1. Parts I and II: Pediatric Growth & Development Health Maintenance & Restoration Spring 2012 Christina Hernandez RN, MSN

2. Growth and Development

3. Improving child health by having knowledge of definitions n “growth” n “development” n “maturation” n “learning”

4. Stages of Growth & Development n Newborn- 0 to 1 month n Infant- 1 month to 1 year n Toddler- 1 year to 3 years n Preschool- 3 years to 6 years n School age- 6 to 11 or 12 years n Adolescence- 11 or 12 years to 21 years

5. Patterns of growth n Rapid pace from birth to 2 yrs n Slower pace from 2 yr-puberty n Rapid pace from puberty to 15 yrs n Sharp decline from 16 -24 yrs when full adult size is reached

6. Directional paths of growth & development n Cephalo-caudal n Proximo-distal n Prehensile

7. Principles of Growth & Development n occur in an orderly sequence n occur continuously but rates vary- growth spurts n highly individualized rate from child to child n vary @ different ages for specific structures n process involving the whole child

8. Factors which influence growth and development n Genetics n Environment n Culture n Nutrition n Health Status n Family

9. Genetic influences on growth and development n pattern, rate, rhythm and extent: –governed by genes interplaying with environment –intrauterine life extremely important in growth and healthy development of the child

10. genetic screening, cont. n later in pregnancy: –amniocentesis: @ l2-l6 weeks –chorionic villa sampling: @ l0-11 weeks n role of the genetic counselor

11. Examples of environmental influences on a child n family composition n family position in society n family socioeconomic status n knowledge of the family n availability of healthy diets n housing n diseases present in family and child

12. Cultural influences n Must be considered when assessing growth and development n Customs vs. work demands from different cultures

13. Nutritional influences n Begins during the prenatal period n LBW (low birth weight) can result from poor prenatal nutrition n Socio-economics may impact growth as well

14. Health status of the child n Certain diseases may impact g & d n Endocrine and cardiac status included here

15. Family relationships (environmental) and the impact on child growth and development n Critical in growth and development, esp. emotional growth n Intellectual growth must be included here as well n Chronic illness can be combated with a loving environment and close family relationships

16. Theories of growth and development n Psychosocial development: Erikson n Cognitive development: Piaget n Moral development: Kohlberg n Sexual development: Freud

17. Assessment of growth n Methods to evaluate growth: –charts: compare to norms –compare to self over time –xrays –teeth –height, weight, head circumference –size of head and legs: length of bones

18. Assessment of development n DDST II - DOES NOT MEASURE IQ –Classic screening tool to assess development –Personal, fine motor skills, language, gross motor n Basic assessment includes the following nursing assessments: hx taking, developmental screening, growth measurements, parent teaching

19. Importance of Play n Allows child the learn about themselves and relate to others….it is work for the child

20. Classifications of play n Functional or practice play n Symbolic play n Games

21. Functions of play n Physical growth and development n Cognitive development n Emotional development n Social awareness n Moral development

22. Social aspects of play n Solitary play n Parallel Play n Associative play n Cooperative Play n Onlooker Play

23. Types of Play n Dramatic play n Familiarization play

24. Growth of Emotions n Emotion defined n All emotions contain: –feelings –impulses –physiological responses –reactions (internal and external) n Subjective data: n Objective data:

25. Jealousy n A combination of anger, fear, and love n A child 1st loves something, counts it as his own and 2nd perceives that it has been taken away or interfered with n The loss may be real or perceived, ie., sibling rivalry

26. Discipline n Techniques: –The model is to teach by example! –Listening skills n passive n acknowledgement n door openers n active listening

27. Part II: Health Maintenance and Restoration

28. Levels of Preventive Health Maintenance Activities n Primary n Secondary n Tertiary

29. n Specific recommendations by APA: –Minor infections without fever are not contraindication –If reaction occurs, consult dr. before next immunization

30. Barriers to immunizations n Complexity of the health care system n Expense of immunization services n Parental misconceptions n Inaccurate record keeping by parents n Reluctance of health care worker n Lack of public awareness

31. 4mos-6 yrs of age: n DTaP (4 doses) n IPV (3 doses) n HepB (3 doses) n MMR (@ 12 months) n PCV (1 dose) 7-18 yrs of age Td (every 10 years after initial immunizations) IPV (not rec. if >18 yrs of age)

32. Nurses responsibilites with immunizations n Know the action of the vaccine n Careful history of patient n Aspirate when injecting n Educate parents (schedule, side effects) n Proper documentation

33. n Assess for reaction 15-30 min after injection n Epinephrine 1:1000 available n Check immunization records with each visit n Parent teaching: fever, or other symptoms

34. Nutritional Needs for Growth n Infancy- breast milk is best… Why? n Toddler- physiologic anorexia food presentation preferences n Preschool- food jags n School aged- what teaching techniques would you use to teach these children? What developmental stage? n Adolescent- what additional information regarding growth spurt?

35. What teaching should the nurse include regarding… n Bottle feeding? n Dental caries- prevention and treatment? n Eruption of teeth (deciduous & permanent) n Orthodonture n Oral hygiene n Referral to Dentist

36. Safety risks to developmental levels n Infant n Toddler n Preschool n School age n Adolescent

37. Major childhood prevention measures n Aspiration n MVA n Burns n Drowning n Bodily injury/fractures

38. n Leading cause of fatal injury under 1 year of age n Prevention: –Inspection of toys, small parts –Out of reach objects –Selective elimination of certain foods –Proper posturing of the infant for feeding –Pacifier with one piece construction

39. n Vehicular risk greatest when child improperly restrained n Pedestrian n Prevention

40. n Children are inquisitive n Become able to climb and explore n Prevention of household injury:

41. n Child does not recognize danger of H2O n Unaware of inability to breath underwater n No conception of water depth n Hypoxia greatest concern n Prevention

42. n Still developing sense of balance n Easily distracted from tasks n Prevention:

43. Stats on drug poisonings

44. n Common in early childhood (2 yrs) n 75% poisons are ingested n Major reason for poisoning:

45. n Sources of poison: –Cosmetics –Household cleaners –Plants –Drugs –Insecticides –Gasoline –Household items

46. n Therapeutic interventions n In every instance, medical eval is necessary n Call poison control center 1 st n Remove child from exposure n Identify poison n Prevent absorption

47. n Life threatening n More likely to drop out of school n Become disabled n Disturbed brain and nervous system function n Prevent child from full potential

48. n Pathophysiology of lead poisoning n System assessments n Therapeutic Interventions

49. Criteria for treatment of lead poisoning n < 9 not lead poisoned n 10-14: prescreen n 15-19: nutritional and educational interventions n 20-44: environmental eval and medication n 45-69: chelation therapy n >70: medical emergency

50. Systems affected by lead n CNS: brain and nerve damage, retardation; headaches n Cognitive changes: behavioral problems; learning disabilities n M/S: slowed growth patterns; ataxia n Blood: reduction of heme (hemoglobin) leading to anemia n GI: vomiting, anorexia, colic, abd. pain

51. n Make environment lead-free n Inspect buildings >25 years of age n Areas painted with lead paint should be covered with plywood or linoleum n Educate the parents n Follow up testing for lead levels n Screening all school age children (required in some states)

52. Relationship of safety to childhood development n Children are vulnerable because: –They are curious –They are driver to test and master new skills –They frequently attempt activities without having cognitive or physical capabilities –They often challenge rules –They develop a strong desire for peer approval

53. Christina Hernandez RN, MSN Thank you!