Causes and Common Symptoms of Gastritis in Children

Gastritis is an erosion in the lining of the stomach, where this process can occur suddenly, called acute gastritis or slow and takes a long time (chronic gastritis). In addition to erosion of the stomach lining, inflammation or irritation can also cause gastritis.

Gastritis can strike from children to adults, where if it is not in the intensive treatment, it can cause a variety of diseases of the stomach.

Many things can cause gastritis, one of the main factors is an infection of the microorganism Helicobacter pylori (H.pylori). Rising back bile into the digestive system can also cause gastritis. Or patients 'Pernicious anemia' in which a person can not digest vitamin B12 can also trigger gastritis.

Another cause could be a precipitating factor gastritis are undergoing treatment for a long time such as cancer patients undergoing chemotherapy or people with HIV-AIDS.


Here are the common symptoms of gastritis in children:

• Stomach feels uncomfortable.
• Pain in the abdomen either before or after meals.
• Flavor full or satiated.
• Nausea and vomiting.
• Indigestion after eating food.
• Loss of appetite.
• Insomnia.
• Uninterrupted night's sleep suddenly, due to abdominal pain.
• Diarrhea.
• Frequent hiccups.
• Feces when defecation is black.

Pediatric Nursing

Pediatric Nursing Demystified (Demystified Nursing)

The quick and easy way to learn the concepts and major theories of pediatric nursing – and how to apply them to real-world situations

If you’re looking for a fun, fast review that boils pediatric nursing down to its most essential, must-know points your search ends here! Pediatric Nursing Demystified is a complete yet concise overview of all the important pediatric nursing concepts and the disorders that most often afflict infants to adolescents. You’ll also learn how to apply those principles to real-life clinical situations.

In order to make the learning process as easy and effective as possible, you’ll find learning aids such as chapter objectives, key terms, a brief overview of each topic, content summaries, chapter-ending questions, numerous tables and diagrams, and a comprehensive final exam that includes NCLEX-style questions covering all the content found in the book.

Great for course exams and as an NCLEX review!

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Wong's Essentials of Pediatric Nursing, 9e

When it comes to caring for children, no other resource better prepares you for practice than Wong's Essentials of Pediatric Nursing. Authored by Marilyn Hockenberry and David Wilson, two of the most well-known and respected names in the field, Wong's features the most readable, up-to-date, and accurate content available. An abundance of full-color illustrations helps you visualize key concepts, and highlighted boxes and tables offer quick access to vital facts and information. Plus, when you buy this book, you get unlimited access to hands-on study tools that help you learn pediatric nursing essentials with ease!

• Developmental approach clearly identifies key issues at each stage of a child's growth to help you provide appropriate, individualized care for each child.
• UNIQUE! Family focus includes a separate chapter on the role of the family in child health, family content throughout the text, and Family-Centered Care boxes that highlight information on patient teaching, home care, and incorporating the family in the child's care.
• An emphasis on wellness offers health promotion and injury prevention strategies for each age group.
• UNIQUE! Evidence-Based Practice boxes demonstrate how research is applied to nursing care in the clinical setting.
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• NEW! Safety Alerts call your attention to important patient safety considerations and support the QSEN initiative for better outcomes of nursing care..

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Pediatric Success: A Course Review Applying Critical Thinking Skills to Test Taking (Davis Success Series)

Over 900 NCLEX-style questions on pediatrics and growth and development into body system chapters. Add a 100- question comprehensive exam at the end of the book, plus two 75-question final exams on the bonus CD-ROM, and learning and studying become easier...and measurable. Students use the RACE model to apply critical thinking to the question types they’ll encounter in class and on the NCLEX.

