Ch. 11: Death and Dying Flashcards Preview

ATI Pediatrics-MJ > Ch. 11: Death and Dying > Flashcards

Flashcards in Ch. 11: Death and Dying Deck (34):
1

When death is expected or a possible outcome

Anticipatory grief

2

Extends for more than a year following the loss

Complicated grief

3

Describe parental grief

-Intense, long lasting, complex
-Secondary losses r/t death of child (ex: absence of hope and dreams, disruption of the family unit, loss of identity as a parent)

4

Infants/toddlers: What kind of concept of death?

Little to none

5

Infants/toddlers: What prevents their [mainly referring to toddlers] understand death?

Egocentric thinking

6

Infants/toddlers: How are their emotions?

Mirror parental emotions

7

Infants/toddlers: How do they react?

In response to changes brough about by being in the hospital

EX: Change of routine, painful procedure, immobilization, less independence, separation from family

8

Infants toddlers: May regress to an _______

Earlier stage of behavior

9

Preschool children: Do they have egocentric thinking?

Yes

10

Preschool children: Why may the child feel guilt and shame?

Magical thinking allows for the belief that thoughts can cause an event such as death

11

Preschool children: How do they interpret separation from parents?

As punishment for bad behavior

12

Preschool children: How do they view dying?

Temporary because of lack of a concept of time and because the dead person may still have attributes of the living (eating, sleeping, breathing)

13

School-age children: Start to respond to ____ or ____ explainations

Logical or facutal

14

School-age children: What kind of concept of death do they have? What age specifically [since school age ranges from 6-12..what age specifically out of here]?

Adult concept of death--inevitable, irreversible, universal

Applies to older school age children..9-12

15

School-age children: What kind of fears do they experience?

Fears of the disease process, death process, the unknown, and loss of control

16

School-age children often have fears of the disease process, death process, the unknown, and loss of control. How do they display this fear?

Uncooperative behavior

17

School-age children may be curious about _____ and what happens to the ____ after death

Funeral services and what happens to the body after death

18

Adolescents: What kind of concept of death?

Adult-like

19

Adolescents: Why may they have difficulty accepting death?

Because they are discovering who they are, establishing an identity, and dealing with issues of puberty

20

Adolescents: Who do they rely more on: peers or parents and what may this result in?

Rely more on PEERS--may result in the reality of a serious illness cause adolescents to feel ISOLATED

21

Adolescents: May be unable to relate to ____ and ____ with parents

Unable to relate to PEERS and COMMUNICATE with parents

22

Adolescents: Why may they become increasing stressed?

By changes in physical appearance due to medications or illness than the prospect of death

23

Adolescents: What may they experience?

Guilt and shame

24

What is the last sense to go?

Hearing

25

Is it okay for the nurse to attend the funeral of the child who died?

Yes

26

Is it okay for the nurse to maintain contact with the family of the child who died?

Yes

27

How should the nurse refer to the deceased child?

Still refer to the child by their name

28

A nurse is caring for a child. Which of the following are physical manifestations of impending death? (SATA)

A. Height sense of hearing
B. Tachycardia
C. Difficulty swallowing
D. Sensation of being cold
E. Cheyne-Stokes respirations

C, E

A: Decrease in senses of SMELL, SIGHT, and HEARING are physical manifestations of death
B: Patient would have BRADYcardia, not tachycardia
C. CORRECT
D. A clients sensation of HEAT when the body feels cool is sign of approaching death
E. CORRECT

29

A nurse is teaching a parent about complicated grief. Which of the following statements by the nurse is appropriate?

A. It is considered complicated grief if you are still grieving 6 months after your loss
B. Personal activities are affected when experiencing complicated grief
C. Parents will experience complicated grief together
D. Complicated grief self-resolves in 12 months

B

30

A nurse is teaching a parent of a preschool child about factors that affect the child's perception of death. Which of the following should be included in the teaching?

A. Preschool children have no concept of death
B. Preschool children perceive death as temporary
C. Preschool children often regress to an earlier stage of behavior
D. Preschool children experience fear related to the disease process

B

A= what toddlers do
B. CORRECT bc they perceive it has temporary
C= what toddlers do
D= what school age children do

31

A nurse often cares children who are dying. Which of the following is an appropriate action for a nurse to take to maintain their effectiveness? (SATA)

A. Remain in contact with family after their loss
B. Develop a professional support system
C. Take time off work
D. Suggest that a hospital representative attend funeral
E. Demonstrate feelings of sympathy toward the family

A, B, C

D= nurse should be encouraged to go to funeral as an act of support for family
E= a nurse should develop the ability for EMPATHY when dealing with dying clients

32

A nurse is caring for a child who has terminal illness and review palliative care with an assistive personal (AP). Which of the following statements by the AP indicates understand of this review?

A. I'm sure the family is hopeful that the new medication will stop the illness
B. I'll miss working with this client, now that only nurses will be caring for him
C. I will get all the clients personal objects out of his room
D. I will listen and respond as the family talks about their child's life

D

33

How should nursing personnel be staffed for caring for the client/family of the dying client?

Provide consistency among nursing staff caring for the client/family

34

How should lighting in the room be for the dying client?

Soften lights