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unit 4
| Question | Answer |
|---|---|
| Human Genome Project | types of human behavior may be traced to certain strands of DNA located on specific chromosomes. |
| Cephalocaudal principle | Human development follows a head-to-toe progression. Infants gain control over their neck and head before they can control their extremities |
| Proximodorsal principle | Human development progresses from the center of the body in an outward direction. The spine develops first, followed by extremities, then fingers and toes |
| Simple to complex | Human development evolves in an orderly fashion from simple to complex. Infants accomplish head control before they are able to crawl. |
| Continuous process | Human development is a continuous process characterized by periods of growth spurts and periods of slow and steady growth |
| General to specific | Human development occurs from large muscle movement to more refined muscle movements. |
| Individualized rates | Human development varies from individual to individual. Each person has their own growth timetable and rate of development. |
| conception | When a single male sperm cell penetrates and successfully fertilizes the female egg. |
| prenatal development | Period of development that occurs from conception to birth takes an average of 38-40 weeks and is divided into three periods: zygote, embryo, and fetus. |
| embryo | fertilized egg implanted in uterine wall |
| placenta | structure through which nutrients and waste are exchanged between the mother and the developing infant |
| embryonic period | Usually begins the third week after conception and lasts until the end of the eighth week during which body structures and internal organs develop. |
| fetal period | This is the last stage of prenatal development. It begins at the ninth week and ends at birth. |
| age of viability | Between 22 and 28 weeks, most bodily systems function well |
| teratogens | can cause physical malformations & abnormal prenatal development. The effect of teratogens on the unborn child depends on the duration of exposure, the amount of teratogenic substance, and the stage of embryonic or fetal development when exposure occurs. |
| spina bifida | disorder in which the neural tube does not close properly during the first month of pregnancy. Failure of the neural tube to close properly can result in permanent damage to the spinal cord and nervous system. |
| Apgar score | Uses 5 indicators (appearance, pulse, grimace, activity, and respirations) to quickly determine whether a newborn requires immediate medical care at 1 minute and 5 minutes after birth. |
| fontanels | These are two open areas found in between the newborn infant s bones of the skull. Infants have an anterior fontanel, often known as the soft spot and a posterior fontanel |
| lanugo | a fine hair that covers the skin of most newborns and disappears in the first few days after birth |
| vernix caseosa | Is a white, cheese-like covering that is found in the skin creases of a newborns. It serves to protect the fetus s skin during pregnancy |
| moro test | sudden loud noise- baby startles, extends arms and legs, then pulls them inward toward the body |
| Tonic neck test | With the newborn lying supine, turn the head to the side. baby should extend the arm and leg on that side |
| Babinski | stroke the sole of the baby's foot. Toes fan outward and the foot turns inward |
| step test | touch babies feet on a surface and they should move their feet as if they're walking |
| human attachment | An enduring emotional bond that connects one person to another over time and space and infants need to develop a relationship with at least one primary caregiver for normal social and emotional development. |
| infancy | Is a stage of development that occurs from 2 days of age through the first year of life |
| Deciduous teeth | baby teeth |
| parallel play | type of play that occurs during the toddler years. Toddlers will play side by side but not interact with each other. |
| preschool | Is a stage of early childhood development which generally refers to children from ages 3 to 6 years old |
| associative play | A small group of pre-school aged children who interact with each other in a similar or identical activity but there are no well- established rules. |
| cooperative play | small groups of children engaging in games or activities that may have rules, but where those rules can be changed at the whim of the dominant child. |
| malocclusion | A misalignment of the upper and lower teeth when the client bites down. Often referred to as an overbite or crossbite. |
| menarche | first period |
| spermarche | when males start producing sperm |
| Follicle-stimulating hormone (FSH) | stimulates the development of eggs in females and sperm in males, |
| luteinizing hormone (LH) | stimulates the testes to secrete testosterone and the ovaries to secrete estrogen. |
| menopause | progressive decrease in estrogen and progesterone production. |
| gerontology | The study of aging of individuals across the lifespan including the study of physical, mental, and social changes in people as they age. |
| biopsychosocial model | biological factors like genetic and health related factors, psychological factors such as cognitive, emotional, and personality factors, sociocultural factors like interpersonal, societal, cultural, and ethnic factors |
| ^^ | life-cycle forces that reflect differences in how the same event affects individuals of different ages |
| Bronfenbrenner’s ecological systems theory | how individuals and their environments interact to influence human growth and development |
| Oedipus complex | , boys develop an unconscious sexual attraction to their mother and perceive their father as a potential rival for their mother’s affection and attention |
| electra complex | girls develop an unconscious sexual attraction to their father and perceive their mother as a potential rival for their father’s affection and attention |
| erikson | describes the impact of social experience across the lifespan. |
| first stage of Erikson’s theory is trust vs. mistrust. | its the stage where caregivers either meet or neglect the needs of the infant. if the infant can't trust their caregiver they will develop mistrust against the world |
