Nursing Practice for Growth and Development - MyAssignmenthelp.com

Question: Discuss about theNursing Practice for Growth and Development. Answer: Assessment of Growth and Development Children often progress in a predictable and natural sequence from one development to another. But every child gains skills and grows on their own pace. Some children might gain more skills in one area (e.g. in language) and be behind in other areas (e.g. in motor development). These developments and milestones gained by children are classified in five major areas as: cognitive development, language development, motor development, emotional and social development and physical growth. Cognitive development is simply thinking and reasoning. Under this category James should be able to name a few colours, known some numbers and understand the counting concept, understand concepts of time better, can understand similarities between things and those that are not similar to them, be aware of his gender and can easily identify other peoples gender, know the difference between reality and fantasy e.g. through development of fears which will often be as a result of his imagination and being inventive by pretending when he is playing, can understand the connection between events even though cannot logically interpret them e.g. he might know that if u step on an insect it dies but still step on it and wait for it to move and can say his first and last names. In speech development, James should be able to use 5 to 6 word sentences, sing songs, tell stories and recall parts of it, can describe things that have happened to them and can clearly speak for even strangers to unders tand them. James should be in a position to depict gross motor skills as follows: stand on one foot for at least five seconds, stand on tiptoes for at least three seconds with no feet movements, can jump forward for at least three feet, can jump up unto a step which is 8inches high in approximation with two feet, while running, he can be able to change/alternate direction without balance loss, can jump over small hurdles easily, gallops for at least 10 feet, hops on a single foot for at least 5 times, can throw a ball to hit a 5 feet away target can walk straight (on a line) backwards and forward, can climb down and up the stairs without looking for support and can ride a babies bicycle that has training wheels. In addition to gross motor skills, James is expected to have the following fine motor skill (use his hands and fingers): using blocks to build a tower, draw squares and circles, use scissors to cut stuff, write a few capital letters and even draw a person with body parts (2 to 4 parts). If by kindergarten a child has not learned/developed these skills, or they are having a problem performing them, there should be a cause for concern. They may be weak or have low tone in their extremities or in their core. At the age of 4 years, James should receive the following vaccines: the fifth dose of Diphtheria, tetanus and acellular (DtaP); the fourth dose of inactivated Poliovirus (IPV); annual vaccination of influenza (IIV) which is 2 doses a year; the second dose of Measles, mumps, rubella (MMR); the second dose of Varicella (VAR). 0.5ml of DtaP dose is given as intramuscular (IM) injection either on the anterolateral thigh muscle or the deltoid muscle of the arm. 0.5 ml of Influenza, inactivated (IIV) dose is given through IM. For MMR, a 0.5ml dose is given by subcutaneous (subcut) injection through the fatty tissue over anterolateral thigh muscle or fatty tissue over triceps. Varcella is vaccinated using a 0.5ml dose through subcutaneous (subcut) injection). A lot of care should be taken in administration of vaccines. Parents and nurses should ensure the child gets all the required vaccines for their good health and well being. Risk Assessment and Management Relating to Children, Adolescents and Families Raising a happy healthy child is a major challenge in life, there is often difficulties to provide the child with emotional and mental stability good education, good health, basic needs and struggling to work. Adolescent parents like Melinda and Jakes father often lack key life skills and vital resources that are key to the parenting process; however, through DHS support they will be able to access medical care. Parenting is the major risk that Jake will face from his teenage parents. There might also be a risk of emotional and social well being for the child. Jake might be faced with difficulties of acquiring language and cognitive skills and also emotional and social skills like self confidence and self control since teenage parents are not likely to be responsive and supportive emotionally to their babies. At teen age, people are not prepared for adulthood challenges and even problem solving capabilities have not developed well. Teens are more likely to use ineffective coping stra tegies, make uninformed choices and lack the ability to think through vital decisions. In the case of Jake, his parents may misjudge when he is not feeling well; forget vaccination days and their significance in his health and even the developmental stages may be misjudged. As Jakes father works odd jobs to provide for him and his mother, he may not be available to give the emotional support needed to the child from him. Often the young mothers nutrition is poor. Teenage females mostly have diets low in iron and calcium. Iron requirement increase during pregnancy may cause its deficiency in the body. Moreover, those with iron deficiency risk may get their iron store depleted. This will affect the babys development too. Due to increased energy requirements in the mothers body, poor nutritional knowledge, lack of finances or other stressors, Melinda may face iron deficiency and the nurse should be able to provide care for her and the baby. There is need for nurses to develop therapeutic relationship with Jakes family keeping in mind the boundaries and the fact that Melinda is indigenous and may have some cultural boundaries. This relationship will allow the nurse to identify changes in childs health conditions and his well being, and also if there are difficulties in the child coping within his family. Family centered care could be best for Jake. Here, health providing staff and jakes family will be partners and will work together to meet Jakes needs. Working together and honouring each others expertise will bring excellent results. Patient family centred care is a constant endeavour to be quick to respond to the choices and needs o the family. This kind of care has core concepts that govern it including: Respect and dignity; medical personnel listen and respect family and patients choices, cultural backgrounds, family values, knowledge and believes. Information sharing; communications about patient and family are done without bias, therefore accurate, complete and timely information is received by each party to make decisions jointly. Involvement; practitioners support and encourage patients and families n care at every level of their choice. Collaboration; invite families to work with healthcare stuff to evaluate and develop programs. The healthcare staffs recognizes each family and child is unique with different cultures, beliefs life experiences, values, level of education and are treated equally. The openness in communication helps the family to be open to talk about good and bad which is important in delivering the best care needed. Empowering the family to be part of Jakes healthcare journey and continually monitoring him. With therapeutic and family centered care, Jake will receive required care and grow up healthy. Bibliography Adeleye, O. Ofili, N. (2010). Strengthening intersectorialcollaboration for primary health care in developing countries: can the health sector play broader roles?Journal of Environmental and Public Health, 2010, 1-6. Australian Institute of Health and Wellness. (2016). Child health, development and wellbeing. Retrieved fromhttps://www.aihw.gov.au/child-health-development-and-wellbeing/ Bach, S. Grant, A. (2015). Communication and interpersonal skills in nursing.Great Britain: Learning Matters. Barnes, M. Rowe, J. (Eds.) (2013).Child, youth and family health: strengthening communities.NSW,Chatswood:Elsevier. (Ch. 4) Fant, C. (2012). 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