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Growth and Development: A Comprehensive Overview for Nursing Students, Exams of Nursing

Concordia University Irvine (CUI)Nursing

A comprehensive overview of growth and development, covering key theories and concepts relevant to nursing practice. It explores various stages of life, from infancy to older adulthood, highlighting the importance of understanding developmental tasks and challenges. The document also delves into biological theories of aging, emphasizing the role of both programmed and stochastic factors. Key concepts such as erikson's stages of psychosocial development, piaget's theory of cognitive development, and freud's psychoanalytic model are discussed, providing valuable insights for nurses working with individuals across the lifespan.

Typology: Exams

2024/2025

Available from 02/21/2025

catewilliams-smith
catewilliams-smith ๐Ÿ‡บ๐Ÿ‡ธ

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BSNC 1000 - Module 2 with Verified solutions|
Rated A+
Growth - โœ”โœ”- quantitative (an increase in cell number and size results in an increase in overall size or
weight of the body and its parts)
- indicators: height, weight, teeth, skeletal structures, sexual characteristics
Development - โœ”โœ”- qualitative (difficult to measure)
- includes growth, maturation and differentiation
- a progressive and continuous process of change leading to increased skill and capacity to function (the
result of interactions between biological and environmental influences)
Scope of growth and development - โœ”โœ”- expected
- delayed
- advanced
Period of risk for growth and development - โœ”โœ”- risk of adverse effects during stage of rapid growth
and change: embryonic, infant, toddler, preschool, school age, and adolescent stages
Risk factors for growth and development - โœ”โœ”- prenatal factors
- birth factors
- individual factors
- family factors
- situational factors
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Partial preview of the text

Download Growth and Development: A Comprehensive Overview for Nursing Students and more Exams Nursing in PDF only on Docsity!

BSNC 1000 - Module 2 with Verified solutions|

Rated A+

Growth - โœ”โœ”- quantitative (an increase in cell number and size results in an increase in overall size or weight of the body and its parts)

  • indicators: height, weight, teeth, skeletal structures, sexual characteristics Development - โœ”โœ”- qualitative (difficult to measure)
  • includes growth, maturation and differentiation
  • a progressive and continuous process of change leading to increased skill and capacity to function (the result of interactions between biological and environmental influences) Scope of growth and development - โœ”โœ”- expected
  • delayed
  • advanced Period of risk for growth and development - โœ”โœ”- risk of adverse effects during stage of rapid growth and change: embryonic, infant, toddler, preschool, school age, and adolescent stages Risk factors for growth and development - โœ”โœ”- prenatal factors
  • birth factors
  • individual factors
  • family factors
  • situational factors
  • determinants of health
  • toxic stress
  • health status Characteristics of developmental changes - โœ”โœ”- continuous and orderly
  • head to foot (cephalocaudal - e.g., baby's head)
  • trunk to extremities (proximodistal)
  • simple to complex, general to specific (e.g., larger muscle before smaller muscles) Factors influencing growth and development - โœ”โœ”- environment in which the person lives
  • genetics
  • the interaction between these two Erikson's 8 stages of life - โœ”โœ”- psychosocial model that covers the entire lifespan
  • each person goes through 8 stages of development
  • they need to accomplish a particular task before moving on to the next stage (each stage builds upon the successful resolution of the previous developmental conflict)
  • maturation and ego activity are the primary mechanisms of development Function of (1) ego and (2) maturation - โœ”โœ”- (1): mediates the conflicts between the biological needs and societal norms
  • (2): establishes the timeline of this mediation

Developmental tasks for older persons - โœ”โœ”- adjusting to decreasing health and physical strength

  • adjusting to retirement and reduced or fixed income
  • adjusting to the death of a spouse
  • accepting one's self as an ageing person
  • maintaining satisfactory living arrangements
  • redefining relationships with adult children
  • finding ways to maintain quality of life Purpose of developmental tasks for older adults - โœ”โœ”- to help them deal with change and loss
  • e.g., loss of health, SO's, sense of being useful, income, independent living Cohort - โœ”โœ”A group of members who share some common experience (e.g., born in the same decade or country) Biological theories of aging - โœ”โœ”- stochastic theories
  • nonstochastic theories Nonstochastic (programmed) theories - โœ”โœ”- ageing is programmed at the cellular level (each cell has a natural life expectancy)
  • as more cells cease to replicate, the signs of aging appear and the person dies at a "predetermined" age