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Pediatric Nursing: An Introductory Text, 11e

Covering evidence-based pediatric nursing care from infancy through adolescence, Pediatric Nursing: An Introductory Text, 11th Edition provides a clear, easy-to-read guide to pediatric nursing for LPN/LVN students. Content in this edition is reorganized for a "best of both worlds" approach to pediatric nursing, with early chapters devoted to normal growth and development by age group followed by chapters covering the most common childhood disorders grouped by body system. Updated coverage reflects the latest issues in pediatric nursing care, including childhood obesity and teenage pregnancy. Clinical Snapshots and Nursing Care Plans with critical thinking questions show how to apply the nursing process in real patient care scenarios. Written by noted pediatric nursing educators Debra L. Price and Julie F. Gwin, this market-leading textbook provides the essential knowledge you need to succeed in LPN/LVN practice.

• Reading Level: 9.6
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Pediatric Nurse's Survival Guide (Rebeschi, The Pediatric's Nurse's Survival Guide)

Practical and convenient, the thoroughly updated third edition of The Pediatric Nurse's Survival Guide is the perfect clinical reference! This handy resource offers quick answers to your pediatric nursing questions concerning assessment, clinical values and standards, and the most common conditions and diseases seen in the pediatric population.

Dysentery - Nursing Diagnosis and Interventions

1. Nursing Diagnosis for Dysentery : Imbalanced Nutrition: less than body requirements
related to: inadequate intake and output

Goal: nutritional needs are met

Expected outcomes:

• Increased appetite.
• Increased or normal weight according to age.

Nursing Interventions for Dysentery:
1. Discuss and explain about the diet restrictions of patients (high fiber foods, fatty and water is too hot or cold)
R / high fiber, fat, water is too hot / cold can stimulate irritate the stomach and intestinal tract.

2. Create a clean environment, away from the smell of the odor or litter, serve food in a warm state.
R / situation comfortable, relaxed to stimulate appetite.

3. Provide hours of rest (sleep) and reduce excessive activity.
R / Reducing energy consumption is excessive

4. Monitor intake and output within 24 hours.
R / Knowing the amount of output can merencenakan amount of food.

5. Collaboration with other health care team:
a. Nutritional therapy: A diet high in calories and high in protein, low in fiber, milk.
b. medications or vitamins (A)
R / Containing substances necessary for the growth process.


2. Nursing Diagnosis for Dysentery: Imbalanced Body Temperature
related to: the impact of infection secondary to diarrhea.

Goal: no increase in body temperature

Expected outcomes:

• Body temperature within normal limits (36-37,5 C)
• There are no signs of infection (rubur, dolor, calor, tumor, fungtio leasa)

Nursing Interventions for Dysentery:
1. Monitor body temperature every 2 hours.
R / Early detection of abnormal changes in body function (an infection)

2. Give warm compresses.
R / stimulate heat regulating center to reduce the production of body heat

3. Collaboration of antipyretic
R / Stimulate the heat regulating center in the brain.


3. Nursing Diagnosis for Dysentery: Risk for Impaired Skin Integrity: perianal
related to: increased frequency of bowel movements (diarrhea)

Goal: skin integrity is not compromised

Expected outcomes :

• No irritation: redness, blisters, hygiene maintained.
• Families are able to demonstrate perianal care properly.

Nursing Interventions for Dysentery:
1. Discuss and explain the importance of keeping the beds.
R / Hygiene prevent the proliferation of germs.

2. Demontrasikan and involve families in the treatment of perianal (if wet clothing and replace the bottom as well as the base).
R / Preventing skin iritassi unexpected because kelebaban and stool acidity.

3. Adjust the position of sleep or sit with an interval of 2-3 hours.
R / Smooth vascularization, reducing the emphasis that long so did not happen ischemia and irritation.


4. Nursing Diagnosis for Dysentery: Anxiety: children
related to: invasive measures

Goal: the client is able to adapt

Expected outcomes:

• Want to receive care measures, the client seems quiet and no fuss

Nursing Interventions for Dysentery:
1. Involve the family in performing maintenance actions.
R / initial approach to the child through the mother or family.

2. Avoid the wrong perception on nurses and hospitals.
R / reduce the fear of the child to the nurse and the hospital environment.

