awareness and sensitivity client’s basic human needs

Awareness and Sensitivity Client’s Basic Human Needs

Describe the major stages of human development and the basic health needs of humans,

• Describe 5 common characteristics of growth and development.

• Describe human needs theory regarding human actualization.

Clients Basic Human NeedsCompetency 1

Describe the needs of clients across the lifespan and how those needs can affect behaviors and attitudes.

• Describe the 3 different types of needs that humans have across the lifespan.

• List the basic needs of infants, children, and adolescents.

• List the developmental needs of young adults and older adults.

Clients’ Basic Human NeedsCompetency 2

Growth: Physical change and increase in size • Indicators of Growth are height, weight, bone size and

dentition, sensory adaptation, and development of sexual organs and characteristics.

• Although physical growth is similar for all people, growth rates vary during different stages of growth and development.

• Growth is rapid during prenatal, neonatal, infancy and adolescence, but slows during childhood and is minimal during adulthood.

Growth

Ramon, P.R. & Niedringhaus, D. M. (2008).

Development: An increase in complex functions and progression of skills

• Development refers to a person’s capacity and skill to adapt to the environment

• Development is the behavioral aspect of growth & includes abilities to walk, talk, run, and speak, etc.

Development


Principles of Growth and Development

1. Occurs in an orderly pattern from simple to complex: one task must be completed before the next one is attempted.

2. Continuous processes characterized by spurts of growth and periods of slow, steady growth: after infancy the rate of growth slows down until adolescence.

3. Affects all body systems but at different time periods for specific structures.

4. Progresses at highly individualized rates that vary from person to person.

5. Form a total process that affects the person physically, mentally and socially.

5 Characteristics of Growth and Development

• Growth and development take place in an organized way, but do not progress at same rate with all individuals.

• Cephalocaudally: Growth and development progresses from the head (cephalo) to tail (caudal); for example an infant gains head control before control of extremities.

• Proximal to Distal: Growth and development progress from the center of the body outward-body’s midline to extremities (infant rolls before grasp is perfected).



• General to Specific: Walking is learned before running or skipping.

• Growth and development are independent, interrelated processes: Muscles, bones, and nervous system must grow to certain point before one can walk.



Growth and Development • Continuous, orderly, and sequential processes

influenced by maturity (age), the environment, and genetic factors.

• Each stage is predictable, although the time of onset, length of stage, and effects of each stage varies with persons.

• Each developmental stage has its own characteristics.• Development proceeds from simple to complex or from

single acts to integrated acts.



Development becomes increasingly differentiated (advance from general response to skilled specific response)

Example: An infant’s response to a stimulus involves the whole body while a five year old might respond with laughter



Certain stages are more critical than others (1st 10-12 weeks after conception most critical—risks for defects from exposure to viruses, chemicals, and drugs).

Uneven pace of growth and development (ex. Rapid spurts of growth during prenatal, neonatal, infancy, and adolescence periods).



• 2 Months - Able to lift head up on his own• 3 Months - Can roll over• 4 Months - Can sit propped up without falling over• 6 Months - Able to sit up without support• 7 Months - Begins to stand while holding onto things for

support• 9 Months - Can begin to walk, still using support

Sequence of DevelopmentOrder for Infants

All Psych & Heffner Media Group, Inc. (2003)

• 10 Months - Able to momentarily stand on own without support

• 11 Months - Stand alone with more confidence• 12 Months - Begin walking alone without support• 14 Months - Walk backward without support• 17 Months - Walk up steps with little /no support• 18 Months - Manipulate objects with feet while walking, such

as kicking a ball

Sequence of DevelopmentOrder for Infants

All Psych & Heffner Media Group, Inc. (2003)

Genetic inheritance:

remains unchanged throughout life and determines

characteristics: sex, physical stature, and race

Factors that Influence Growth and Development


• Environmental:• Family• Religion• Schools• Climate• Culture• Community • Nutrition

Factors that Influence Growth and Development


Knowledge of growth and development is:

• Essential when working in health care occupations because it is necessary to identify needs and problems (varies with age and developmental stage).