Stochastic (error) Theories - โœ”โœ”- ageing is seen as events that occur randomly and over time

  • ageing is the result of an accumulation of errors in the synthesis of DNA and RNA
  • with each replication, more errors occur until the cell is no longer able to function
  • results in the visible signs of ageing (e.g., grey hair) Subcategory of nonstochastic theories - โœ”โœ”- neuroendocrine-immunological theory Subcategories of stochastic theories - โœ”โœ”- wear-and-tear
  • cross-link
  • oxidative stress Older adult aggregates - โœ”โœ”- youngest old (65-74)
  • old (75-84)
  • oldest-old (85+) Reason for older adult aggregates - โœ”โœ”- different aggregates required for different stages of life
  • e.g., many 60-70 year olds can care for themselves and be physically active Piaget's Theory of Cognitive Development - โœ”โœ”- consists of sensorimotor period, preoperational period, concrete operations, and formal operations
  • children acquire knowledge through acting on their environment
  • they internalize environmental challenges through assimilation and accommodation

Kohlberg's theory of moral development - โœ”โœ”- developing children progress through a predictable sequence of stages of moral reasoning (preconventional, conventional, postconventional).

  • 6 stages at 3 levels Categories of expected development - โœ”โœ”- physical/physiological
  • motor
  • social/emotional
  • cognitive
  • communication
  • adaptive Physical/physiological development - โœ”โœ”- the growth and changes in body tissues and organ systems and the resultant changes in body functions and proportions
  • e.g., cellular proliferation, maturation, differentiation Motor development - โœ”โœ”- the achievement of gross to fine motor skills (refinement) Social/emotional development - โœ”โœ”- development that includes the areas of relationships and feelings
  • includes self-understanding, self-regulation, moral development, understanding others, and understanding social interactions Cognitive development - โœ”โœ”- the development of thinking, problem-solving, and memory
  • includes memory capacity, executive functioning, cognitive self-regulation, the processing and use of information, understanding the relationships between self and information

Communication development - โœ”โœ”- includes speech and language

  • requires sensory and motor integration and interactional relationships to develop and refine
  • includes receptive language (understanding language) and expressive language (expressing emotion/thoughts/ideas) Adaptive development - โœ”โœ”- the acquisition of a range of skills that enable independence at home and in the community
  • e.g., activities of daily living, complex skill, learned skills, self-care, cooperation Developmental age - โœ”โœ”- a reference to how closely a person's physical and mental development parallels with normal developmental milestones Chronological age 5- 12 - โœ”โœ”Developmental age = school age Erickson's stages of development - โœ”โœ”- Trust vs. mistrust (infancy)
  • Autonomy vs. shame and doubt (toddler)
  • Initiative vs. guilt (preschool)
  • Industry vs. inferiority (school age)
  • Identity vs. role confusion (adolescence)
  • Intimacy vs. isolation (young adulthood)
  • Generativity vs. stagnation (middle adulthood)
  • Ego integrity vs. despair (later adulthood)
  • exposure to environmental pollutants (e.g., radiation) increase the production of free radicals and the rate of damage
  • in youth, naturally occurring vitamins, hormones, enzymes and antioxidants neutralize free radicals but with aging, damage caused by free radicals occurs faster than the rate at which cells repair themselves, and cell death occurs Neuroendocrine theory - โœ”โœ”- example of nonstochastic theory
  • programmed death of immune cells due to damage caused by the increase of free radicals as aging progresses
  • T cells lose their ability to self-regulate and begin to attack the body Generativity versus self-absorption and stagnation - โœ”โœ”- adulthood age 40- 65 - should be able to see beyond their needs and accomplishments and view the needs of society
  • dissatisfaction with one's achievements often leads to self-absorption and stagnation
  • answers: What can I offer succeeding generations? Implications of generativity versus self-absorption and stagnation - โœ”โœ”- assist adults in choosing creative ways to foster social development and find a sense of fulfilment (e.g., volunteer at a local school) Genetic factors (affecting growth and development) - โœ”โœ”- hereditary
  • temperament Environmental factors (affecting growth and development) - โœ”โœ”- family
  • peer group
  • health environment
  • nutrition
  • rest, sleep, and exercise
  • living environment
  • political and policy environment Interacting factors (affecting growth and development) - โœ”โœ”- life experiences
  • prenatal health
  • state of health Frued, Erikson, Piaget, Kohlberg - โœ”โœ”(1) psychosexual (2) psychosocial (3) cognitive (4) moral development