3. Give kudos if the client would be given care and treatment measures.
R / increase the child's confidence will courage and ability.

4. Make contact as often as possible and do communication both verbal and non-verbal (touching, fondling, etc.).
R / Love and the introduction of self saying nurses would menunbuhkan sense of security on the client.

5. Give children toys as sensory stimuli.

Nursing Care Plan for Dysentery

Dysentery is a inflammatory disorder of the intestine, especially the colon, which results in severe diarrhea containing mucus and / or blood in the stool. If left untreated, dysentery can be fatal.

Cause of Dysentery

Dysentery is usually caused by a bacterial or protozoan infection or infestation of parasitic worms, but can also be caused by chemical irritants or viral infection. The two most common causes are infection with a bacillus of the Shigella group, and infestation by an amoeba, Entamoeba histolytica. When it is caused by a bacillus called bacillary dysentery, and when it is caused by an amoeba called amoebic dysentery.

Symptoms of Dysentery

Dysentery symptoms can last for five days or even more. For some cases, the symptoms may be mild, while others suffer from severe diarrhea and vomiting or potentially cause dehydration. The following symptoms when exposed to dysentery:

• Flatulence
• Pain in the abdomen
• Bloody diarrhea
• Nausea, with or without vomiting

However, if the infection is severe, people may experience other symptoms caused by dehydration:

• Decreased urine production
• Dry skin and mucous membranes
• Excessive thirst
• Fever and chills
• Muscle spasms
• Limp
• Weight loss
• Yellowish white mucus

In cases of chronic dysentery, no effects after an acute attack. In severe cases, the body temperature will rise to 40 degrees Celsius to 40.6 degrees Celsius.


Prevention of Dysentery

Dysentery is spread as a result of poor hygiene. To minimize the risk of these conditions, then it should be done on the prevention of dysentery:

• Avoid swallowing water in swimming pools or recreational water sources
• Make sure you drink water that has been purified or boiled water
• Drink bottled water when traveling
• Wash your hands with anti-bacterial soap after using the bathroom, changing diapers, before preparing and eating food.
• Avoid sharing towels with others
• Wash clothing or eating utensils of an infected person.

Nursing Care Plan for Dysentery

Assessment

1. Identity

Noteworthy is the age. Episodes of diarrhea occurred in the first 2 years of life. Highest incidence is the age group 6-11 months. Most bacteria stimulate gut immunity against infection, it helps explain the decline insidence disease in older children. At the age of 2 years or more of active immunity begins to form. Most cases are due to an intestinal infection and asymptomatic enteric bacteria spread mainly clients are not aware of the infection. Economic status also influential, especially from the diet and treatment.

2. Main complaint
Defecation is more than 3 x

3. History of present illness
Defecation greenish yellow color, mixed with mucus and blood or mucus alone. Watery consistency, frequency is more than 3 times, spending time : 3-5 days (acute diarrhea), more than 7 days (prolonged diarrhea), more than 14 days (chronic diarrhea).

4. Past medical history
Never had diarrhea before, to those on long-term antibiotics or corticosteroids (candida albicans changes from saprophyte to parasite), food allergies, respiratory infections, UTI, OMA measles .

5. History of Nutrition
At toddler age children are given food as in adults, the portion given 3 times per day with additional fruit and milk. Malnutrition in toddler age children are particularly vulnerable. Way better food management, food hygiene and sanitation, hand-washing habits.

6. Family health history
There is one family that has diarrhea.

7. Environmental Health History
Food storage at room temperature, lacking hygiene, neighborhood .

8. Growth and development history
a. growth

• Weight gain since age 1 -3 years ranged between 1.5-2.5 kg (average of 2 kg), a body length of 6-10 cm (mean 8 cm) per year.
• The increase in head circumference: 12cm 2 cm in the first year and second year and so on.
• Teething 8 pieces: additional milk teeth; first molars and canines, totaling 14-16 pieces
• Eruption of teeth: molars perama menusul canines.

b. development

• Psychosexual stages of development according to Sigmund Freud.

