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NPP Unit 4
Growth & Development, Diversity, Grief, End of Life
| Term | Definition |
|---|---|
| Human Genome Project | A National Institutes of Health funded research that was able to identify how types of human behavior may be traced to certain strands of DNA located on specific chromosomes. |
| 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. |
| 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. |
| Viability | Between 22 and 28 weeks, most bodily systems function well and an infant born at this point is considered to be able to survive. |
| Teratogens | May cause physical malformations and abnormal prenatal development. The effect of teratogens on the unborn child depends on the duration of exposure, the amount of teratogenic substance. |
| 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 | Is 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. |
| 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 | Commonly known as baby teeth. They are the first set of teeth and will be lost and replaced by permanent teeth. |
| Vaccines | Is a pharmacologic agent that is given to produce antibodies to fight against certain infectious diseases. |
| Toddlerhood | Is a developmental period that typically occurs from 12 months of age until 36 months of age. |
| Object Permeance | Begins at 9 months of age and is fully developed in toddlerhood. It is the cognitive understanding that an object exists even when it can't be seen or heard. |
| Parallel Play | Is a type of play that occurs during the toddler years. Toddlers will play side by side but not interact with each other. |
| Preschool Age | 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. |
| Middle Childhood | Middle childhood occurs between the preschool years and adolescence. This stage typically begins when the child starts elementary school around 6 years of age and lasts until the onset of puberty, which occurs around 12 years of age. |
| Immunizations | Giving an individual a vaccine to increase their immunity to certain infectious diseases such as pertussis or shingles. |
| Malocclusion | A misalignment of the upper and lower teeth when the client bites down. Often referred to as an overbite or crossbite. |
| Adolescence | Adolescence is the stage of human growth and development that occurs between the ages of 12 and 20 years. During this stage, the individual transitions from childhood to adulthood. Adolescence is a time of physical, cognitive, and psychosocial growth. |
| Puberty | A period of rapid growth and development resulting in emergence of sexual differences between females and males regarding adult body size, composition, and shape. |
| Young Adulthood | Young adults usually complete their physical growth by age 20. All organs and body systems are fully developed and mature by this age. However, brain development does not stop with the completion of puberty, when adult brain size is attained. |
| Middle Adulthood | Middle adulthood spans the period of life from the mid-forties through the early sixties. Until recently, middle adulthood was defined as the period when traditional childbearing roles were completed; however, due to changes this definition has changed. |
| Gerontology | The study of aging of individuals across the lifespan including the study of physical, mental, and social changes in people as they age. |
| 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 Viewpoint | An insider's viewpoint of a culture. |
| Etic Viewpoint | 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. |
| Transgender | Clients who have a gender identity that differs from the sex they were assigned at birth. |
| Marginalized Sexual Groups | Clients who identify as lesbian, gay, or bisexual, and can also include those clients who are questioning their sexual orientation or sex identity. |
| Cultural Health Assessments | Assessments that can be conducted to gather information regarding the client's culture and how it can affect their health. |
| Certified Medical Interpreter | A professional who can translate one language to another for communication purposes within the medical field. |
| 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. |
| Normal Grief | Also known as uncomplicated grief; caused by the death of a loved one or the ending of a relationship. |
| Anticipatory Grief | Grief experienced before the loss of someone or something. |
| Prolonged Grief Disorder (PGD) | Previously known as complicated grief; experienced by clients who are unable to accept the death of the loved one. |
| Disenfranchised Grief | Grief related to a relationship that does not coincide with what is considered by society to be a recognized or justified loss. |
| Kubler-Ross' Five Stages of Grief | A theory that suggests there are five stages an individual experiences during the grieving process: denial, anger, bargaining, depression, and acceptance. |
| Denial | the client refuses to believe reality, is the first stage in the Kubler-Ross theory and is an attempt to lessen the pain of the loss. In this stage, it is not uncommon for the client to have a feeling of numbness and shock. |
| Anger | the client is trying to adjust to the loss and is feeling severe emotional distress. The client thinks, “Why me?” and “It’s not fair.” If clients have a strong religious faith, they may question their belief in the deity. |
| Bargaining | the client tries a different approach in an attempt to relieve or minimize the pain felt from the loss. Usually, clients try bargaining with a higher power by making a promise to do something in exchange for a different, better outcome. |
| Depression | the stage where reality sets in, and the loss of the loved one or thing is deeply felt. The realization that the loved one is gone or the situation becomes real client feels numbness and a sense of immense loss and wonders if it is worth a life alone. |
| Acceptance | the point at which the person still feels the pain of the loss but realizes that all will eventually be well. The person acknowledges the new reality, such as a spouse or child who is never coming back or a job that they will never return to. |
| Dual Process Models | Suggests that the process of grieving "oscillates" (shift back and forth) between two types of stressors: loss-oriented and restoration grief. |
| Four Tasks of Grieving | The four tasks to complete in order are to accept the reality of the loss, experience the pain of grief, adjust to an environment with the deceased not there, and find an enduring connection with the deceased while embarking on a new life. |
