0% found this document useful (0 votes)
33 views8 pagesHealth Science Theory Clinicals, Chapters
Health Science Theory Clinicals, Chapters
Uploaded by
Rebecca HCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
0% found this document useful (0 votes)
33 views8 pagesHealth Science Theory Clinicals, Chapters
Health Science Theory Clinicals, Chapters
Uploaded by
Rebecca HCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 8
infant’ safety. Preventing the transmission of infection
bby washing hands thoroughly and observing standard
Precautions is also essential during care
EARLY CHILDHOOD
Physical Development
During early childhood, from 16 years of age, physical
‘growth is slower than during infancy. By age 6, the
average weight is 45 pounds (20.4 kg). and the average
‘eight is 46 inches (116.cm). Skeletal and muscle
development helps the child assume a more adult
appearance. The legs and lower boxy tend to grow
‘more rapidly than do the head, arms, and chest. Muscle
coordination allows the child to run, climb, and move
freely. As muscles ofthe fingers develop, the child learns
‘to write, draw, and use a fork and knife. By age 2 oF
3, most primary teeth have erupted. and the digestive
system is mature enough to handle most adult foods.
Between 2 and 4 years of age, most children learn bladder
and bowel control
Mental Development
‘Mental development advances rapidly during carly
childhood. Verbal growth progresses from the use of
several words at age 1 to a vocabulary of 1,500-2,500
‘words at age 6. Two-year-olds have short attention
spans but are interested in many different activities
(Figure 8-5). They can remember details and begin
to understand concepts. Four-year-olds ask frequent
‘questions and usually recognize letters and some words.
They begin to make decisions based on logic rather than
‘on trial and error. By age 6, children are very verbal
and want to learn how to read and write. Memory
hhas developed to the point where the child can make
decisions based on both past and present experiences.
Emotional Development
Emotional development also advances rapidly. At ages,
1-2, children begin to develop self-awareness and to
recognize the effect they have on other people and things.
Limits are usually established for safety leading the 1-or
‘2-year old to either accept or defy such limits. By age
2, most children begin to gain self-confidence and are
‘enthusiastic about learning new things (Figure 8-6).
However, children can feel impatient and frustrated as
they try to do things beyond their abilities. Anger, oflen in,
the form of “temper tantrums,” occurs when they cannot
perform as desired. Children at this age also like routine
and become stubborn, angry, or frustrated when changes
‘occur. From ages 4-6, children begin to gain more control
‘over their emotions. They understand the concept of
right and wrong, and because they have achieved
independence, they are not frustrated 2s much by their
Tack of ability. By age 6, most children also show less
anxiety when faced with new experiences because they
have learned they can deal with new situations.
Social Development
‘Social development expands from a self-centered
(egocentric) I-year-old to a sociable 6 year-old. In the
early yeas, children are usually strongly attached to
aie 0 otthustashe about ara how tabs 6 Set ee
| 252. cHaPTERe community they have established throughout their
lifetime will continue to: bring comfort and support to
them. Providing a safe environment and preventing,
infection are also essential.
checkpoint
‘2. What are the seven (7) main lie stages?
2. Identity two (2) physical, mental, emotional, and
‘social developments that occur during each of the
life stages.
PRACTICE: Go to the workbook and complete the
assignment sheet for 8:1, Life Stages.
EE] DEATH AND DYING
Death is often referred to as “the final stage of growth.”
‘who begin to think of their own deaths.
‘When a patient is told that he or she hasa terminal
illness, a disease that cannot be cured and will result
in death, the patient may react in different ways. Some
Paticnts react with fear and anxiety. They fear pain,
abandonment, and loneliness. They fear the unknown.
‘They become anxious about their loved ones and about
‘unfinished work or dreams. Anxiety diminishes in
Patients who feel they have had full lives and who have
strong religious beliefs regarding life after death. Some
paticnts view death as a final peace. They know it will
bring an end to loneliness, pain, and suffering.
STAGES OF DYING AND DEATH
Dr. Elisabeth Kabler-Ross has done extensive research
on the process of death and dying, and is known as a
leadi ‘on this topic. Because of her research, most
toed pesonel now fcr pans should betld
their approaching deaths. lowever, patients shoul be
left with “some hope” and the knowledge that they will
“not be left alone.” It isi that all staff members
‘who provide care to the dying patient know both the
extent of fermion pen the ptt nd ow ite
Dr. Tale Ros has denied Gv ages of giving
that dying patients and their families/friends may
experience in preparation for death. The stages may
not occur in order. and they may overlap or be repeated
several times. Some patients may not progress through
alll of the stages before death occurs. Other patients
‘may be in several stages at the same time. The five
stages are denial, anger, bargaining. depression, and
acceptance.
‘Denial is the “No, not me!” stage, which usually
‘occurs when a person is first told of a terminal iliness.
occurs when the person cannot accept the reality of
death or when the person feels loved ones cannot accept
the truth. The person may make statements such as
“The doctor does not know what he is talking about”
(or "The tests have to be wrong” Some patients scck
‘second medical opinions or request additional tests.
Others refuse to discuss their situations and avoid any
references to their illnesses. Itis important for patients
to discuss these feelings. The health care provider should
listen to a patient and try to provide support without
confirming or denying. Statements such as “It must be
hhard for you" or “You feel additional tests will help?” will
allow the patient to express feelings and move on to the
next stage.
“Anger occurs when the patient is no longer able to
deny death, Statements such as “Why me?" or “Is your
fault” are common, Patients may strike out at anyone
continues until the anger is exhausted or the patient must
attend to other concerns.
‘Bargaining occurs when patients accept death but
‘want more time to live. Frequently, this is a period
‘when patients turn to religion and spiritual beliefs.
At this point, the will to live is strong, and patients
fight hard to achieve goals set. They want to see their
children graduate or get married, they want time to
arrange care for their families, they want to hold new.
‘grandchildren. or other similar desires. Patients make
promises to God in order to obtain more time. Health
‘care providers must again be supportive and be good,
listeners, Whenever possible, they should help patients
‘meet their goals.
Depression occurs when patients realize that death
‘will come soon and they will no longer be with their
{families or be able to complete their goals. They may
these regrets or they may withdraw and become
eief are important during this stage.
HUMAN GROWTH AND DEVELOPMENT 259 | RIGHT TO DIE
“The right to die is another issue that health
care providers must understand. Because
‘legal health care providers are ethically concerned
with promoting life, allowing patients to die
can cause conflict. However, a large number of surveys
‘have shown that most people feel that an individual
‘who has a terminal illness with no hope of being cured