Nursing Concepts and Care Plan for Mental Retardation (MR)

Mental retardation (MR) is a condition in which a person has the mental capacity is insufficient. Mental retardation is a subnormal intellectual function abnormalities occur during development and is associated with one or more disorders of maturation, learning and social adjustment.

Mental retardation is defined as weakness / inability cognitive appeared in childhood (before the age of 18 years) is characterized by the function under normal intelligence (IQ 70-75 or less), and accompanied by at least two other limitations in the following areas: speech and language; self-care skills, ADL; social skills; using community facilities, health and safety; functional academic, work and relax, etc..

Clinical manifestations

Clinical manifestations of mental retardation, among others:
1. Cognitive impairment (pattern, thought process).
2. The slow reception skills and language expression.
3. Failed to get past the main stages of development.
4. Head circumference is above or below normal (sometimes larger or smaller than normal size).
5. Possibility of slow growth.
6. Possibility of abnormal muscle tone (more frequent weak muscle tone).
7. Possibility of dysmorphic features.
8. Delays in fine and gross motor development.

Pathophysiology

Mental retardation refers to the real limitations of daily living function. Mental retardation include weakness or cognitive disability that appears in childhood (before age 18 years) were characterized by below-normal intelligence function (IQ 70 to 75 or less) and with other limitations in adaptive functioning at least two areas: speaking and language, abilities / skills of self-care, homemaking, social skills, use of community facilities, self-direction, health and safety, functional academic, leisure and work. Cause of mental retardation can be classified into prenatal, perinatal and post-natal. Diagnosis of mental retardation established early in childhood.

Complication

1. Cerebral palsy
2. Seizure disorders
3. Psychiatric disorders
4. Impaired concentration / hyperactivity
5. communication deficits
6. constipation

Prevention

1. Increase healthy brain development and the provision of care and an environment that stimulates growth.
2. Should focus on the biological health and early life experiences of children living in poverty in terms of prenatal care, regular health monitoring and family support services.


Nursing Care Plan for Mental Retardation (MR)

A. Assessment

The assessment consists of a comprehensive evaluation of the shortcomings and strengths associated with the adaptive skills; communication, self-care, social interaction, use of facilities in the community self-direction, health care and safety, functional academic, recreational skill formation, and tranquility.

B. Nursing Diagnosis

1. Impaired growth and development related to cognitive dysfunction.
2. Impaired verbal communication related to cognitive dysfunction.
3. Risk for injury related to aggressive behavior imbalance of physical mobility.
4. Impaired Social Interaction related to difficulty speaking / social adaptation difficulties.
5. Interrupted family processes related to having a child with mental retardation.
6. Self care deficit related to changes in physical mobility / lack of developmental maturity.

C. Intervention

1. Assess the factors causing impaired child development.
2. Identification and use of educational resources to facilitate optimal child development.
3. Provide consistent care.
4. Increase communication verbal and tactile stimulation.
5. Give simple instructions and repeat.
6. Give positive reinforcement on child outcomes.
7. Encourage children to do their own maintenance.
8. Difficult child behavior management.
9. Encourage children to socialize with the group.
10. Create a safe environment.

D. Education on Parents

1. Each stage of child development for ages.
2. Support parental involvement in child care.
3. Anticipatory guidance and management face a difficult child behavior.
4. Inform existing educational facilities and groups.

E. Expected results
1. Children to function optimally the relevant level.
2. Families and children are able to use coping with challenges due to disability.
3. Families are able to obtain the resources community facilities.