• Necessary to decide what and how to provide the appropriate health promotion/care needed.

Growth and Development: Importance in Health Care

• It encompasses the prenatal period throughout the lifespan (fetus to neonate to old adult including physiological, psychosocial, cognitive, moral, and spiritual aspects of each life stage)

• Remember how you care for someone will depend on their age, size, mental, physical, and emotional abilities (growth and development)

Growth and Development: Importance in Health Care


Maslow’s Hierarchy of Needs Theory

Objective• Describe the basic health

needs of humans with a focus on Self-Actualization.

• Describe the human need’s theory: Maslow’s Hierarchy of Needs

• The human needs theory gives healthcare workers a holistic overview of health promotion for the individual patients and families across the life span.

• Its purpose is to promote the health of the individuals and families.

• Nurses and healthcare workers use the human needs theory: Maslow’s Hierarchy of Needs.

• Human needs are ranked on an ascending (upward) scale according to how essential the needs for survival are.


Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008)

• According to Maslow's theory, if basic needs are not met then a person will find a way to try to satisfy them.

• Higher needs such as social needs and esteem are not felt until one has met the needs basic to one's bodily functioning (physiologic and safety and security needs),

• and in an ongoing effort to satisfy various needs.


Juliar, K. (2003)

• Individuals change and develop over time and do not remain at one level until every need at that level is met, instead they may move up and down levels depending on the situation and need.

• Life is a dynamic process that involves movement up and down the hierarchy in response to events and experiences and in an ongoing effort to satisfy various needs.


Juliar, K. (2003)

23

Abraham Maslow (1970) ranks

the five levels of human

needs as follows:

(www.entrepreneursuperstar.com, n. d.)



Needs are generally met in the following order from the base of the pyramid upward

1. Physiological

2. Safety

3. Love/Belonging

4. Esteem

5. Self-Actualization

One way to think of the ongoing movement among the levels of needs is to consider the following scenario:

A high school student spent a late night out with friends. The student got 5 hours of sleep and after over-sleeping rushed to catch a ride to school missing breakfast and arriving just in time for a one-hour course review and the mid-term test.

What level of needs is this student at? Why?

Which level do you think his teacher expects him to be at? Why?


Physiologic Needs: • Air/Oxygen, • Water, Maintain pH balance, • Food, Protein, Salt, Sugar, Calcium• Eliminate wastes • Maintain body temperature, • Be active, Rest, Sleep, Sex, • Shelter• Avoid pain




• Feel safe, secure and free from threat of physical and emotional harm

• Finding safe circumstances• Stability• Protection A need for

structure, order, limits • Be concerned with fears

and anxieties

• Home in a safe neighborhood,

• Good retirement• Medical insurance• Job security• Financial reserves


Safety and Security Needs:

Love and Belonging Needs:

• Social needs relate to interaction with other people

• Give and receive affection

• Attain a place in a group, maintain a feeling of belonging

• Feel the need for a friend, a lover, children, a sense of community, a need to belong

• Exhibit through our need to marry, have a family, be part of a gang or softball team, a church, a community

• If unmet: Become vulnerable to loneliness and social anxieties



Esteem Needs:

Internal esteem needs relate to self-esteem such as self respect, achievement, confidence, independence, freedom, mastery.

External esteem relate to social status and recognition to include self-respect, achievement, attention, recognition, reputation, fame and glory.



Self-Actualization Needs:

When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activate.

Self-actualization: the summit of Maslow's Hierarchy of Needs.

Quest of reaching one's full potential as a person.

Unlike lower level needs, this need is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow.



