NRS 429 Assignment Family Health Assessment Part I

Sample Answer for NRS 429 Assignment Family Health Assessment Part I Included After Question

Description:

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
    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.

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

NRS 429 Assignment Family Health Assessment Part I
NRS 429 Assignment Family Health Assessment Part I

A Sample Answer For the Assignment: NRS 429 Assignment Family Health Assessment Part I

Title: NRS 429 Assignment Family Health Assessment Part I 

Family Health Assessment is crucial in identifying the family’s strength and weakness in terms of access to quality and affordable care. The assessment also provides crucial information to the healthcare practitioners on the threats to achieving comprehensive health and general wellness for the whole population. Furthermore, the family assessment prepares nurses especially the Family Nurse Practitioners with the relevant skills required in the assessment of the family health patterns and be able to offer family-based solutions (Peterson-Burch, 2018). The concept has also proved to be instrumental in advancement of genetic interventions in some of the complex conditions.

Family Structure

In my family health assessment, I interviewed the family of Mr. and Mrs. K. The family unit is composed of three elderly adults of age between 60 to 95 years and two young adults, a 21-year-old female and a 24-year-old male. The family is of Hispanic -American descent, Mr. K is 68-year-old retired attorney while Mrs. K is a 60-year-old retired high school teacher they live together with Mrs. K’s mother who is 92-year-old battling arthritis and Alzheimer. All the family members are practicing Catholics with an upper middle class economic standard. They have enough pension to cater for their medical, food and other family expenses.

Family Health and Family Behavior

The current family health behavior is focused on maintaining a healthy lifestyle. Mr. and Mrs. K have regular exercise schedules in the gym. They do exercise thrice a week on Wednesdays, Fridays and Sundays. They do also maintain a healthy diet to keep them healthy. Mr. K has a history of hyperlipidemia while Mrs. K has hypertension, they both manage the health conditions well through diet and exercise. Their two elderly children are healthy, with no pre-existing medical conditions. They are normal with above average performance in school. They have been excelling in both academic and sporting activities. The 24-year-old son has interest in soccer and plays in the college soccer team while the 21-year-old has been participating in the tennis ball competitions since she was a 6-year-old. Mrs. K’s mother has been battling arthritis and Alzheimer for the last five years. She attends regular therapy to relieve the pain associated with arthritis.

 

Topic 2 DQ 1

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).

Topic 2 DQ 2

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?

Topic 2 Participation

Description:

NA

Topic 2: The Form and Function of Family

Description

Objectives:

  1. Discuss contemporary family structures.
    2. Discuss the concepts related to family health promotion.
    3. Apply family systems theory.
    4. Develop strategies for family-centered health promotion.
    Study Materials

 

Health Promotion: Health and Wellness Across the Continuum

Description:

Read Chapter 4 in Health Promotion: Health and Wellness Across the Continuum.

Calgary Family Intervention Model: One Way to Think About Change

Description:

Read “Calgary Family Intervention Model: One Way to Think About Change,” by Wright and Leahey, from Journal of Marital and Family Therapy(1994).

Calgary Model of Family Assessment: Experience in a Community Service Project

Description:

Read “Calgary Model of Family Assessment: Experience in a Community Service Project,” by Mantelo Cecilio, Sturiao dos Santos, and Silva Marcon, from Cogitare Enfermagem(2014).

Optional: Nurses and Families: A Guide to Family Assessment and Intervention

Description:

For additional information, the following is recommended:

Chapters 3 and 4 from the online eBook, Nurses and Families: A Guide to Family Assessment and Intervention, by Wright and Leahey (2012), available through ProQuest Ebook Central in the GCU Library.

Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and the Professional
Description:

Read “Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and the Professional,” by Leahey and Wright, from Journal of Family Nursing(2016).

Initial Course Survey

Description:

In an effort for continuous improvement, Grand Canyon University would like you to provide feedback about your experience with the university. Your participation is appreciated. Click on the link to begin the survey.

Organization and Effectiveness 15.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

Format 5.0%
Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 Assignment Family Health Assessment Part I

The definition of the term single-parent means the one parent is raising the child or children alone and providing all care for them (Green, 2018). The single-family structure is one of the more common family structures today. In today’s society, the traditional family structure is less prevalent as non-traditional family structures. With that being said, the average family no longer consists of a male and female, husband and wife couple. In fact, less than half of American children are living in traditional homes (Livingston, 2014).

It is equally important to acknowledge non-traditional family structures as much as the traditional family structures are recognized. Non-traditional family structures could include single-parent families, children made of love, not relationships, LBGTQ, grandparents, and even multigenerational family structures. Acknowledging these unique family units is essential to validating, respecting, and recognizing that love is love, and no matter what the family dynamic of the structure is, the only important thing is that the environment. The family systems theory explains that families influence each other and follow family traits. This goes further to explain that when assessing one individual, you must assess the entire family unit.

 

References

Green, S.Z. (2018). Health Promotion: Health and Wellness Across the Continuum. Grand Canyon University. E-book: https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.ph

Livingston, G. (2014, December 22). Fewer than half of U.S. kids today live in a ‘traditional’ family. Retrieved from https://www.pewresearch.org/short-reads/2014/12/22/less-than-half-of-u-s-kids-today-live-in-a-traditional-family/

A Sample Answer 2 For the Assignment: NRS 429 Assignment Family Health Assessment Part I

Title: NRS 429 Assignment Family Health Assessment Part I 

A family refers to a primary group of people living in a household in consistent proximity and intimate relationship. Family health is determined by the interaction of factors in the family’s external and internal environment (Michaelson et al., 2021). Family health assessment entails identifying these internal and external factors, which are vital in assessing the health-illness factors that affect family health. The purpose of this paper is to analyze my findings from a family health assessment.

