Chapter 9
from birth to 2 years; concept of cause and effect develops; learning through senses and use of body movement and language
Stage 1, Sensorimotor
learning by hearing and listening
Auditory learning
Frequent feelings of anger, helplessness, or hopelessness, Headaches, back pain, insomnia, constant worry, memory loss, and trouble thinking are some examples of :
Symptoms of stress
(See Box 7.3 for full list)
Verifying the medication, dose, route, patient, indication, date, and time as you remove the medication from the cart, bin, or computerized cabinet is an example of:
A medication safety check
Medication route given under the tongue
Sublingual
11 years and older; develops ability to analytically solve problems and engage in abstract reasoning
Stage 4, Formal operational
learning by seeing, reading, and watching
Visual learning
bronchial airways dilate, heart rate increases, pupils dilate, sense of hearing is heightened to detect warning sounds, Salivary glands decrease their secretions, and peristalsis slows in the digestive tract to prevent the need for bowel elimination during this “emergency” or high-stress time
Fight-or-flight response
Medication, dose, route, patient, indication, date/time, and documentation
The rights of medication administration
Medication given between the cheek and gum
Buccal
from 7 to 11 years; concrete problem-solving and inductive reasoning develop
Stage 3, Concrete operational
Environment, comfort, readiness, language, senses, and cultural/religious beliefs are examples of:
Factors that affect learning
The phase of illness before specific symptoms. A person may simply “not feel good,” with generalized body aches and fatigue
Prodromal phase
Read drug names and doses carefully and never administer a medication you are not knowledgeable about are examples of:
Tips for preventing medication errors
This class of medication can reduce respiratory rate and vitals are always assessed prior to administration
Narcotics
from 2 to 7 years; relates objects and events to self; begins to use symbolism; imagination develops
Stage 2, Preoperational
learning by touching and doing
Kinesthetic learning
The phase of illness when observable symptoms develop—for example, a sore throat and congestion or a rash with a fever
The symptomatic phase
An unintended, but not unexpected outcome that occurs after taking a medication
Side effect
Intervention done before and after administering a medication through an enteral tube
Always flush the tube before and after to prevent clogging
Prevent falls, choking and drowning in this age group
Infants & toddlers
when patients ask you questions about their illness or treatment, if you hear or observe misinformation that you correct, and when you point out cause-and-effect connections to the patient are all examples of:
Teachable moments
the phase of illness when a person is slowly able to resume independence and regain their health
The recovery phase
An unintended, severe effect after taking a medication
Adverse effect
Important guideline related to eye medication administration
Never let the tip of the medication bottle touch the eye to prevent infection