Maslow’s Self-Actualization Needs

• Truth

• Order

• Playfulness

• Meaning

• Goodness

• Beauty

• Simplicity

• Unity

• Wholeness

• Aliveness

• Uniqueness

• Richness

• Perfection

• Completion

• Justice

• Wisdom

• Growth motivation

• Self-actualization needs do not involve balance

• Self-actualization will become stronger as we

“feed” the needs

• Fulfill potentials---”be all that you can be”


Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony.

According to Maslow, only a small percentage of the population reaches the level of self-actualization.


Schmutte, D. L. (2011)

Basic Human Needs

Major types of human need:

• Physical• Psychosocial (Emotional)• Spiritual

May describe the types as Mind/Body/Spirit

Note Maslow’s Hierarchy of Needs

• Persons of all ages have basic needs of physical, psychosocial, and spiritual aspects of growth and development

[Mind/Body/Spirit]

• Age determines the rate of physical, psychosocial, or spiritual growth and development

Clients’ Needs

35

Milestones in Growth and Development

Basic Needs of Clients

Infants and children experience a rapid and marked rate of development and have major milestones in growth.

Infants and small children have a high priority for physical comfort, such as food, rest, warmth, safety and security, emotional needs, and depend on their caregivers to help meet their needs (Erikson’s psychosocial development of trust versus mistrust).

Infant’s Needs

Ramon, P.R. & Niedringhaus, D. M. (2008)

Physiologic Must provide for physical needs of infant

Nutrition: Breastfeeding to 12 months; breast-feeding and bottle feeding techniques; Formulas; Introduction of foods; need for iron supplementation at 4-6 months;

Rest and Sleep: Establish routine patterns

Security: Immunizations; well-child exams; prompt attention for illnesses; appropriate skin hygiene and clothing

Infant’s Needs

Safety: Importance of supervision; car seat, crib, playpen, bath, and home environment safety measures; Feeding measures-no propping of bottles; provide toys without small parts; eliminate toxins in environment: chemicals, radon, lead, and mercury.

Love/Belonging-Sensory Stimulation: Touch: cuddling, rocking; Vision: colorful, moving toys; Hearing: soothing voice tones, music, singing; Play: appropriate toys for development.

Infant’s Needs


39

Infant’s Needs-Maslow

Love/Belonging

Safety and Security

Physiological

Physical Development• Demonstrates growth in height, weight, and head

circumference with normal range for age (WNR)

• Motor Development

• Performs gross and fine motor milestones WNR: by 3 yr. child can: Walk without assistance, balance on one foot, jump, walk on toes; copy a circle; build bridge from blocks.

Toddler’s Milestones

Psychosocial:

Expresses like and dislikes; display curiosity and asks questions; accepts separation from mother for short time periods; begins to communicate with others outside immediate family; understands words such as “up, down, cold, hungry”

Imitate religious ritual within the family

Activities of Daily Living:

Feed self; eats and drinks variety of foods, begins to develop bowel and bladder control; exhibits sleep pattern appropriate for age; dresses self.



Spiritual:

May repeat short prayers at bedtime conforming to ritual, because praise and affection result—caregiver’s responses enhances the child’s sense of security.

Sense of Love/Belonging (Maslow’s):

Praise and affection.

Moral:

Learn attitudes that parents hold about moral matters.



43

Toddler’s Needs-Maslow

Esteem

Love/Belonging

Safety and Security

Physiological

Physical growth weight, height WNR for age.

Motor Development:

Gross and fine motor WNR for age

By 5 years able to: jump rope and skip; climb playground equipment, ride a bicycle with training wheels, print letters and numbers

Preschooler’s Milestones

Psychosocial

[Erikson’s Initiative versus Guilt]:

By 5 years is able to separate easily from parents; display imagination and creativity, enjoy playing with peers in cooperative play; understand right from wrong and respond to other’s expectations; identify at least 4 colors, exhibit increasing vocabulary using complete sentences and all parts of speech; cooperate in doing simple chores (putting toys away); demonstrate awareness of sexual difference.


Demonstrate development of toilet training; perform simple hygienic measures, dress and undress self; engage in bedtime rituals and demonstrate ability to put self to sleep.