| second stage Autonomy vs. Shame and Doubt | If caregivers are highly restrictive or punitive, expect too much, or disallow toddlers from making some of their own healthy choices, children may experience a sense of shame and doubt regarding their ability to function in the world. |
| third stage initiative vs guilt | as the preschooler learns how to be more autonomous they explore. if they aren't able to explore then they may feel guilt if they do something wrong and make the right decisions by themselves |
| fourth stage industry vs inferiority | attitudes about work develop early in life. they learn how to put work before pleasure and if they don't their work ethic may lack and they can suffer from feeling inferior. if shamed while exploring interests they may develop a sense of inferiority. |
| fifth stage identity vs. role confusion | w/o support, limits, and guidance, adolescents can experience role confusion and an unachieved identity. mastery of this stage results in devotion and fidelity to others and a commitment to one’s personal ideals. |
| sixth stage Intimacy vs. Isolation | If individuals struggle to form an achieved identity, they may develop superficial and unfulfilled relationships, which in turn may lead to a sense of isolation and loneliness |
| seventh stage Generativity vs. Stagnation | successful: care for others, take pride in their life, enjoy watching their children grow into adults, adjust to aging, mature love with their s/o fail: don't care ab others, feeling unproductive, uninvolved in the world, and dissatisfied with one’s life. |
| generativity | individuals in middle adulthood reflect on their accomplishments and start meaningful ways to support future generations. adults do activities that benefit others, such as raising a family, mentoring, being involved with community and societal effort |
| eight stage integrity vs. despair | looking back on their life. people can choose to either take pride or regret the things that has happened in their life. they'll either become happy or depressed |
| egocentrism | children see themselves as the center of the universe and are unable to accept or understand other points of view |
| animism | attribute feelings and motives to objects, |
| spina bifida | part of a larger group of neural tube defects that generally occurs in the lumbosacral region of the spinal column |
| fetal alcohol syndrome | low birth weight, misshaped face, small head, thin upper lip, short nose, and widely spaced eyes. hyperactive behavior, attention and memory problems, learning disabilities, speech and language delays, poor judgment skills |
| failure to thrive | refers to children whose current weight or rate of weight gain is much lower than that of other children of similar age and gender |
| Atherosclerosis | most common cause of cardiovascular disease—occurs when fatty plaques build up in the arteries; these deposits thicken and stiffen the artery walls and subsequently inhibit blood flow throughout the body |
| seven goals to prevent heart disease | eating a healthy diet, exercising regularly, avoiding excess weight, not smoking, and keeping blood pressure, cholesterol, and blood sugar within a healthy range. |
| culture | The learned, shared, and transmitted values, beliefs, norms, and lifeways of a particular group that guides their thinking, decisions, and actions in patterned ways. |
| emic knowledge | An insider's viewpoint of a culture |
| etic knowledge | an outsider's viewpoint of a culture |
| cultural competence | Being able to incorporate effective nursing care with emic and etic knowledge including appreciating, accepting, and respecting all individual s cultural influences, beliefs, customs, and values. |
| health disparities | Preventable differences in incidence and prevalence of disease, injury, or violence among populations, based on race, ethnicity, gender, gender identity, LGBT, age, or socioeconomic status. |
| health equity | Valuing all individuals equally and removing obstacles to optimal health and health care across different populations. |
| health equality | The distribution of the same resources, including opportunities, to all individuals within a population. |
| vulnerable populations | Groups of people who are at higher risk for poor health outcomes resulting from barriers to social, economic, and environmental resources including limitations due to illness or disability. |
| socioeconomic factors | education level, employment status, household income, and poverty status |
| Leininger’s Sunrise Enabler | A visual portrayal of elements within the theory to assist nurses and other health care providers to provide culturally congruent care that works together to enhance the health and well-being of all clients at all stages of life. |
| pt 2 | technological factors, Religious, Spiritual, and Philosophical Factors, Kinship and Social Factors, Cultural Values, Beliefs, and Lifeways, Biological Factors, Political and Legal Factors, Economic Factors, educational factors |
| kubler ross 5 stages of grief | A theory that suggests there are five stages an individual experiences during the grieving process: denial, anger, bargaining, depression, and acceptance. |
| bereavement | the period of time someone is grieving |
| mourning | grieving in public |
| compassion fatigue | Caused by cumulative stress that develops from the desire to help those who are suffering. The care provider is unable to relieve the suffering, leading to feelings of professional uselessness and self-blame |
| NURSE acronym | NURSE stands for Name, Understand, Respect, Support, and Explore. An example of the NURSE technique follows. |
| cheyne stokes respirations | an irregular respiratory rate fluctuating between several quick breaths and periods of apnea |
| mottling | Physical change of the skin marked by purple or reddish marbling; caused by the heart's inability to pump blood effectively, leading to decreased blood perfusion throughout the body. |
| object permanence | starts at 9 months but is developed fully by 3 years |
| prolonged or complicated grief | is grief that lasts longer than 6 months and can be so significant that it affects the client’s ability to function. |
| tasks of grieving | (1) accept the reality of the loss, (2) experience the pain of grief, (3) adjust to an environment without the deceased, and (4) find an enduring connection while embarking on a new life. |
Created by:
olivia tackett
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