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Development Tasks of Middle-Age Adults

Name of the professor:

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Discuss your personal observations regarding developmental tasks of middle-age adults.

How can you as a Nurse Practitioner help promote positive life balance and adaptation to

lifestyle changes in your future practice?

Individuals undergo face development throughout their life. The physical cognitive and

psychosocial capacities influence their approach to the development tasks. In the middle age they

face the psychosocial tasks of finding a sense of meaning in life, revising and reconstructing a

sense of identity given the life lived, and developing a sense of generativity. Although adults of

all ages seek to make sense of their experiences and find meaning in their lives, middle‐aged

adults tend to report greater immersion in the search for meaning than do young or older adults.

Adults who have found a sense of meaning in life perceive their lives as having inherent value or

worth, which can influence how they navigate other developmental tasks such as consolidating a

sense of identity.

Generativity is a task in midlife that is characterized by the concern for the commitment

of rendering back to the society and also promoting the future generations wellbeing. They fulfill

the generative needs through parenting, mentoring and teaching. This concerns the rise over the

midlife years for adults in many cultures, with middle‐aged adults reporting more concern for

others, providing more emotional support and unpaid assistance to others, and expressing a

greater interest in civic responsibility than young adults. Generativity holds benefits for the

midlife adult, including positive affect, life satisfaction, work satisfaction, and well‐being.

Although all adults experience shifts in their sense of self as they face the normative tasks of

midlife, their approach and achievement of these tasks is influenced by the sociocultural contexts

in which they are embedded.

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Nurses may serve as resources on nutrition, food, and health in a variety of ways such as in the

preparation of primary and secondary school teachers, the training of nurses, the motivation and

education of individual patients in clinical settings, education of the public, and providing

patients with dietary assessments and counseling. Since intellectual acceptance of knowledge by

itself rarely fosters lasting change, they will need to learn about the forces that govern behavior

changes in order to help motivate patients and assist them in acquiring the skills needed to

achieve and sustain enduring healthful dietary practices.

They can initiate or contribute to community programs to improve nutrition. To accomplish this,

they may act as individuals or work through professional societies or other health care-related

organizations.

The consideration of both essential and applied sustenance courses in nursing training has gotten

progressively significant considering the growing jobs of medical caretakers in human services.

Medical caretakers frequently fill in as the guardians to quiet mind in essential human services

units. In numerous clinical settings, for instance, attendants direct section interviews, record

relevant verifiable subtleties, go about as triage organizers, and as often as possible accept

accountability for the leave guidelines with respect to drugs, diet, and other way of life changes.

It is likely, at that point, that medical attendants (counting enlisted attendants, nurture specialists,

and authorized birthing specialists) working in different locales (e.g., emergency clinics, schools,

facilities, and workplaces) can impact the dietary patterns of people in general. To do so

successfully, notwithstanding, they should be enough taught in sustenance, be adequately

inspired to educate and urge their patients to roll out dietary improvements, and eat well

themselves. Medical caretakers have all the more day by day contacts and meetings with patients
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in social insurance settings than do those in some other expert gathering and in this manner have

an extraordinary potential for affecting their customers.

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References

Papalia, D. E., & Bielby, D. D. V. (1974). Cognitive functioning in middle and old age

adults. Human Development, 17(6), 424-443.

Merriam, S., & Mullins, L. (1981). Havighurst's adult development tasks: A factor

analysis. Activities, Adaptation & Aging, 1(3), 9-22.