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NRS 429 Topic 2 DQ 1

DQ 1: What is a definition of family that encompasses the different family structures prevalent today?

Topic 2 DQ 1

A family is an integrated and functional unit of society and comprises people connected by bonds of blood, marriage, or adoption. It forms an emotional connection and serves as an economic unit of society. Besides, it is a key structure in most societies. The traditional definition of a family comprises a husband, wife, and children (Johnston et al., 2020). However, there has been a deviation from this model to single-parent households and homosexual couples without children. Thus, the definition of family is currently based on terms of how members relate to one another instead of a strict pattern of status roles (Johnston et al., 2020). The modern family structures include nuclear, binuclear, nuclear dyad, single parent, extended, blended, cohabitation, commune, and homosexual.

People globally are, to some extent, divided when it comes to determining what does and what does not make up a family based on the modern family structures. Thus, nurses and other healthcare providers must acknowledge these modern family structures. In light of this, providers should conduct a family assessment to identify their patients’ type of family structures to guide appropriate interventions. It is important to acknowledge nontraditional family structures to ensure that patients do not feel discriminated against based on their family structures. Silva Correa Junior et al. (2019) explain that understanding different organizational and restructuring structures for modern family units enables providers to identify specificities. They can also identify different broader family concepts and health care needs.

The Family Systems Theory can be used to improve our insight into the interactions of the modern family. It explains that people are better understood when they are part of a family unit than single individuals. The theory asserts that features of family systems seek to maintain stability, although the elements may be adaptive or maladaptive (Calatrava et al., 2021). Besides, the theory enables providers to understand that the complexity of family systems evolves, and families improve their ability to change or adapt. Therefore, families change often in response to stress and strains. Furthermore, the Family Systems Theory can be used to understand that a person’s thoughts, feelings, and actions are, to some degree, affected by the family’s emotional state.

 

 

References

Calatrava, M., Martins, M. V., Schweer-Collins, M., Duch-Ceballos, C., & Rodríguez-González, M. (2021). Differentiation of self: A scoping review of Bowen Family Systems Theory’s core construct. Clinical psychology review, 102101. https://doi.org/10.1016/j.cpr.2021.102101

Johnston, C. A., Cavanagh, S. E., & Crosnoe, R. (2020). Family structure patterns from childhood through adolescence and the timing of cohabitation among diverse groups of young adult women and men. Developmental psychology56(1), 165–179. https://doi.org/10.1037/dev0000842

Silva Correa Junior, A. J., Flexa Souza, T. C., Martins de Sousa, Y., Souza Rodrigues, A. R., Soares de Farias, D. L., Nunes Carvalho, J., & Hisako Takase Gonçalve, L. (2019). Assessment of non-traditional family units and implications for nursing care. Revista Eletronica de Enfermagem21. https://doi.org/10.5216/ree.v21.54933.

NRS 429V Week 2 Discussion 1 NEW

According to the assigned article, “Health Disparity and Structural Violence: How Fear Undermines Health Among Immigrants at Risk for Diabetes,” narratives tell the story of the interconnectedness between fear and health. Thematically, the issue of fear is a dominant feature that affects how an individual approaches day-to-day living and health. Explain the relationship between fear and health identified by the researchers in the article. Do you agree that structural violence perpetuates health disparity?

Topic 2 DQ 1 OLD

Description:

What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional).

Morgan

In today’s world, family is defined by the term “family of choice,” according to Sue Green (2018). Green (2018) describes family of choice as, “people chosen by an individual to care, love, and trust rather than the family of origin,” as well as “people who are together out of friendship and love, not bloodlines.” Animals are also considered members of the family in the present-day. The people patients refer to as “family,” bloodline or not, are the ones who are going to support and care for the patient the most. It is imperative that nurses assess and identify family dynamics early on, so that they can promote family health, thereby improving the patients’ overall health. Green (2018) mentions that, “the health of the family influences the health of the individual.” As nurses familiarize themselves with the various family structures out there, it will allow them to better care for and serve the patients’ needs and desires.

The family system’s theory is a “classic approach to studying family processes and problems” (Green, 2018). According to Katherine Rosenbusch (2010), family systems are “considered open systems in that the individual members and the unit can be influenced by internal and external environments,” and are “adaptive because they meet the demands of the changes that impact the group.” For example, a father of a family—who is the primary provider—has a heart attack and is hospitalized for a long time, this adds stress to and can drastically affect the family dynamics. To me, I consider the family system’s theory to be somewhat of a “domino effect” because when one thing happens something else follows suit.

References

Green, S. (2018). Understanding Families and Health Promotion. CCC Web Books by AWS & CDD. https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

Rosenbusch, K. (2010). Cross -cultural adjustment process of expatriate families in a multinational organization: A family system theory perspective. https://search.proquest.com/openview/66dbad586fca9c3d6bf3a3fa39cb7f59/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y

 

Response

This is an insightful response Morgan. I concur with your post. The structure of families is consistently changing and diversifying. Health is associated with multifactorial causation and the family can affect health of a person in numerous ways. Therefore, the changing dynamic of family structure can greatly influence risk and protective factors that impacts health (Kaakinen et al., 2018). Family members are likely to share risk factor health that may emanate from several socio characteristics of their communal society, neighborhood, culture, community, and housing. Family members also share positive aspects that promote good health. Family is also exposed to the same health-related lifestyle and dietary behaviors. Moreover, the family also share financial resources in managing poor-health and health care cost including the protection enjoyed by the availability of financial resources in relation to health issues. As such, it is imperative for health care system to consider the changing the dynamics of families and recognize them in patient health care delivery to improve outcomes.

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References

Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. FA Davis.

Description:
What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance
of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand
the interactions of a modern family (traditional or nontraditional).

Understanding family structure and style is essential to patient and family care. Conducting a family
interview and needs assessment gathers information to identify strengths, as well as potential barriers
to health. This information ultimately helps develop family-centered strategies for support and guidance.
This family health assessment is a two-part assignment. The information you gather in this initial assignment will
be utilized for the second assignment in Topic 3.
Develop an interview questionnaire to be used in a family-focused functional assessment. The
questionnaire must include three open-ended, family-focused questions to assess functional health

Read Also:DQ 2: Describe a health promotion model used to initiate behavioral changes
patterns for each of the following:
1. Values/Health Perception
2. Nutrition
3. Sleep/Rest
4. Elimination
5. Activity/Exercise
6. Cognitive
7. Sensory-Perception
8. Self-Perception
9. Role Relationship
10. Sexuality
11. Coping
Select a family, other than your own, and seek permission from the family to conduct an interview.
Utilize the interview questions complied in your interview questionnaire to conduct a family-focused
functional assessment. Document the responses as you conduct the interview.
Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings.
Submit your questionnaire as an appendix with your assignment.
Include the following in your paper:
1. Describe the family structure. Include individuals and any relevant attributes defining the
family composition, race/ethnicity, social class, spirituality, and environment.
2. Summarize the overall health behaviors of the family. Describe the current health of the family.
3. Based on your findings, describe at least two of the functional health pattern strengths noted in
the findings. Discuss three areas in which health problems or barriers to health were identified.
4. Describe how family systems theory can be applied to solicit changes in family members that, in
turn, initiate positive changes to the overall family functions over time.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be
published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

page 10 of 15
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles
for assistance.

NRS 429 Topic 2 DQ 1

NRS 429 Topic 2 DQ 1

 

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 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 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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