| Bereavement | The period of time in which a person experiences grief and mourning after a loss. |
| Mourning | The expression of grief in public. |
| Grief Reactions | A person's response to loss. |
| Individual Response to Grief and Loss: Infant & Toddler | Even though infants and toddlers are unable to express what they are feeling, they can detect when those who are caring for them are experiencing grief. S/Sx: irritability, changes in eating or sleeping patterns, or increased crying |
| Individual Response to Grief and Loss: Preschoolers | Preschoolers see death as reversible. They may think that they are to blame for death as they believe that thoughts cause death. S/Sx: searching for the dead, anxiety, clinging, irritability, increased tantrums, trouble sleeping, toileting problems. |
| Individual Response to Grief and Loss: Middle Childhood | Children who are in the middle childhood stage of development understand that death is everlasting. S/Sx: Common reactions to death during middle childhood include anger, sadness, anxiety, aggressive behavior, and potentially trouble in school. |
| Individual Response to Grief and Loss: Adolescence | Adolescent children have a complete understanding of death, although they may not respond to it in the same manner as an adult does. S/Sx: high-risk behaviors, detachment, difficulty revealing their feelings. |
| Individual Response to Grief and Loss: Adulthood | Bereavement more typically occurs during adulthood, and as people get older, the occurrence of death among their loved ones increases. S/Sx: depression, anxiety, anger, and rapid changes in mood. |
| 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. |
| Hospice Care | Care services for clients and families that focus on comfort and support; not curative when it is determined the client has less than six months to live. |
| Respite Care | A service or agency that provides primary caregivers with a short-term break from the responsibilities of client care. |
| Palliative Care | A multidisciplinary care approach that is focused on the management of symptoms for chronic or life-threatening illnesses while maintaining the highest level of quality of life possible for the client. |
| Dyspnea | The sensation of difficult or labored breathing. |
| Death Rattle | Sound produced as a result of an accumulation of secretions in the lung and the throat leading to congestion; secretions become trapped as the client is unable to clear the secretions. |
| Cheyne-Stokes Respirations | Breathing pattern of cycles that begin with rapid, shallow breaths, increase to deep breaths, ending with 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. |
| Hallucinations | A sensation that something is there when it is not; includes all five of the senses. |
| Postmortem Care | Physical care performed after the client has died; includes washing the body, accounting for the client's possessions, removing invasive devices, and placing identification tags on the body. |
| 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. |
| Freudian Psychosexual Development: Oral | Birth to 18 months Mouth, lips, tongue Wean from breast |
| Freudian Psychosexual Development: Anal | 18 months to 3 years Anus Elimination, toilet training |
| Freudian Psychosexual Development: Phallic | 3 to 6 years Genitalia Resolve Oedipus or Electra complex |
| Freudian Psychosexual Development: Latency | 6 to 12 years None Development of defense mechanisms |
| Freudian Psychosexual Development: Genital | 12 years to adulthood Genitalia Reach sexual maturity |
| Erikson Psychosocial Development: Trust vs. Mistrust (Infancy) | The first stage of Erikson’s theory is trust vs. mistrust. Erikson believed that a sense of trust in self and others is the foundation of human development and is essential for the formation of a healthy identity. |
| Erikson Psychosocial Development: Autonomy vs. Shame and Doubt (Toddlerhood) | As children gain control over their bodies and begin to explore their environment, they develop a sense of independence and autonomy. |
| Erikson Psychosocial Development: Initiative vs. Guilt (Preschool) | During this stage of psychosocial development, preschoolers continue to explore their environment and try out different roles. Initiative adds to autonomy as children learn basic skills to master the world around them. |
| Erikson Psychosocial Development: Industry vs. Inferiority (Childhood) | Children at this stage are becoming more aware of themselves as individuals and learning complex skills such as reading, writing, problem solving, and telling time. They can manage most of their personal needs with minimal assistance. |
| Erikson Psychosocial Development: Identity vs. Role Confusion (Adolescence) | This stage of development is a transitional stage between childhood and adulthood—one characterized by rapid and dramatic physiological, emotional, and social changes. Adolescents are concerned about their appearance and body image. |
| Erikson Psychosocial Development: Intimacy vs. Isolation (Early Adulthood) | This stage of psychosocial development spans the period of early adulthood, as individuals begin to form intimate, committed relationships with other people. |
| Erikson Psychosocial Development: Generativity vs. Stagnation (Middle Adulthood) | Erikson defined generativity as the process by which individuals in middle adulthood reflect on their accomplishments and engage in meaningful ways to support future generations. |
| Erikson Psychosocial Development: Integrity vs. Despair (Late Adulthood) | In the final stage of psychosocial development, individuals in late adulthood contemplate and reflect upon their life by retrospectively looking back and taking stock in their accomplishments and failures. |
| Piaget’s Stages of Cognitive Development: 0-2 | With increased mobility and awareness, infants explore the world through direct sensory and motor contact. Object permanence and separation anxiety emerge. |
| Piaget’s Stages of Cognitive Development: 2-6 | Children use symbols (words and images) to represent objects and learn to express themselves through language and symbolic gestures, but do not yet reason logically. |
| Piaget’s Stages of Cognitive Development: 6-12 | Children can think logically about concrete objects and can add and subtract. They understand the concepts of reversibility and spatiality, and can classify, socialize, and apply rules. |
| Piaget’s Stages of Cognitive Development: 12+ | Adolescents reason abstractly and think in hypothetical terms. They can test hypotheses, and can expand and refine their thinking and reasoning skills as they achieve cognitive maturity. |
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