Moral:

Fear of punishment and egocentric focus; Capable of pro-social behavior (kind and sharing, helping, protecting, giving aid, befriending, showing affection and giving encouragement).

Some internal controls learned by modeling parents initially, then significant others. Usually behaves well in social settings; usually controls behavior because they want love and approval from parents (if perceive parents as strict, child may become resentful or overtly obedient).



Spiritual:

Enjoy social interaction in faith-oriented/Sunday school classes; faith result of teaching of significant others; learn to imitate religious behavior (bowing head in prayer) although do not understand meaning; use imagination to visualize angels or devil.



Physiologic:

Well-child check every 1-2 years

Nutritious meals/snacks

Elimination: teach proper hygiene (washing hands after using bathroom)

Sleep/Rest: dealing with sleep disturbances (night terrors, sleep-walking)

Safety (Maslow’s): Educate about simple rules (crossing street; playing safely (bicycle and playground safety); to prevent poisoning and exposure to toxic materials.



Security (Maslow’s):

Immunizations, vision, hearing, and dental screenings; fluoride treatment.

Psychosocial:

Provide time for group activities; teach games requiring cooperation and interaction; toys and dress-ups for role-playing.



50

Preschooler’s Needs-Maslow

Esteem

Love/Belonging

Safety and Security

Physiological

Physical Development:

Weight/height WNR for age and male or female pre-pubertal changes WNR for age.

Motor: Coordinated motor skills, by age 12 years, can do tricks on a bike, climb a tree, climb up a rope; throw and catch a small ball; play a musical instrument.

School-Age Milestones

Psychosocial:

By 12 years is able to make friends of same sex and establish peer group; less dependent on family and ventures from them; interacts well with parents; controls strong and impulsive feelings; articulates an understanding of right and wrong; participates in organized competitions; reads, prints, and manipulates letters and numbers easily; expresses positive feelings about school and school activities; exhibits concept of money; expresses logical manner and talks through problems; enjoys riddles and reads and understands comics; invests in hobby or collection; likes to help others; thinks of self as likable and healthy.



Moral

Stage #1: Punishment and obedience:

Child acts to avoid punishment

Stage #2: Instrumental-relativist orientation:

Child does things to benefit self; fairness-everyone gets a chance or fair share(10-13 years)



Moral

Stage #3 Interpersonal concordance:

good boy/nice girl

Stage #4 Law and order orientation:

Child shifts from concrete interests of individuals to interests of groups [Motivation for moral action to live up to what significant others think of child].




Demonstrates concern for personal cleanliness and appearance; expresses need for privacy.

Spiritual:

Children learn to distinguish fantasy from fact; spiritual facts are beliefs accepted by religious groups; fantasy are thoughts and images formed in child’s mind.

Child still influenced by parents and minister, priest or rabbi more than peers in spiritual matters.



Physiologic:

Nutrition-Importance of not skipping meals; eating a balanced, nutritious diet; experiences with foods that may lead to obesity

Elimination: Use positive approaches to bedwetting

School-Age Needs


Safety (Maslow’s):

Use proper protective equipment when participating in physical activities (helmets, pads); encourage child to take responsibility for own safety (participation in safety classes: bicycle, water)


Immunizations; periodic screenings for vision, hearing, dental; fluoride treatment; provide accurate information about sexual issues (reproduction, AIDS, STI’s)

School-Age Needs


Play and Social Interactions Needs:

Provide opportunities for variety of organized group activities; accept realistic expectations of child’s abilities; act as role models in acceptance of other persons who may be different; provide home environment that limits TV viewing, video games, and computer; and encourage completion of homework and healthy exercise/activity.

School-Age Needs


59

School-Age Needs-Maslow’s

Esteem

Love/Belonging

Safety and Security

Physiological

Physical Development:

weight/height for age and gender WNR

Demonstrate male or female sexual development consistent with

standards.

