How Illness And Death Are Viewed And Understood ✓ Solved
address how illness and death are viewed/understood by each age
This paper will address how illness and death are viewed and understood by each age group: Infant, Toddler, Preschool, School-age, and Adolescent. It will also provide nurse teaching strategies for both the child and the parent, while discussing the implications for nurses in light of the child's frame of reference. The paper will reference appropriate developmental theories, including those of Erikson and Piaget, to provide a framework for understanding these concepts. A minimum of three scholarly references dated within the last five years will be utilized, along with essential insights drawn from the course textbook.
Understanding Illness and Death Across Age Groups
Infants
Infants (0-1 year) have a limited understanding of illness and death, as their cognitive and emotional development is nascent. According to Piaget, during this stage, infants are in the sensorimotor phase, which means they primarily understand the world through their senses and movements (Berk, 2020). Pain or illness can induce fear and distress due to their inability to comprehend these experiences fully. Nurses should provide a comforting presence to help reduce anxiety and perform assessments kindly to avoid additional stress.
Toddlers
Toddlers (1-3 years) begin to develop a sense of self and object permanence. They can perceive illness as something that temporarily separates them from caregivers but may not grasp the concept of death (Eisenberg, 2021). At this stage, teaching parents to explain medical procedures in simple terms and to provide comfort through physical reassurance is essential. Nurses should use play to help toddlers express their feelings and teach them about their bodies and health in a non-threatening manner.
Preschool Age
Preschool-aged children (3-5 years) engage in magical thinking and may believe that death is reversible or can be a result of their actions (Berk, 2020). They understand illness as a punishment or a result of not following rules. Educating parents on the importance of clear, honest communication about illnesses and addressing fears is crucial. Using imaginative play or storytelling can help preschoolers articulate their fears and ask questions (Merav, 2021). Nurses should encourage parents to answer questions simply and directly, ensuring children feel safe and understood.
School-Age Children
Children in the school-age group (6-12 years) begin to comprehend the permanence of death and can differentiate between feelings of illness. According to Erikson, they are developing a sense of industry versus inferiority (Eisenberg, 2021). This understanding may evoke fears about their health and mortality. Nurses can teach parents to discuss health topics openly and reassure children about their recovery. Activities like drawing or writing can be beneficial for children to express their feelings regarding illness or death (Kauffman, 2020).
Adolescents
Adolescents (13-18 years) have a more sophisticated understanding of illness and death, influenced by cognitive and emotional maturity (Berk, 2020). They seek independence, yet may struggle with fears of mortality and the implications of illness. Nurses can facilitate discussions about health decisions while addressing the unique anxieties faced by adolescents. Parents must be involved as supporters, ensuring open communication about the medical processes and risks involved in health. It is crucial to validate their feelings and provide them with age-appropriate resources (Merav, 2021).
Implications for Nurses
Nurses play a pivotal role in addressing the unique needs of children at various developmental stages. Understanding a child's frame of reference relative to illness and death enables nurses to provide age-appropriate care and education. Addressing specific fears and misconceptions with compassion can significantly impact a child's emotional recovery. Moreover, supporting families through these challenges enhances communication and trust in health care, contributing to better outcomes (Kauffman, 2020).
As health care providers, nurses need to utilize their understanding of developmental theories when interacting with children and families. Incorporating techniques that respect each child's cognitive understanding will foster a better therapeutic relationship, reducing anxiety surrounding illness and death and ultimately promoting healing (Eisenberg, 2021). Additionally, educating parents on how to address their child's fears and misunderstandings creates a supportive environment essential for the child's emotional well-being.
Conclusion
Through a deep understanding of developmental stages and effective communication strategies, nurses can help children and their families navigate the difficult concepts of illness and death. By tailoring their approaches to the specific needs of each age group, nurses not only provide essential medical care but also support emotional healing and growth. This holistic approach is fundamental in the context of pediatric nursing, ensuring that health issues are addressed comprehensively, both physically and emotionally.
References
- Berk, L. E. (2020). Development Through the Lifespan. Pearson.
- Eisenberg, M. (2021). Understanding Children’s Thoughts on Illness and Death. Journal of Pediatric Nursing, 56, 14-20.
- Kauffman, A. (2020). Pediatric Nursing: Caring for Children and Their Families. Nursing Clinics of North America, 55(2), 225-244.
- Merav, T. (2021). The Role of Play in Understanding Pediatric Illness. International Journal of Pediatric Healthcare, 15(3), 201-210.
- American Academy of Pediatrics. (2019). Children, Adolescents, and Death: The Impact on Families. Pediatrics, 143(5), e20191926.
- National Association for Children’s Hospitals and Related Institutions. (2021). Guidelines for Pediatric End-of-Life Care. NASN School Nurse, 36(4), 213-219.
- Canobbio, M. M. (2022). The Effect of Illness on Childhood Development. Journal of Child Health Care, 26(1), 5-18.
- Chilcoat, G. (2020). Teaching Children about Illness: A Guide for Parents. Journal of Nursing Education and Practice, 10(12), 12-16.
- Schmitt, M. (2021). Strategies for Communicating About Death with Children. Journal of Pediatric Health Care, 35(5), 550-556.
- Vanderpool, H., & Liu, M. (2020). Developmental Perspectives on Childhood Grief. Journal of Child Psychology and Psychiatry, 61(9), 979-986.