Pediatric nursing ch 7 Flashcards
(110 cards)
Developmental milestones
Birth to 3 months
Weight: gains 5 to 7 oz weekly during the first month and then 1 to 2 lb per month
Feeding: Breastfed every 2 to 3 hours, formula-fed every 3 to 4 hours
Height: grows 1 inch per month for first 6 months of life
Head circumference: grows a half inch per month for first 6 months of life
Motor skills:
Wobbly at first, but soon can lift head when on abdomen
Grasps an object, kicks vigorously, and turns head from side to side
Needs to have the head and neck supported
Can get their hands and thumbs to their mouths
Musculoskeletal and orthopedic disorders occur during fetal development; the most common of these disorders are talipes equinovarus (club foot) and developmental hip dysplasia.
Reflexes: primitive reflexes remain
Hearing: should respond to parent’s voice and respond to loud noises by blinking, startling, frowning, or waking from light sleep
Vision: most newborns focus best on objects about 8 to 10 inches away, or the distance to your face during a feeding. Acuity is 20/100; they begin to recognize mother visually. Can track objects visually with more accuracy.
Communication: sensitive to the way they are held, rocked, and fed. By age 2 months, the infant should smile on purpose (social smile), blow bubbles, and coo when spoken to. At 3 months the infant may laugh out loud and express moods.
Three to six months
Birth weight doubles by 6 months of age
Height increases 1 inch per month for first 6 months
Can raise head (Figure 7–16) and support it by 4 months
Reaches and grasps objects, plays with hands, moves objects to mouth, plays with toes
Rolls from abdomen to back
More stabilized sleeping patterns at 3 months
Opens mouth for spoon
Binocular vision: ability to see with both eyes coordinated
Primitive reflexes begin to disappear
Begins to drool, chew on toys as teething begins (6 months)
Can sit when propped at 6 months
Can support some weight when held in a standing position
Recognizes familiar objects and people, expresses displeasure when those objects or people are removed, babbles to self
Six to nine months
All infants should be screened for developmental delays and disabilities at 9 months at the well-child visit
Rolls from back to stomach and stomach to back
Sits unsupported by 8 months
Transfers objects from hand to hand, points at objects, and picks them up at 9 months
Fine motor skills continue to develop
Puts feet in mouth, plays pat-a-cake, loves to see own image in a mirror
Develops and expresses taste preferences
Begins to understand differences between inanimate and animate objects
Displays stranger anxiety
Develops object permanence
Vocalizes with many-syllable vowel sounds and “m-m” with crying
Around 9 months, says “Dada” and “Mama” and understands bye-bye and no
Around 8 to 9 months begins to pull to stand, develops pincer grasp, crawls backward and then forward, and responds to own name (Figure 7–18)
Understands where to look for an object that has been dropped; practices grasp-release movements
Begins to test parent’s responses, such as watching the parent while dropping food on the floor
Distinguishes colors
Distance vision
Expresses emotions, including frustration and anger
Nine to twelve months
Birth weight triples
Birth length increases by 50%
Head and chest circumference are equal
Total of six to eight teeth
Knows name
Creeps along furniture
Drinks from a cup; should be weaned from a bottle
Stands alone for brief periods of time; raises arms when wants to be picked up
May take first steps or walk alone
Eats with spoon and cup but prefers fingers
Enjoys familiar surroundings and people, expresses dissatisfaction with strangers or strange surroundings (stranger anxiety)
May develop security objects such as favorite toys or blankets
Enjoys books, especially board books
Can understand simple communication or direction; says two or three words beyond Dada and Mama
One or both feet may slightly turn in; the infant’s lower legs are normally bowed
At around 12 months of age can transition to whole cow’s milk; do not use 1% or 2% because the infant needs the fat content for continuing brain development
Cognitive development
Cognitive development involves the infant’s processing of information, conceptual processes, intelligence, language development, memory, and perceptual skills.
Intellectual growth-begins at birth-memory-problem solving, exploring, concepts.
Primitive reflexes-disappear within months after birth(controlled by lower brain fuinctions)
Cognitive development affected by
occurs quickly and may substantially vary from month to month. Infants develop on all levels and are influenced by cultural context, neurological development, and experience with others.
Assessment models for infant cognitive development:
Brazelton Neonatal Behavioral Assessment Scale:
Tests an infant’s neurological development, behavior, and responsiveness. It is used only in the neonatal period.
Gesell Developmental Schedules:
Test for fine and gross motor skills, language, eye-hand coordination, imitation, object recovery, personal-social behavior, and play response.
Denver Developmental Screening Test
Used to identify problems or delays. It measures personal/social, fine and gross motor, language, and social skills.
Bayley Scales of Infant Development
Test the cognitive, behavioral, and motor domains of the infant. The assessment is used to identify infants with developmental disabilities. It is a highly reliable tool that uses mental, motor, and behavioral scales to rate an infant’s functioning. The mental test screens for such items as whether the infant turns to a sound or looks for a fallen object. The motor test screens for gross and fine motor skill development.
