Health Promotion in the Prenatal and Infant Population
A.V. is a nurse practitioner working with the public health department. Community assessments reveal that one rural community has a high rate of teenage pregnancy. A.V. conducts parenting classes at the local high school and aims to reach first-time expectant parents. Her goal is to provide parents with information about what to expect of a new baby and basic care for the infant.
She realizes that continuity with education may be an issue.
Many of her previous classes began with high attendance at the beginning of her 12-week sessions. Over time, interest began to fade, and participation declined. She tries a different approach with the current series of lectures. She reduces the session to 6 weeks and changes the format to one hour of lecture combined with questions and answers, with the second hour consisting of interactive demonstration.
Questions for the case
What recommendations would you give to a group of expectant teenagers that are attending to your Health Promotion and Disease Prevention educational sessions regarding breastfeeding.
Include recommendation in how to increase the duration to this activity.
Answer the specific question on above. Then, continue to discuss the 2 topics listed below for your case:
- Describe the relationship between culture and growth and development. Assess whether all growth and development milestones should be applied to all children regardless of cultural background.
- Design a teaching plan for parents regarding injury prevention during infancy. In your teaching plan you must include the home of an infant injury proof.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Health Promotion in the Prenatal and infant Population Example
I would recommend that breastfeeding be done within the first two hours after delivery. I would also recommend that the mothers breastfeed their babies exclusively for six months. In the event that exclusive breastfeeding is not possible, I would recommend that partial breastfeeding be done for as long as possible if. One way of achieving this is by using combination feeding if, for example, the mother does not produce enough milk. Support for breastfeeding should continue throughout the first year of life after 6 months of exclusive breastfeeding. This should be supplemented by complementary feeding (D’Auria et al., 2019)
How to increase the duration of breastfeeding.
I would start from the basics by educating the mothers on what breastmilk looks like. This is necessary as some mothers may opt not to breastfeed their infants because “yellow” is not the color they expect to see in milk. I would also educate the mother on the benefits of breastfeeding both for her and the baby. The mothers should also be educated on the different hunger and feeding cues present in the baby. These cues include rooting, rapid eye movements, sucking on fingers, and lip-smacking. The mothers should know that crying is a late sign of hunger.
After delivery, I would identify any problems with breastfeeding. These include poor techniques for expressing breast milk and inappropriate latching and positioning of the baby. I would aim to rectify these problems before discharge as they may cause complications such as pain and mastitis (Omranipour & Vasigh, 2020). I would develop a follow-up plan for discharged patients and provide phone numbers to call if they need lactation support.
Culture and growth and development.
The development is children is a dynamic process. Every child interacts with their environment differently. Nowadays, most children are raised with different cultural values from the ones their parents were raised with. This is because most parents live in a social environment different from the ones they grew up in. This is partly due to the unprecedented growth in ethnic, racial, and cultural diversity. The developing child acquires most of his cultural values and beliefs from the family.
Cultural influences play a role in emotional, psychological, and cognitive development. Cultures play a role in the expectations that parents have in the development of their children and their progression in different stages of development. Developmental milestones such as personal and social milestones have some variances in different cultures. Some cultures expect children to attain these milestones at an older age (Kärtner et al., 2020).
Different cultures also have different expectations for motor milestones. The actual ages at which milestones such as crawling was achieved were closely reflected by the expectations that different cultures had. Language is an aspect of growth and development that is affected by culture. How parents from different cultures interact with their children influences how the children think and interact with their surroundings. Therefore, developmental milestones should not be applied to children with different cultural backgrounds but rather be tailored to fit the different cultural expectations of child growth and development.
Injury Prevention During Infancy
To prevent falls, change tables should have ends and sides raised at least 10 cm. If unavailable, changing the infant should be done on the floor. Rocker chares should not be placed on a high surface such as a table. They should be placed on the floor. Toys should be checked regularly for parts that cause choking or become a choking hazard. When running a birth for the infant, cold water should be put first, and the hot water added to gradually to achieve a safe temperature. Safety gates should be placed at the top and bottom of the stairs.
Omranipour, R., & Vasigh, M. (2020). Mastitis, Breast Abscess, and Granulomatous Mastitis. Advances in Experimental Medicine And Biology, 1252, 53–61. https://doi.org/10.1007/978-3-030-41596-9_7
D’Auria, E., Borsani, B., Pendezza, E., Bosetti, A., Paradiso, L., Zuccotti, G. V., & Verduci, E. (2020). Complementary Feeding: Pitfalls for Health Outcomes. International Journal Of Environmental Research And Public Health, 17(21), 7931. https://doi.org/10.3390/ijerph17217931
Kärtner, J., Schuhmacher, N., & Giner Torréns, M. (2020). Culture and early social-cognitive development. Progress in Brain Research, 254, 225–246. https://doi.org/10.1016/bs.pbr.2020.06.011