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NRS 429 Topic 2 DQ 2

DQ 2: Why is the concept of family health important?

Topic 2 DQ 2

Family health is a part and element of community health. It considers family interactions in terms of health (physical and psychological) and the relationships between the family and the social environment at all stages of the family life in its various structural types. The concept of family health is important because the family is a health unit. If one of the family members is ill, the entire family is affected by being exposed to a health risk such as an infectious disease (Barnes et al., 2020). In addition, the basic principle fundamental to family health is that there are particular biological and psycho-social needs intrinsic in the process of human growth and development, which must be met to ensure the survival and healthy development of children in the family and future adults (Michaelson et al., 2021). Therefore, the family should be viewed as a unit for care since it offers the prospect of a global approach that can render care for individuals more accessible, acceptable, and effective.

Health promotion refers to actions taken to promote optimal health and wellbeing. It aims at empowering individuals to increase control over their health and improve it. The Ottawa Charter for Health Promotion outlines five health promotion strategies: Build healthy public policy, create supportive environments, strengthen community action, develop personal skills, and Reorient health services (Lin et al., 2021).

A nurse can determine the best strategy for health promotion by identifying the health needs of the target populations and then tailoring the strategy and associated activities to meet these needs. In addition, the nurse can evaluate the target population’s literacy levels and select the strategy that best matches the individuals’ ability to interpret and implement health information (Michaelson et al., 2021). In this case, the nurse has to establish an individual’s health literacy level before selecting the strategy for developing personal skills. This is the person’s health literacy level because it greatly influences how they will apply the skills to improve their health. Furthermore, a nurse has to consider a person’s cultural values and select interventions in the strategy that are culturally acceptable.

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References

Barnes, M. D., Hanson, C. L., Novilla, L. B., Magnusson, B. M., Crandall, A. C., & Bradford, G. (2020). Family-Centered Health Promotion: Perspectives for Engaging Families and Achieving Better Health Outcomes. Inquiry : a journal of medical care organization, provision and financing57, 46958020923537. https://doi.org/10.1177/0046958020923537

Lin, M. H., Chiu, S. Y., Ho, W. C., & Huang, H. Y. (2021). Application of the Ottawa Charter Five Priority Areas of Action for Public Health to an Institution-Wide Diabetes Care Promotion. International journal of environmental research and public health18(4), 1543. https://doi.org/10.3390/ijerph18041543

Michaelson, V., Pilato, K. A., & Davison, C. M. (2021). Family as a health promotion setting: A scoping review of conceptual models of the health-promoting family. PloS one16(4), e0249707. https://doi.org/10.1371/journal.pone.0249707

Description:
Why is the concept of family health important? Consider the various strategies for health promotion. How does a nurse
determine which strategy would best enable the targeted individuals to gain more control over, and improve, their
health?

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
patterns for each of the following:
1. Values/Health Perception

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

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

NRS 429 Topic 2 DQ 2

NRS 429 Topic 2 DQ 2

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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