Developmental theorists:
Piaget(theory of cognitive development)
In sensorimotor stage, infants use five senses to explore their world; the theory includes six substages that describe the infant’s mental representation (see Chapter 6). Infants learn about their environments through their senses and begin to engage in goal-directed behaviors
Vygotsky (social context of cognitive development)
Describes how complex mental functioning originates in infants through social interactions. Cultural factors influence attainment. There is a close correlation between language acquisition and the development of thinking
Erikson (psychosocial development)
Highlights trust versus mistrust as the first psychosocial stage during the first year of life. This theory explains how the infant’s personality develops.
Trust requires a feeling of physical comfort and a minimal amount of fear and apprehension about the future. It is a time where the infant has certain expectations about the predictability of the environment. If this stage is not attained, the infant feels insecure and learns mistrust (see Chapter 6).
Trust in infancy provides lifelong expectation that the world will be a good and pleasant place to live.
Mahler (social development):
Describes how an infant develops a sense of self through symbiosis and separation, or individualism
Kohlberg (moral development):
Describes how moral reasoning aids in the development of ethical behavior and proceeds through six stages
Sensory development: Vision smell taste Touch
Vision: least-developed sense; infants are attracted to bright colors and black and white because of limited vision; objects appear two-dimensional with poor peripheral vision until 2 to 3 months of age
Smell: well-developed sense; especially recognizes smell of own mother
Taste: well-developed sense; sweet tastes are preferred
Examination of the ears of an infant: Pull the pinnae straight back and down.
Communications with infants are similar in different cultures, with a higher-pitched voice used when attempting to get the infant’s attention; deaf mothers use a slower pattern and sign more often.
Touch: Touch is extremely important for the newborn; gentle touch or massage is calming and pleasurable. Pain is a protective device; the infant responds by extending and retracting the extremities and crying.
Hearing
Hearing: can hear beginning in the womb and can identify mother’s voice; differentiates between male and female voices; hearing is critical for language development
Hearing test is administered before discharge, either through otoacoustic emissions or auditory brainstem response.
All 50 states, as well as Puerto Rico, Guam, and the District of Columbia, require hearing screening for newborns.
Tests are noninvasive, conducted before discharge by a trained professional, and performed in a quiet environment. Vernix, other fluids, and a withdrawing infant may affect the test.
Hearing tests:
Auditory brainstem response
Auditory brainstem response is a physiological measurement of the brainstem’s response to sound. A clicking sound is produced, and the electrical activity response from the nerve is recorded as waveforms on a computer. This noninvasive test requires electrodes to be placed on the infant’s scalp with adhesive and is conducted while the infant is sleeping
Otoacoustic emissions method
The otoacoustic emissions method uses an earplug that measures the responses of the cochlea to clicking sounds produced by a microphone. The infant is sleeping during the test. It is a noninvasive procedure
Soothing odors
Research has indicated that mothers pass on to their newborns chemosensory information that reveals her identity, the location of her breasts, and the composition of her milk. These pheromones help guide the newborn to finding the source of milk necessary for nutrition, fluids, and energy, and identify her to her newborn. Studies have shown that biologically meaningful odors such as amniotic fluid, colostrum, and breast milk are soothing to infants, particularly when obtained from the infant’s own mother. These odors support successful mother–infant bonding and increase breastfeeding success.
Hearing screening at birth
Some degree of hearing loss occurs in 3 out of 1,000 infants (AAP, 2017c). Any infant who does not pass the newborn hearing screening has the potential for a developmental emergency (AAP, 2016c). Initial newborn hearing screening occurs in the hospital setting by specially trained nursing staff with any necessary follow-up testing recommended in the pediatric medical home (AAP, 2017c). The State Early Hearing Detection and Intervention (EHDI) Laws and Regulations list the screening mandated by all 50 states and the District of Columbia
Language acuisition
is a partly innate and partly learned process.
Linguist Noam Chomsky (nativist theory) describes the infant’s acquisition of language as complex and not well understood; he coined the term language acquisition device.
Vygotsky proposed the interactionist theory of language acquisition, which states that language is learned through socialization within the family context.
Early speech is evidenced by crying, babbling, and mimicking of repetitive vowel sounds such as ma-ma-ma and da-da-da. Single words are then used and accumulate into the infant’s vocabulary. Children interact with other people and the environment, so favorable responses to speech encourage the infant to communicate.
Discipline
Although it is impossible to spoil an infant, discipline at this age should focus on setting limits for the child’s safety and well-being.
At 6 months of age, when the child is more mobile, use distraction to keep the child away from dangerous areas.
Temper tantrums are the infant’s way of expressing frustration, hunger, anger, illness, or fatigue.
Reward good behavior.
Remain calm, firm, and consistent.
Maintain a set routine.
SAFE AND EFFECTIVE NURSING CARE: Promoting Safety
Corporal Punishment
Corporal punishment of children, such as spanking or hitting, has been found to have negative consequences and is less effective than other forms of discipline, such as the withdrawal of positive reinforcement (loss of privileges, time-outs). Spanking has been associated with a higher incidence of aggressive behavior in children, increased substance abuse, and higher rates of crime and violence in older children (