Family Structure

I interviewed family N, an African American nuclear family with six family members, two parents, and four children. Mr. N is 58, and Mrs. N is 55, and they have been married for close to 33 years. Mr. N has a diploma in education and is an elementary school teacher. Mrs. N studied up to the high school level and worked as a storekeeper in a high school. The firstborn (female) is 30 years and married with one child. She has a Bachelor’s in education and is a high-school teacher. The second-born (male) is 26 years, single, and works in the Military. The third-born (male) is 23 years; he is a nursing student at a community college. The fourth-born (female) is 15 years and is in high school. Family N falls under the working social class with an average household income of $50,000. The family members are Catholics and attend mass at least twice a month. Mrs. N is a church choir member, and the family attends monthly fellowships in the neighborhood. The family lives in Greenville, KY, in a rural neighborhood. They report access to healthcare services but limited transport options.

Family Health and Health Behaviors

Family N is in relatively good health with no chronic illnesses among the family members. Healthy behaviors noted in the family include eating healthy meals and engaging in physical activity. Mrs. N mentioned that she prepares healthy meals for the family. The family has a kitchen garden where they have planted vegetables and rear chicken. The garden is a source of daily fresh vegetables and fruits for the family. Mr. and Mrs. N also reported that they often walk to work a distance that takes 10-15 minutes, which keeps them physically active. They also attend to their garden on weekends, keeping them physically active. Mr. and Mrs. N have health insurance provided by their employers. However, they reported that they do not attend annual check-ups unless they are ill. Other unhealthy behaviors include smoking and alcohol consumption, particularly in Mr. N. He reports smoking 1PPD and taking 3-4 beers daily.

Functional Health Patterns Strengths, Health Problems or Barriers to Health

Functional health pattern strengths were identified in Nutrition and Activity/Exercise patterns. In the Nutrition pattern, the family takes healthy meals with high vegetable and fruit servings sourced from their garden. Junk foods, processed foods, and drinks with added sugars are hardly taken in the family. Mrs. N insists on healthy dietary habits in the family since she knows the health risks of high-fat and salty foods. Under the Activity/Exercise pattern, the family engages in regular physical activity like walking and gardening. Mr. N coaches students in football, which has made him physically fit. Mrs. N mentions that daily walks and eating healthy foods have helped her to maintain a healthy weight.

Problems and barriers to health were identified in the functional patterns of Values/Health Perception, Sleep/Rest, and Role-Relationship. Problems identified in the Values/Health Perception pattern include the family members failing to attend preventive screening activities and annual medical check-ups (Khatiban et al., 2019). Mrs. N has not adhered to the recommended breast and cervical cancer screenings, while Mr. N has never had a PSA test. In the Sleep/Rest pattern, some family members reported having problems maintaining sleep and insomnia. Mr. N stated that he takes beer in the evening to help with sleep, and he often feels he is not adequately rested after waking up. Problems in the Role-Relationship pattern include impaired relationships among family members (Butcher & Jones, 2021). Mrs. N often gets into arguments with Mr. N due to his daily drinking habits and his spending habits. Besides, Mr. N has a poor connection with his first-born daughter due to his poor spending habits.

Application of Family Systems Theory

Family Systems Theory (FST) explains human behavior through a complex web of emotional processes in a person’s family, social systems, and work. The theory outlines how emotional interdependence among family members influences a person’s character and life decisions (Milberg et al., 2020). Any change in one family member will likely affect the whole family and foster behavior changes in other members. Thus, FST can promote behavior change among one family member (Calatrava et al., 2022). Since family members are strongly emotionally connected, behavior change in one member will influence others to change.

Conclusion

Family N is a nuclear, working-class, African American family comprising six members. The family is in relatively good health and has notable healthy behavior, like engaging in physical activities and healthy dietary habits. However, unhealthy behaviors were noted smoking, alcohol consumption, and non-adherence to annual medical check-ups and screenings. FST can be used to promote behavior change among family members by focusing on the interactions between the family members.

References

Butcher, R. D. C. G., & Jones, D. A. (2021). An integrative review of comprehensive nursing assessment tools developed based on Gordon’s Eleven Functional Health Patterns. International Journal of Nursing Knowledge32, 294-307. https://doi.org/10.1111/2047-3095.12321

Calatrava, M., Martins, M. V., Schweer-Collins, M., Duch-Ceballos, C., & Rodríguez-González, M. (2022). Differentiation of self: A scoping review of Bowen Family Systems Theory’s core construct. Clinical psychology review91, 102101. https://doi.org/10.1016/j.cpr.2021.102101

Khatiban, M., Tohidi, S., & Shahdoust, M. (2019). The effects of applying an assessment form based on the health functional patterns on nursing student’s attitudes and skills in developing the nursing process. International Journal of nursing sciences6(3), 329–333. https://doi.org/10.1016/j.ijnss.2019.06.004

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

Milberg, A., Liljeroos, M., Wåhlberg, R., & Krevers, B. (2020). Sense of support within the family: a cross-sectional study of family members in palliative home care. BMC palliative care19(1), 120. https://doi.org/10.1186/s12904-020-00623-z

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

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

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Check Out Also: NRS 429V Week 2 Assignment Health Promotion Among Diverse Populations