Developmental and Psychosocial Considerations

Developmental and Psychosocial Considerations

Tailoring Care Plans: Integrating Erikson’s Stages and Physical Development

A holistic and tailored patient experience is the primary goal of the trained nurse. It is focused on not just taking a medical issue into account but also the client’s age, level of physical development, and functional and psychological well-being. Erikson’s eight stages of psychosocial development and the client’s physical development are essential foundations that assist human care workers in comprehending the distinctive emotional needs of each individual and personalizing care plans to address their individual needs. Upon analyzing two clients who have the same chronic disease but are at different developmental levels, one gains an appreciation for the detailed nature of their strategies.

Developmental Stages and Care Planning

This analysis considers two clients diagnosed with asthma, a chronic respiratory condition that can manifest differently across developmental stages. Client A is a 7-year-old child, while Client B is a 65-year-old older adult.

Client A: 7-Year-Old Child (Industry vs. Inferiority Stage)

The fourth one of Erikson’s stages presented in the example is “Industry vs. Inferiority,” which is quite necessary for school-aged children. This step comprises the children’s quest to have themselves feel a sense of competence and industry by actively taking part in real life regardless of the new skills they gain. Not succeeding in this could make one feel worthless and inferior, eventually leading to self-confidence problems.

Physical Development

Client A, who is in the middle childhood stage, is marked by quick muscle and cognitive development, together with coordinated motor function and rising cognitive abilities (Ackley et al., 2021; Jarvis, 2018). The respiratory system of school-aged children is still underdeveloped, which could predispose them to asthma.

Nursing Diagnosis

Chronic asthma breathing pattern ineffectiveness due to development. He also has heart and abdominal malformations such as PVAD, IH, VSD, intestinal obstruction, and an “empty” gallbladder. Even so, he is strong and happy.

Goal

Client A will implement airway protection and do the tasks that correspond to their age after two weeks.

Interventions

• Educate Client A and his caregivers on the best strategies they could use in asthma management, including signal spots, accurate drug administration (as needed), and, of course, guidance on the symptoms of exacerbation.
• Engaging Client A in fitness activities, which are suitable activities that can promote respiratory system health, such as supervising outdoor playtime and exercise.
• Strike a collaborative chord with Client A and encourage them to learn simple breathing exercises and incorporate these approaches in age-appropriate decision-making processes.
• Coordinate with school administration to ensure Client A will have appropriate assistance and support seamlessly to attend class, assignments, and any other extracurricular activities.

Client B: 65-Year-Old Older Adult (Ego Integrity vs. Despair Stage)

The eighth stage—“Ego Integrity vs. Despair”—by Erikson is crucial for older adults. During this phase, people look back at their lives and try to reach wisdom and accept the things so that they can accept bad things. Not having the ability to achieve ego integrity may result in a deficiency of contentment and feelings of dejection.

Physical Development

Client B belongs to the elderly health stage with differentiated physiological parameters, including decreased pulmonary capacity, weakened muscles that provide air to the lungs, and the existence of other diseases that make asthma symptoms worse (Ackley et al., 2021; Jarvis, 2018).

Nursing Diagnosis

Chronic asthma and age-related physiological changes imply difficult breathing patterns.

Goal

Client B will be doing activities to maintain a good status in the respiratory system and will engage in activities that promote wellness in the following four weeks.

Interventions

• Assess Client B’s indoor milieu/environment for asthma triggers; advise on possible modifications to improve air quality.
• Train Client B and their caregivers on ways of using inhalers, nebulizers, and other respiratory devices and methods that work when limitations due to their age are hindering.
• Ask Client B to involve themselves in low-intensity physical tasks that they can withhold their age and physical condition, for instance, gentle exercises or walking programs.
• Facilitate conversations about Client B’s life experiences, accomplishments, and legacy, fostering a sense of ego integrity and acceptance.
• Employ the help and enabling force of relatives and family networks to address the emotional and social needs that may be inadequate, thus improving the client’s overall lifestyle.

Scholarly Support

Connecting Erikson’s theory to physiological development while creating care plans stresses the patient-centered care module and the holistic approach that the nursing theorists promote. Flaubert et al. (2021) indicate that nurses need to look into an individual’s developmental stages and psychosocial factors to decide the nursing practice because they are the determinants of their health. Similarly, in Orem’s Self-Care Deficit Nursing Theory, the theory of the nurse supporting the caregivers by taking into consideration the environment and lives of self-care, the nurse will now start caring for the patients who have a deficit of self-care (Gonzalo, 2023).

