Name: Kate Hampshire L.

Bolos Section/Year: BSN1-A

Review Questions

1. What are the seven stages of development?

 There are seven stages a human move through during his or her life span. These
stages include infancy, early childhood, middle childhood, adolescence, early
adulthood, middle adulthood and old age.

2. Define pedagogy, andragogy, and geragogy.

 pedagogy -the method and practice of teaching, especially as an academic subject or

theoretical concept.
 Andragogy- the method and practice of teaching adult learners; adult education.
 Geragogy refers to the management of teaching and learning for older adults and has
become a well-known term applied to teaching and learning in later life.

3. Who is the expert in cognitive development? What are the terms or labels used by this
expert to identify the key cognitive milestones?

 Jean Piaget's theory of cognitive development suggests that intelligence changes as

children grow. A child's cognitive development is not just about acquiring knowledge,
the child has to develop or construct a mental model of the world.

4. Who is the expert in psychosocial development? What are the terms or labels used by
this expert to identify the key psychosocial milestones?

 Erik Erikson was an ego psychologist who developed one of the most popular and
influential theories of development. While his theory was impacted by psychoanalyst
Sigmund Freud's work, Erikson's theory centered on psychosocial development rather
than psychosexual development.

5. What are the salient or prominent characteristics at each stage of development that
influence the ability to learn?

 Salient Characteristics:
 Cognitive
- Fluid intelligence, capacity to perceive relationships, to reason, and to
perform abstract thinking, which declines with aging.
- Crystallization intelligence absorbed over a lifetime, which increases with
experience.
 Psychological
-example: Adjusting to changes in lifestyle and social status.
6. What are three main teaching strategies for each stage of development?

 Infancy–Toddlerhood
 Orient teaching to caregiver
 Use repetition and imitation of information
 Stimulate all senses Provide physical safety and emotional security
 Allow play and manipulation of objects

 Early Childhood
 Use warm, calm approach, and build trust Use repetition of information.
 Allow manipulation of objects and equipment.
 Give care with explanation Reassure not to blame self.

 Middle And Late Childhood

 Encourage independence and active participation.
 Be honest, allay fears.
 Use logical explanation.

 Adolescence
 Establish trust, authenticity
 Know their agenda Address fears/concerns about outcomes of illness
 Identify control focus Include in plan of care

 Young Adulthood
 Use problem-centered focus
 Draw on meaningful experiences
 Focus on immediacy of application

 Middle-Aged Adulthood
 Focus on maintaining independence and reestablishing normal life patterns
 Assess positive and negative past experiences with learning
 Assess potential sources of stress caused by midlife crisis issues

 Older Adulthood
 Use concrete examples
 Build on past life experiences
 Make information relevant and meaningful

7. How do people you know in each stage of development compare with what you have
learned about physical, cognitive, and psychosocial characteristics at the various
developmental stages?

 Early childhood physical maturation is a continuation of the child's previous growth.

Children's fine and gross motor abilities grow increasingly polished and synchronized,
 allowing them to carry out daily activities with greater freedom. Despite the fact that
their efforts are better coordinated, monitoring of activities is still essential due to
their lack of judgment in applying the skills they have learned.
 Piaget refers to the preoperational phase as a stage of cognitive development in early
childhood. The transitional time when the youngster begins to use symbols (letters
and numbers) to symbolize anything underlines the child's incapacity to think things
through logically without acting out the circumstance. Preschoolers begin to acquire
the ability to recall past events and anticipate future ones throughout this time. They
can collect and categorize items, but they have only a hazy comprehension of their
links.
 Early childhood psychosocial growth is a stage of initiative vs guilt. Children take on
projects to be active and occupied. They may become frustrated and angry as a result
of their excessive energy and drive to dominate. They have a wide range of
imagination and originality, behave rashly, and are inquisitive about practically
everything they see and do. Separation, criticism, suffering, punishment, and
aggressiveness from others are all anxieties that children have as their imagination
grows. The greatest danger to a preschool kid is loss of physical integrity, which has a
considerable impact on his or her desire to interact with healthcare workers.

8. What is the role of the family in the teaching and learning process in each stage of
development?

 The initial role model for a youngster is his or her parents. Children copy their parents
in terms of behavior, reaction, and imitation. Parents have a critical role in inspiring
and encouraging their children to learn. A positive, healthy, and lifelong learner is
aided by adequate parental support. If parents are sensitive and understanding,
children learn abilities at a young age. The importance of receiving high-quality
treatment in a healthy and safe setting should be your first focus. Look for child care
that promotes and stimulates your child's physical, cognitive, and social development.
When looking for a program that best matches your child's needs, keep in mind his
age and personality. Knowing what makes your kid feel safe and what activities he
loves and will benefit from can help you make the best child care option.

