Unit V-Threats to Wellness
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Created by:
athomp101 on January 15, 2008
Subjects:
nsg, iiitheorysiegelwarmangallagher
Description:
SPC/Nsg III/Theory/Siegel/Warman/Gallagher
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43 terms
Terms | Definitions |
|---|---|
 affective domain | Known as the "feeling" domain and is divided into categories that specify the degree of a person's depth of emotional response to tasks; includes feelings, emotions, interest, attitudes, and appreciations. |
| andragogy | The art and science of helping adults learn. |
| behaviorism | Learning should be based on the learner's behavior. |
| cognitive domain | The "thinking" domain, includes six intellectual abilities and thinking processes beginning with knowing, comprehending, and applying to analysis, synthesis, and evaluation. |
| compliance | The extent to which an individual's behavior conincides with medical or health advise. |
| cognitivism | Depicts learning as a complex cognitive activity. |
| geragogy | The term used to describe the process involved in stimulating and helping elderly persons to learn. |
| humanism | Learning that focuses on the feelings and attitudes of learners, the importance of the individual in identifying learning needs and taking responsibility for them, and the self-motivation of the learners to work toward self-reliance and independence. |
| pedagogy | The discipline concerned with helping children learn. |
| positive reinforcement | Giving rewards such as praise for a learner's achievements. |
| psychomotor domain | The "skill" domain; includes motor skills such as giving an injection. |
| readiness | Behaviors or cues that reflect a learner's motivation to learn at a specific time. |
| Key Point | The terms growth and development represent independent, interrelated, and dynamic processes. |
| Key Point | Growth is physical change and increase in size. The pattern of physiologic growth is similar for all people. |
| Key Point | Development is an increase in the complexity of function and skill progression. It is the capacity and skill of the individual to adapt to the environment. |
| Key Point | Genetics and environment are the primary factors influencing growth and development. |
| Key Point | The rate of a person's growth and development is highly individual, but the sequence of growth and development is predictable. |
| Key Point | Components of growth and development are generally categorized as physiologic, psychosocia, cognitive, moral, and spiritual. |
| Key Point | Robert Havighurst believes that learning is basic to life and that people continue to learn throughout life. His theory describes six age periods with developmental tasks for each period. |
| Key Point | Psychosocial development refers to the development of personality. Psychosocial theorists include Freud, Erickson, Peck, and Gould. |
| Key Point | Cognitive development refers to the manner in which people learn to think, reason, and use language. The most widely known cognitive theorist is Piagest. |
| Key Point | Moral development, a complex process not fully understood, involves learning what ought to be and what ought not to be done. Kohlberg's theory focuses on the reasons an individual makes a decision. |
| Key Point | The spiritual component of growth and development refers to individuals' understanding of their relationship with the universe and their perceptions about the direction and meaning of life. Fowler and Westerhoff are two theorists who describe stages of spiritual development or faith. |
| Key Point | In nursing, developmental theories can be useful in guiding assessment, explaining behavior, and providing a direction for nursing interventions. |
| Key Point | Prenatal or intrauterine development lasts about 9 calendar months. |
| Key Point | The embryonic phase is the 8-week period during which the fertilized ovum develops into an organism with most of the features of the human. |
| Key Point | Monitoring the infant's weight, length, head and chest circumferences, fontanelle size and status, vision, hearing, smell and taste, touch, reflexes, and motor development are important indicators to the newborn's growth and health. |
| Key Point | Infants from birth to 12 months reveal marked growth in size and stature with appropriate nutrition and care: Birth weight doubles by 5 months and triples by 12 months. |
| Key Point | During infancy, motor development is notable: At 1 month infants can lift their heads momentarily when prone; at 6 months they can sit unsupported; and at 12 months they can walk with help. |
| Key Point | Fulfillment of the infant's physiologic and psychologic needs is required to develop a basic sense of trust. Parents can enhance this sense of trust by responding consistently to an infant's needs, providing a predictable environment in which routines are established, and being sensitive to the infant's needs and meeting those needs skillfully and promptly. |
| Key Point | Cognitive development, for the infant, is a result of interaction between an individual and the environment. The infant needs a variety of sensory and motor stimuli. |
| Key Point | The toddler group, ages 12 months to 3 years, develops from having no voluntary control to being able to walk and speak. They also learn to control their bladders and bowels, and they acquire all kinds of information about their environment. |
| Key Point | During the preschool years, ages 4 to 5, physical growth slows, but control of the body and coordination increase greatly. The preschoolers' world gets larger as they meet relatives, friends, and neighbors. |
| Key Point | The school-age period starts when children are about 6 years of age, when deciduous teeth are shed. In general, this period from 6 to 12 years is one of rapid and dramatic change. Skills learned during this stage are particularly important in relation to work later in life and willingness to try new tasks. |
| Key Point | During psychosocial development, school-age children face Erikson's conflict of industry versus inferiority. |
| Key Point | School-age children begin to understand relationships and change from being egocentric to having cooperative interactions; according to Piaget, they are in the concrete operations phase of cognitive development. |
| Key Point | Most school-age children progress to the conventional level of moral development and to the mythic-literal stage of spiritual development. |
| Key Point | Rapid growth in height, development of secondary sexual characteristics, sexual maturity, and increasing independence from the family are major landmarks of adolescence. |
| Key Point | Peer groups assume great importance during adolescence; they provide a sense of belonging, pride, social learning, and sexual roles. |
| Key Point | Adolescents are at Fowler's synthetic-conventional stage of spiritual development. |
| Key Point | Adolescents between the ages of 11 and 15 begin the formal operations stage of cognitive development; they are able to think logically, rationally, and futuristically and can conceptualize things as they could be rather than as they are. |
| Key Point | The adolescent is at Kohlberg's conventional level of moral development, and some proceed to the postconventional or principled level. |
| Key Point | The four leading causes of adolescent death are motor vehicle crashes, homicide, suicide, and other unintentional injuries. |
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