DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease

DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease

Sample Answer for DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease Included After Question

DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease

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Topic 3 DQ 1

Jun 23-25, 2022

A multigenerational family health history can facilitate the management of a patient’s disease. What model would you use to create a multigenerational family health history for a patient? Explain. Support your rationale with a minimum of two scholarly sources.

REPLY TO DISCUSSION

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Angela Zafke

Jun 25, 2022, 9:25 PM(edited)

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Replies to Angela Zafke

A Sample Answer For the Assignment: DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease

Title: DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease

There are multiple tools available to evaluate a family health history. Some are person-facing meaning the patient controls and initiates the profile. Others are clinician-based where the data is managed and screened by the clinician. Some are web-based while others are not. Healthcare consumers have a multitude of health apps to select from. According to Singh et al. (2016), there are more than 165,000 health apps available in app stores for various smartphone operating systems, including the popular iTunes and Google Play. This can be daunting for a healthcare consumer to select an effective app to manage or mitigate chronic disease risk. There are numerous factors to consider as well. Some apps will allow families to contribute to the family health history while others do not. Some apps are collaborative with healthcare providers as well. Savy and prudent clients should review apps to ensure the resource is reliable as well. It is, for this reason, I would recommend the Family Healthware™.

Family Healthware™ is the only family history tool to be cleared by the Food and Drug Administration (Singh et al., 2016). It is web-based and can look at common life-threatening illnesses including heart disease, stroke, diabetes, colorectal cancer, breast cancer, and ovarian cancer (Center for Disease Control and Prevention (CDC), 2022). While this is not an all-inclusive list, it is a comprehensive list of common life-altering ailments. The risk of developing these diseases is twice that for people who have a first-degree relative with these specific conditions (Ginsburg et al., 2019). Because of this increased likelihood, it is a meaningful and concise tool to use. In using this program, the pedigree is reviewed, a risk assessment is completed, a health score is given along with screening recommendations, and a prevention plan (Welch et al., 2018).

 

Using a multigenerational family health history should involve both the patient, family, and provider to be effective. Using a tool that can assess risk and recommend personalized prevention makes it meaningful to the patient. An ideal model is incorporated into an electronic health care system to allow information flow between the individual and the healthcare team. Conducting a thorough family health history can be a complex endeavor that the healthcare team needs to partner with the patient and family in order to deliver precision patient-focused care.

DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient's disease
DNP-810 Topic 3 DQ 1 A multigenerational family health history can facilitate the management of a patient’s disease

References

 

Centers for Disease Control and Prevention. (2022, May 25th). Family Healthware™ . https://www.cdc.gov/genomics/famhistory/famhist_healthware.htm

 

Ginsburg, G. S. Wu, R. R. & Orlando, L. A. (2019). Family health history: underused for actionable risk assessment. Lancet, 394 (10198), 596-603. Doi: 10.106/S0140-6736(19)31275-9

 

Singh, K., Drouin, K., Newmark, L. P., Filkins, M., Silvers, E., Bain, P. A., Zulman, D. M., Lee, J. H., Rozenblum, R., Pabo, E., Landman, A., Klinger, E. V., & Bates, D. W. (2016). Patient-Facing Mobile Apps to Treat High-Need, High-Cost Populations: A Scoping Review. JMIR mHealth and uHealth, 4(4), e136. https://doi.org/10.2196/mhealth.6445

 

Welch, B. M., Wiley, K., Pflieger, L., Achiangia, R., Baker, K., Hughes-Halbert, C., Morrison, H., Schiffman, J., & Doerr, M. (2018). Review and Comparison of Electronic Patient-Facing Family Health History Tools. Journal of Genetic Counseling, 27(2), 381–391. https://doi-org.lopes.idm.oclc.org/10.1007/s10897-018-0235-7

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Cassandra Turner-Donegal

replied toAngela Zafke

Jun 26, 2022, 10:21 PM

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Replies to Angela Zafke

Hi Angela,

Thanks for sharing your post. In addition to assessing familial risk for six specific diseases, the Family Healthware™ tool collects information on health behaviors such as smoking and physical activity, screening tests such as blood cholesterol and mammogram and health data for first and second degree relatives (Center for Disease Control, 2022). It also makes suggestions on areas of the individual way of life that needs to be adjusted and suggest screening test based on risk factors. This is important as patients

information is more accessible as this tool can be merged into the electronic health record and hence care can be individualized and geared on ensuring early intervention thus improving quality of life and wellness (Zazove et al., 2015).

References

Center for Disease Control. (2022, March, 22). Family Healthware™.

https://www.cdc.gov/genomics/famhistory/famhist_healthware.htm

Zazove, P., Plegue, M. A., Uhlmann, W. R., & Ruffin, M. T., 4th (2015). Prompting Primary Care Providers about Increased Patient Risk As a Result of Family History: Does It Work? Journal of the American Board of Family Medicine: JABFM, 28(3), 334–342. https://doi.org/10.3122/jabfm.2015.03.140149

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Medical care for transgender people seeking bodily and psychological harmony should not perpetuate possibly damaging cultural standards; instead, it should focus on the patients’ indicated intentions, principles, as well as expression of oneself rather than on simple labels like gender (Polizopoulos-Wilson et al., 2021). As a result, NPs were unable to adequately communicate with their transgender patients because they lacked the necessary information. Transgender health education isn’t offered through continuing education, say NPs with more experience. Another NP with experience in reproductive care expresses anxiety and doubt about giving the right kind of treatment. Behavioral health comorbidities among the transgender community were also recognized as a subset of patients requiring the special suicidal ideation mental health, depression, anxiety attention of NPs.  To avoid incorrectly diagnosing a patient’s gender, he emphasizes the importance of paying close attention to the patient’s anatomy during a clinical assessment. Misgendering a patient can be done unintentionally, yet it still causes unnecessary anxiety for the patient throughout the encounter (Paradiso & Lally, 2018). Special attention and focus needs to be centered around making this patient population feel comfortable not ostracized.

Five targeted questions for this patient population

1.What is your sex at birth?

  1. People may identify as transgender if their sex and gender do not match. Birth anatomy is the sole determinant of sex. A person’s gender is based on their own experiences. For each question, which option best characterizes you?
  2. A person’s look, style, clothes, or the way they walk or speak can all have an impact on how others perceive them. How would you like other people to characterize you?
  3. Do you want us to utilize a name that you prefer? If so, then what is it?
  4. Based on your gender expression or gender identity, do you feel safe?

Paradiso, C., & Lally, R. M. (2018, April 1). Nurse practitioner knowledge, attitudes, and beliefs when caring for transgender people. Transgender health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5926473/

Polizopoulos-Wilson, N., Kindratt, T. B., Hansoti, E., Pagels, P., Cano, J. P., Day, P., & Gimpel, N. (2021). A needs assessment among transgender patients at an LGBTQ service organization in Texas. Transgender Health, 6(3), 175–183. https://doi.org/10.1089/trgh.2020.0048

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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