  What are the most important results you hope to receive from your child’s treatment?  What do you fear most about your child’s sickness?  Growth and development o Erikson’s stages of development  What is it? psychological tasks that people should do at different times in their lives.  Why is it important? Psychosocial crises must be resolved for emotional growth in children and adults. Unanswered questions can leave a person emotionally stuck and unable to move on Age Psychosocial crisis Need and focus Successful Unsuccessful Nursing Interventions Infancy Birth to 1yr New to the world needs to build trust Trust versus Mistrust Attachment to primary caregiver (mom/nurse) Trust in persons; faith and hope about the environment and future Trust in persons; faith and hope about the environment and future  Touch and cuddle the infant.  Help after painful treatments.  Feed, clothe, and protect the infant.  Encourage parent involvement at hospital Early Childhood 1yr-3yr Me me me stage Autonomy versus shame and doubt Understand yourself and your environment. Sense of self control and willpower fear conflict; severe feelings of self-doubt; lack self-control  Allow for self-feeding.  Make the child dress and undress themself  Let the child make safe choices. Late Childhood 3yr-6yr Setting boundaries and explore Initiative versus guilt Becoming purposeful and directive Initiative + assertive = sense of purpose Asserting too much power = disapproval and guilt  Offer medical equipment for play.  Respect the child’s choices and expressions of feelings. School age 6- 12 yr Industry versus inferiority Developing social, physical, and learning skills Competence; ability to learn and work Sense of inferiority; difficulty learning and working  Encourage schoolwork when hospitalized.  Have parent or child bring favorite activities to the hospital. Adolescence 12-18 yr The need to fit in as their own person Identity versus role confusion Developing sense of identity Fitting into peer groups Sense of personal identity Confused about sense identity their roles, and the future.  Take the health hx and exam without the parents there.  Let the teen choose how to be cared for. o Piaget’s theory of growth and development  What is it? How the mind organizes and adapts to the environment around them  Why its important? Better understanding of how a kid thinks  Stages of cognitive development  Sensorimotor stage Birth to 2 years o Uses trial and error o Thinks only in the present not past or future  Teach in the present moment “what are you doing while you do it”  Preprocedural instruction is for parent o Object permeance  If its not visible, it doesn’t exist  Preoperational stage 2 to 7 years o Egocentric its all about me  Fell and skinned my knee because I was bad. They are at fault o The child learns to think in terms of past, present, and future. Downloaded by Studymerit Dotcom (samuelkaruiki40@gmail.com) lOMoARcPSD|6879242

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o The child goes from learning about the world through senses and movements to being able to think logically and solve problems. o The child can't understand abstract ideas and needs real examples. o Doesn’t understand cause and effect o Teach shortly before a procedure  Concrete operational 7 to 11 years o Have logical thought o Follows rules o Begins to develop abstract thinking. o Less egocentric and thinks about how others may view a situation. o Teach the day before  Demo skills and offer reading  Formal operational 11 years to adulthood o The person is able to think abstractly and logically. o Logical thinking is expanded to include solving abstract and concrete problems . o Teach like an adult Med surge style  Role of play in development o Social character of play  Unoccupied play (infant)  child is not mobile and has random movements with no purpose.  EX: baby playing on a playmat  Solitary play (infant/toddler)  play alone with their interest centered on their own activity  Onlooker play (infant/toddler)  watch what other children are doing but do not make any attempt to enter the play activity  EX: toddler watching older siblings toss a ball  Parallel play (toddler)  children play independently but with other children  EX: coloring their own pages  Associative play (preschooler)  children play together with no group goal  EX: playing on the playground  Cooperative play (school-age)  play is organized and children play in a group with other children working to complete a goal  EX: Red rover, Team sports o Functions of Play  Sensorimotor development  Allows for discovery of physical environment  Intellectual development  Help understand color, shape, sizes, textures  Puzzle games teach problem solving  Understanding of numbers, word associations, where things are in relation  Improves language  Understanding of truth and fantasy  Creativity  Try out their ideas  Peer pressure can hinder creativity and impose conforming  Creative though done alone but can be influenced by others perspective Downloaded by Studymerit Dotcom (samuelkaruiki40@gmail.com) lOMoARcPSD|6879242

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