Pediatric Nursing Management for Dehydration

Definition of Dehydration :

1. Dehydration is a condition where a person who did not undergo fasting experiencing or at risk of dehydration vascular, interstitial or intra-vascular (Lynda Jual Carpenito, 2000 : 139).
2. Dehydration is a lack of body fluids due to the amount of fluid that comes out more than the amount of fluid intake (Sri Ayu Ambarwati, 2003).
3. Dehydration is a disturbance in fluid balance, along with the output exceeds intake, so the amount of water in the body is reduced (Drs. Syaifuddin, 1992: 3).

Based on the above notions, it can be concluded that dehydration is the lack of extra cellular fluid which resulted in the migration of fluids or lost from the body.


3 Types Classification of Dehydration :

a. Isotonic dehydration
Isotonic dehydration is an equal loss of water and sodium. Isotonic means that the number of particles contained on one side of a permeable membrane is the same as on the other side, thus there is no fluid shift in either direction. The amount of intracellular and extracellular water remains in balance. This can be caused by a complete fast, vomiting, and diarrhea.

b. Hypotonic dehydration
Hypotonic dehydration is the loss of water and sodium at the same time but lack of water than sodium, serum sodium lower than the normal range of extracellular fluid was hypotonic body status to reduce the secretion of antidiuretic hormone, so that the water in the renal tubular reabsorption decrease in urine output to increase from an increase in extracellular osmotic pressure.

c. Hypertonic dehydration
Hypertonic dehydration is the loss of water and sodium at the same time, but the lack of sodium than water, it is higher than the normal range of serum sodium, extracellular fluid status was hypertonic. When lack of water than sodium, the increase in extracellular osmotic pressure, increased secretion of antidiuretic hormone, renal tubular reabsorption of water increased, reduced urine output.


Etiology of Dehydration

Various types cause dehydration (According to Donna D. Ignatavicus, 1991: 253).

1. Dehydration

• bleeding
• vomitus
• diarrhea
• hypersalivation
• fistula
• Ileustomy (cuts colon)
• diaporesis (excessive sweating)
• burn
• fasting
• therapy hypotonic
• suction gastrointestinal (stomach wash)

2. Hypotonic dehydration

• DM disease
• excess fluid rehydration
• severe malnutrition and chronic

3. Hypertonic dehydration

• hyperventilation
• water diarrhea
• diabetes insipidus (ADH hormones decreased)
• excessive fluid rehydration
• dysphagia
• Impaired sense of thirst
• disorders of consciousness
• systemic infection: increased body temperature.

Clinical Manifestations of Dehydration

The following symptoms or signs of dehydration by level (Nelson, 2000):

1. Mild dehydration (loss of fluids 2-5%, of its original weight)

• thirsty, restless
• pulse: 90 -110 x / min, normal breath
• normal skin turgor
• urine output (1300 ml / day)
• good awareness
• heart rate increased

2. Moderate dehydration (fluid loss of 5%, of its original weight)

• increased thirst
• rapid and weak pulse
• dry skin turgor, dry mucous membranes
• reduced urine output
• increased body temperature

3. Severe dehydration (loss of fluids 8%, of its original weight)

• loss of consciousness
• weak, lethargic
• tachycardia
• sunken eyes
• no urine output
• hypotension
• pulse rapid and smooth
• cold extremities

Management of Dehydration

Management in patients with dehydration (Doenges & Sylvia Anderson):

1. Antiemetic drugs (To overcome vomiting)

2. Antidiarrheal drugs
Spending excessive feces may be given anti-diarrhea medications.

3. Provision of drinking water
Provision of drinking water containing sodium sufficient to address the imbalance that occurs.

4. Intravenous fluid administration
In the severe dehydration, intravenous fluid administration is needed. Isotonic saline solution (0.9%) were intravenous fluids chosen for cases with near-normal sodium levels, as it will increase the plasma volume. Soon after reaching normotensive patients, half of normal saline solution (0.45%) is given to provide water to the cells and helps the disposal of metabolic waste products.

5. IV fluid bolus administration
Initial IV bolus administration of fluid in a fluid load test, to determine whether to increase the flow of urine, which showed normal renal function.