Additionally, studies have shown that the maturation of various systems of the body, as well as the onset of physiological changes during adolescence, can be a factor that can affect asthma management. Notably, according to Rehman et al. (2020), the recipe for children’s adherence to asthma therapy is a complicated mixture of child age and different types of treatment. This underlines the need for individualized therapeutic approaches. Besides, a study by Khosa et al. (2023) captured the specific challenges occasioned by asthma in seniors, such as comorbidities and functional problems, calling for personalized treatment plans devotedly.

Conclusion

By combining Erikson’s psychosocial stages with patients’ physical growth and development, nurses can deliver more like services and tailor them to each individual patient. Clients A and B have shown that a diagnosis, a nursing goal, and an intervention will differ according to the client’s age despite being diagnosed with the same medical condition. These efforts reflect the holistic patient-centered care approach that evidence-based practices and nursing theories espouse, and they provide better victories.

References

Ackley, B. J., Ladwig, G. B., Makic, M. B. F., Martinez-Kratz, M. R., & Zanotti, M. (2021). Nursing diagnosis handbook, 12th edition revised reprint with 2021-2023 NANDA-I® updates – E-Book. Elsevier Health Sciences.

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Supporting the health and professional well-being of nurses. In www.ncbi.nlm.nih.gov. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK573902/

Gonzalo, A. (2023, July 2). Dorothea Orem: Self-care deficit theory study guide. Nurseslabs. https://nurseslabs.com/dorothea-orems-self-care-theory/#:~:text=Dorothea%20Orem

Jarvis, C. (2018). Physical examination and health assessment (8th ed.). Elsevier Health Sciences.

Khosa, J. K., Louie, S., Lobo Moreno, P., Abramov, D., Rogstad, D. K., Alismail, A., Matus, M. J., & Tan, L. D. (2023). Asthma care in the elderly: Practical guidance and challenges for clinical management – A framework of 5 “Ps.” Journal of Asthma and Allergy, Volume 16, 33–43. https://doi.org/10.2147/jaa.s293081

Rehman, N., Morais-Almeida, M., & Wu, A. C. (2020). Asthma across childhood: Improving adherence to asthma management from early childhood to adolescence. The Journal of Allergy and Clinical Immunology: In Practice, 8(6), 1802-1807.e1. https://doi.org/10.1016/

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Meeting the needs of our clients depends on our ability to understand their developmental levels as well as their physical, intellectual, emotional, and spiritual status. In this assignment, you will use Erikson’s eight stages of psychosocial development as well as the client’s physical growth and development to understand the need in order to tailor care and planning to the individual client.

Developmental and Psychosocial Considerations

by sunny
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. In your textbook, Physical Examination & Health Assessment, review Chapters 3, 4, and 5.
3. Download and review the file Erikson Developmental Stages W.
4. Access an additional resource available to you to help with creating care plans, an ebook from the OCLS collection, Nursing. Diagnosis Handbook. There are several editions of this book available, besides the one that is linked. Simply search the title.
5. Prepare to discuss the following prompts:
a. Using examples of clients from your experience, and with HIPAA regulations in mind, consider two clients with the same medical diagnosis i.e. asthma, flu, seizure disorder…who were at different levels of physical development and at different stages of Erikson’s developmental stages.
b. Provide an example of two nursing diagnoses (one for each of the two developmental stages), two goals (one for each nursing diagnosis), and two interventions for each diagnosis, and describe how the plan of care would be implemented differently based on each developmental stage described above. Be descriptive and detailed in your response.
6. Research and select at least two current scholarly sources to support your explanations and insights. OCLS resources are preferred sources and can be accessed through IWU Resources. Wikipedia is not permitted, as it is not a peer-reviewed, scholarly source.
7. Whether written or spoken, interactions are expected to:
a. clearly and thoroughly address the prompt with meaningful information that shows critical thinking.
b. introduce your own ideas and questions to add greater depth to the discussion, rather than restating what your classmates have shared. (Include much more than “Great post,” or “I agree.”)
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