Frequently Asked Questions
Chapter 17: The Pediatric Client

How is growth and development related to holistic nursing practice?

A nurse who is practicing holistically will consider the physiological, psychosocial, cognitive, moral, and spiritual dimensions of their clients. Growth and development occurs from birth through adulthood in all of these dimensions.

What is the difference between “growth” and “development”?

Growth is the quantitative (measurable) change in physical size of the body and its parts, including increases in cells, tissues, structures, and systems. Development is a qualitative term that refers to behavioral changes and increasing competency in functional abilities and skills.

What are the characteristics of an individual with a positive self-concept?

The characteristics of an individual with a positive self-concept are self-confidence, willingness to take risks, the ability to receive criticism without defensiveness, the ability to adapt effectively to stressors, and innovative problem-solving skills.

What are the differences between the theories of Sigmund Freud and Erik Erikson?

Freud believed that behavior is motivated by a desire to satisfy biological needs and the release of tension, expressed through the oral, anal, and genital body zones during the course of personality development and throughout the teen years. Erikson expanded Freud’s ideas beyond adolescence, proposing that psychosocial development is a series of conflicts that can have favorable or unfavorable outcomes.

What is the difference between intrapersonal and interpersonal theory?

Intrapersonal theory proposes that personality develops on an unconscious level, motivated by feelings, needs, conflicts, and drives. Interpersonal theory proposes that one’s personality develops as a result of approval or disapproval from significant others.

What are Erikson’s Stages of Psychosocial Development?

Erikson’s stages of psychosocial development are (1) trust vs. mistrust (birth to 18 months; develop a sense of trust in others), (2) autonomy vs. shame and doubt (18 months to 3 years; learn self-control), (3) initiative vs. guilt (3 to 6 years; initiate spontaneous activities), (4) industry vs. inferiority (6 to 12 years; develop necessary social skills), (5) identity vs. role diffusion (12 to 20 years; integrate childhood experiences into a personal identity), (6) intimacy vs. isolation (18 to 25 years; develop commitments to others and to a life work), (7) 21 to 45 years; establish a family and become productive), and (8) integrity vs. despair (45+ years; view one’s life as meaningful and fulfilling).

What are the differences in Piaget’s Phases of Cognitive Development?

The sensorimotor phase, from birth to 2 years, is the phase in which sensory organs and muscles become more functional. The preoperational phase, from 2 to 7 years, is the phase in which the child’s ability to think emerges. The concrete operations phase, from 7 to 11 years, is the phase in which the child learns to reason about events in the here-and-now. The formal operations phase, 11+ years, is the phase in which the individual is able to see relationships and to reason in the abstract.

What are the differences between assimilation, accommodation, and adaptation?

Assimilation is the process of taking in new experiences or information. Accommodation allows for readjustment of the cognitive structure or mindset to take in new information. Adaptation refers to the changes that occur as a result of assimilation and accommodation.

What are the safety concerns for prenatal, neonatal, infant, toddler, preschool, school-age, preadolescent, and adolescent children?

The prenatal client is vulnerable to substances consumed by the mother, causing developmental problems or birth defects. The neonatal client is at risk for accidents and infections. Infants and toddlers are at risk for accidents, particularly motor vehicle accidents. Toddlers also experience accidents related to playing with toys that are not age appropriate, are sharp, have small parts that can be swallowed, or are flammable or toxic. Preschoolers are vulnerable to injuries caused by automobile accidents, burns, falls, drowning, animal bites, and the ingestion of poisonous substances. School-age children are in danger of injuries from using skates, skateboards, in-line skates, and bicycles, or from automobile traffic. Preadolescents are at risk for injuries related to sports, play activities, and violence. Adolescents are prone to impulsive behavior, a sense of being invulnerable to accidents, testing limits, and rebelling against adult advice. The major causes of adolescent death are accidents, homicide, and suicide. Preadolescents and adolescents alike may be engaging in smoking, consuming alcohol and other drugs, reckless driving, violence, and unprotected sexual activity.