Psychosocial:

Interacts well with parents, peers, teachers, siblings, and persons in

authority; likes self, thinks and plans for the future (college/career);

chooses a lifestyle and interests that fit one’s own identity; determines

own beliefs and values; begins to establish a sense of identity in the

family; seeks help from appropriate persons about problems.

Adolescent’s Milestones



Demonstrates knowledge of physical development, menstruation, reproduction, and birth control; exhibit healthy lifestyle practices in nutrition, exercise, recreation, sleep patterns, and personal habits; demonstrates concerns for personal cleanliness and appearance.



Moral:

• Most still accept Golden Rule, abide by social order, existing laws

• Examine their values, standards, morals

• Discard values adopted from parents in favor of values they feel are more suitable

• Adolescents start to question rules and laws of society

• Right thinking and right action become matter of personal values (which conflict with social laws),consider to possibility of changing the law and emphasize individual rights

• Not all adolescents or adults proceed to the post-conventional level



Spiritual :

Adolescents are exposed to wide varieties of opinions, beliefs, and behaviors regarding religious matters, so they reconciles differences by: • Deciding the differences are wrong• Compartmentalize the differences (example friend cannot

go to dance on Friday night because of religious observances, but will share activities on another day)

• Obtaining advice from significant others (parents/ministers)• Often adolescents believe that there are more similarities

rather than differences



Physiologic:

Nutrition and Exercise: Healthy snacks of appropriate food intake and exercise

Aware of factors that can lead to nutritional problems(obesity, anorexia nervosa, bulimia)

Balancing sedentary activities with regular exercise


Safety: • Responsible for using motor vehicles safely (driver’s ed.,

wear seat belts, helmets,)• Proper precautions during athletic activities (medical

supervision, proper equipment)• Keep open lines of communication with parents—alert to

sign/symptoms of substance abuse, emotional disturbance, risky sexual behaviors



Security:

Immunizations, periodic screenings for vision, hearing, dental, tuberculosis; obtain and provide accurate information about sexual issues



Psychosocial Social Interactions:• Encourage and facilitate success in school• Encourage the establishment of relationships that promote

discussion of feelings, concerns, and fears• Parents encourage adolescent peer group activities that

promote appropriate moral and spiritual values• Parents should role model for appropriate social interactions• Provide a comfortable home environment for appropriate

adolescent peer group activities • Parents can expect adolescents to participate in and

contribute to family activities

Adolescent’s Needs


Physical Development: • Prime physical years; human body functions-most efficient at

about age 25 years• Well coordinate musculoskeletal system (athletic) • Physical changes at minimum although weight and muscle

mass change as result of diet and exercise• Extensive physical and psychosocial changes with

pregnancy and lactation

Young Adult Milestones (20-40 years)


Psychosocial:

Energy directed toward attaining a mature sexual relationship

Developmental tasks:

Select a mate Take on civic responsibility

Learn to live with a partner Find a congenial social group

Start a family Separate from parents

Rear children Explore identities for self

Manage a home Personal and self-discovery

Get started in an occupation High risk behavior



Cognitive Development: • Ability to think abstractly and employ logic• Identify strong values and norms of their social group and

act in ways consistent with them• Creativity, intuition, and ability to consider information in

relationship to other ideas• Possess an understanding of the temporary or relative

nature of knowledge



Cognitive Development: • Able to comprehend and balance arguments created by logic

and emotion• Only about 10% of adults reach this stage, but these adults

are marked by greater tolerance and skills of noticing and resolving complex problems



Moral Development:• Adults who mastered previous stages, enter post-

conventional level

• Person able to separate self from expectations and rules of others, to define morality in terms of personal principles

• When individual perceives a conflict with society’s rules and laws, they judge according to their own principles.


Moral Development:

Example:

One may intentionally break the law and join a protest group to stop hunters from killing wild animals, believing that the principle of wildlife conservation justifies the protest action. (Type of reasoning –principled reasoning)• Men often use ethic of justice and define moral problems in

terms of rules and rights.• Women define moral problems in terms of obligation to care

and to avoid hurt .