9. How does the role of the nurse vary when teaching individuals at different stages of
development?

 Nurses provide care to people at various stages of development. A fundamental grasp

of growth and development allows the nurse to recognize each individual's
requirements and, as a result, give appropriate care. Human development and growth
are well-ordered processes that begin at conception and last until death. Every person
goes through distinct stages of growth and development, but the rate and nature of this
advancement differs from one person to the next. While growth and development are
generally categorized into age stages or by using terms that describe the
characteristics of an age group, categorization does not take individual differences
into account. It does, however, give a way of characterizing the qualities shared by the
majority of people at different stages of development. Growth and development
influence the entire individual, and while they are defined independently, they overlap
and are interdependent. Physical growth occurs when cells divide and synthesize new
components, resulting in a rise in cell number and size, as well as an increase in the
size and weight of the body or any of its elements. Growth may be assessed in terms
of height and weight, as well as changes in physical appearance and bodily functions
as a person age.
CASE STUDY:

Your local primary care network is developing a new program that focuses on a family-
centered approach to diabetes management. Expected patient outcomes of the program are to
reduce hospitalizations and days off from work or school. Your role as a nursing consultant to
this program is to help the team develop a comprehensive, family-oriented educational
program that covers important diabetes topics such as pathophysiology, nutrition, and
exercise. Maurice, a member of the team, suggests, “Let’s do our teaching with all the family
members together in a group.” Lina, another team member, states, “We should separate the
family members into similar age groups for the teaching—that way, we can better keep their
interest.” You suggest that the team integrate Maurice’s and Lina’s suggestions and plan a
total of five teaching sessions, with four of the sessions grouping participants according to
developmental stages and the final session grouping families together. Participants range
from 6 to 75 years of age.

1. Describe how you will determine the different age range groupings of the participants for
the first four sessions. Explain the different age ranges, cognitive and psychosocial stages,
and general characteristics of each group.

I will determine the different age range groupings of the participants for the first four sessions
by grouping participants according to developmental stages and the final session grouping
families together. Participants range from 6 to 75 years of age. These stages include middle
childhood, adolescence, early adulthood, middle adulthood and old age. In middle and late
childhood, children have progressed in their physical, cognitive, and psychosocial skills to
the point where most begin formal training in structured school systems. They approach
learning with enthusiastic anticipation, and their minds are open to new and varied ideas.
Cognitive development in middle and late childhood as the period of concrete operations.
During this time, logical, rational thought processes and the ability to reason inductively and
deductively develop. Children in this stage are able to think more objectively, are willing to
listen to others, and selectively use questioning to find answers to the unknown. At this stage,
they begin to use syllogistic reasoning that is, they can consider two premises and draw a
logical conclusion from them. Adolescence marks the transition from childhood to adulthood.
During this prolonged and very change-filled time, many adolescents and their families
experience much turmoil. How adolescents think about themselves and the world
significantly influences many healthcare issues facing them. Early adulthood is composed of
the cohort currently between 20 and 34 years of age, who belong to the millennial generation,
as well as the cohort currently aged 35 to 40, who are known as Generation X. Both
generations exhibit their own characteristic traits and present different challenges to the nurse
educator. Most older people have at least one chronic condition, and many, especially in the
later years, have multiple conditions. On average, they are hospitalized longer than persons in
other age categories and require more teaching overall to broaden their knowledge of self-
care.
2. Choose two different developmental stage groupings and give examples of teaching
strategies you will use with each group for the specific teaching sessions. Explain why you
chose these strategies for the individuals with diabetes and their families.

 Middle-Aged Adulthood - During this stage of maturation, physiological changes

begin to take place. Skin and muscle tone decreases, metabolism slows down, body
weight tends to increase, endurance and energy levels lessen, hormonal changes bring
about a variety of symptoms, and hearing and visual acuity start to diminish. All these
physical changes and others affect middle-aged adults’ self-image, ability to learn,
and motivation for learning about health promotion, disease prevention, and
maintenance of health. When teaching members of this age group, the nurse must be
aware of their potential sources of stress, the health risk factors associated with this
stage of life, and the concerns typical of midlife. Misconceptions regarding physical
changes such as menopause are common. Stress may interfere with middle-aged
adults’ ability to learn or may be a motivational force for learning. Those who have
lived healthy and productive lives are often motivated to contact health professionals
to ensure maintenance of their healthy status.
 Older Adulthood - Most older people have at least one chronic condition, and many,
especially in the later years, have multiple conditions. On average, they are
hospitalized longer than persons in other age categories and require more teaching
overall to broaden their knowledge of self-care. With advancing age, so many
physical changes occur that it becomes difficult to establish normal boundaries. As a
person grows older, natural physiological changes in all systems of the body are
universal, progressive, decremental, and intrinsic. Understanding older persons’
developmental tasks allows nurses to alter how they approach both well and ill
individuals in terms of counseling, teaching, and establishing a therapeutic
relationship. Nurses must be aware of the possibility that older patients may delay
medical attention. Decreased cognitive functioning, sensory deficits, lower energy
levels, and other factors may prevent early disease detection and intervention.

3. What are some advantages to grouping participants by developmental stages? What

are some disadvantages?

 Shared decision-making, shared resources, synergy, and exposure to variety are some
of the benefits of group communication. Relationship and task disadvantages are also
possible unfavorable characteristics of group communication.