Spiritual: • Asks philosophical questions regarding spirituality and may

be self-conscious about spiritual matters.

• Religious teachings that young adult had as a child may not be accepted or redefined.

• Young adults depend on spirituality and seek guidance from a Higher Power.



Physical:

Routine physical exams:

Females: every 1-3 years, including professional breast exams, Pap smears

Males: every 5 years with testicular exams every year

All: skin exam every year; dental exam every 6 months; No smoking

Nutrition and Exercise:

Adequate iron intake, nutritious diets and physical activity


Psychosocial Needs:

Personal relationships that promote discussion of feelings, concerns, and fears

Set short- and long-term goals for work and career choices

Safety (Maslow’s):

Motor vehicle safety (wear seat belts, no drinking and driving, maintenance of breaks and tires on vehicle); workplace and water safety measures; Sun protection


Safe home environment, Immunizations



Health Problems:• Injuries primarily motor vehicle crashes• Suicide• High blood pressure• Substance abuse• Sexually transmitted infections• Eating disorders• Violence• Abuse of women• Cancers with malignancies:

Men (Testicular), Women (Breast, Cervical cancer)



78

Young Adult Needs-Maslow’s

Self-Actualization

Esteem

Love/Belonging

Safety and Security

Physiological

Stability and Consolidation Years

Physical changes begin to occur:

• Hair and skin change; fatty tissue is redistributed (fat in abdominal area)

• Skeletal muscle bulk decreases at about 60 years-loss of height of about 1 inch; muscle loss according to disuse

• Visual acuity decreases; hearing loss

• Metabolism slows, weight gain, and hormonal changes

Middle-Aged Adult Milestones (40-65 Years)


Psychosocial :• Achieve adult civic and social responsibility• Establish and maintain an economic standard of living• Assist teenage children to become responsible and happy

adults• Enjoy new freedom of being independent



Psychosocial :• Accept changes in family roles• Develop adult leisure-time activities; expand previous

interests• Relate oneself to one’s spouse as a person• Accept and adjust to physiologic changes of middle-age• Adjust to aging parents

Activities of Daily Living:• Follow preventative health practices



Cognitive Development:• Very little change in cognitive development for this age

group• Cognitive processes include reaction time, memory,

perception, learning, problem-solving, and creativity• Experiences of professional, social and personal life will be

reflected in their cognitive performance• Thus, approaches to problem-solving and task completion

vary considerably in a middle-aged group



Moral (Kohlberg’s Conventional):

• Few reach Kohlberg’s Post-Conventional level before 40 years of age and few individuals actually reach this level in a life time.

• Those that achieve Stage #5 a Social Contract Orientation must give rights of others a precedence.



Spiritual (Fowler’s Paradoxical-Consolidative Stage):

• Not all adults progress to Fowler’s 5th stage.

• At this stage, an individual can view “truth” from a number of viewpoints.

• Most people in this age group rely on spiritual beliefs to help them deal with illness, death, and tragedy.



Physical:

Regular physical exams and screening

Nutrition and Exercise:

Importance of adequate protein, calcium, and Vitamin D in diet; exercise program that emphasizes skill and coordination; Nutrition-Exercise factors may lead to obesity, heart disease, diabetes, stroke.



Psychosocial:

Social Interactions

Possibility of mid-life crisis, encourage discussion of feelings, concerns, fears.

Retirement planning (financial and diversion activities) with partner if appropriate.



Health Problems:• Mental Health Alterations

• Developmental stressors: menopause, aging, impending retirement, and situational stressors: divorce, unemployment, death of a spouse.

• Cardiovascular disease: contributing factors: smoking, obesity, high blood pressure, high cholesterol, diabetes, sedentary life style, family history



Health Problems:• Cancer• Injuries: work-related, motor vehicle collisions, falls, burns,

poisonings, and drowning• Obesity• Alcoholism



89

Middle-Aged Needs-Maslow’s

Self-Actualization

Esteem

Love/Belonging

Safety and Security

Physiological

Physical Development:• As a person ages, a number of physical changes occur,

some are visible, some are not.

• Adjust to decreasing physical strength and health; safe guard mental health.

• Maintain independence, try to remain mobile and function as much as possible.

Older Adult Milestones (65 years and older)


Psychosocial:

• Adjust to retirement and reduced income; establish a comfortable

routine

• Meet social and civic obligations

• Establish satisfactory living arrangements (may need to relocate

to an apartment, assisted living facility, or nursing home)

• Maintain marital and family relation

• Adjust to death of spouse



Cognitive Development:

Intellectual capacity includes perception (interpretation of environment),

cognitive agility, memory, and learning.

Perception:

Depends on acuteness of senses (how well person can see, hear, touch)

so if senses are impaired, person may not react appropriately (may be

due to aging body systems).

Memory:

Most elderly have more problems with short-term memory compared to

long-term memory (most forgetfulness can be improved with use of

memory aids, lists or notes, placing items in consistent locations).



Cognitive changes: • Most occur in speed of action or response time.• Most maintain intelligence, problem-solving abilities, and

other well-practiced skills.• Intellectual loss reflects a disease process,• Most older adults do not experience cognitive impairments• To maintain cognitive ability, one should continue with lifelong

mental activities, particularly verbal activity (also help long-term memory).



Moral Development:

Important value and belief patterns to older adult are cultural background, life experiences, gender, religion, and socioeconomic status.

Spiritual:

Many older adults attend religious meetings and services

Even though the “old-old” are unable to attend services, they will participate in a more private manner.



Physical: • Regular physical exams and screening• Nutrition and Exercise: Importance of adequate protein,

calcium, and Vitamin D in diet; exercise program that emphasizes skill and coordination

• Be alert for symptoms of depression, risk factors for suicide, abnormal bereavement, changes in cognitive function, medications that increase risk of falls, signs of physical abuse and neglect, skin lesions, tooth decay and gingivitis, loose teeth

Safety: Environment that prevents falls and injury



96

Older Adult Needs-Maslow’s

Self-Actualization

Esteem

Love/Belonging

Safety and Security

Physiological

All Psych & Heffner Media Group,Inc. (2003). Psychology 101: Personality development. Retrieved from http://allpsych.com/psychology101/development.html

Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Concepts of growth & development. In A. Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (8th ed.) (pp. 348-365). Upper Saddle River, NJ: Prentice Hall

Berman, A., Snyder, S.J., Kozier, B., & Erb, G. (2008). Health promotion. In A. Berman, S.J. Snyder, B. Kozier, & G. Erb (Eds.). Kozier & Erb’s Fundamentals of nursing: Concepts, process, and practice (8th ed.) (pp.270-293). Upper Saddle River, NJ: Prentice Hall

References

Juliar, K. (2003). Minnesota Healthcare Core Curriculum (2nd ed.). Clifton Park, NY: Delmar Publishers

Ramon, P.R. & Niedringhaus, D. M. (2008). Life span development. Fundamental nursing care (2nd ed.) (pp. 197-223). Upper Saddle River, NJ: Person Prentice Hall

Schmutte, D. L. (2011). Maslow’s Hierarchy of Needs. Retrieved from http://www.enotes.com/nursing-encyclopedia/maslow-s-hierarchy-needs

Simons, D.J., Drinnien, I. & Drinnien B.A. (1987). The search for understanding. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm

United States Army. (2004-2008). Categories of basic human needs. Retrieved from http://www.free-ed.net/sweethaven/MedTech/NurseFund/default.asp?iNum=2&fraNum=010102

References

99

“This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.” This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors: Dede Carr, BS, LDA Karen Neu, MSN, CNE, CNP

awareness and sensitivity client’s basic human needs

Documents