NRS 429 Assignment: Family Health Assessment Part I
NRS 429 Assignment: Family Health Assessment Part I
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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. You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.
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
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.
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:
- 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.
Resources
Calgary Model of Family Assessment: Experience in a Community Service Project
Read “Calgary Model of Family Assessment: Experience in a Community Service Project,” by Mantelo Cecilio, Sturiao dos Santos, and
…
Optional: Nurses and Families: A Guide to Family Assessment and Intervention
For additional information, the following is recommended:
Chapters 3 and 4 from the online eBook, Nurses and Families: A Guide
…
Calgary Family Intervention Model: One Way to Think About Change
Read “Calgary Family Intervention Model: One Way to Think About Change,” by Wright and Leahey, from Journal of Marital and Fa
…
Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and the Professional
Read “Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and t
…
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 4 in Health Promotion: Health and Wellness Across the Continuum.
Family Health Assessment Part I – Rubric
Interview Questionnaire Assessing Functional Health Patterns
Criteria Description
Interview Questionnaire Assessing Functional Health Patterns
Family Structure
Criteria Description
Family Structure (individuals, relevant attributes of family composition, race/ethnicity, social class, spirituality, environment)
Family Health and Health Behaviors
Criteria Description
Family Health and Health Behaviors
Findings (functional health patterns strengths, health problems or barriers to health)
Criteria Description
Findings (functional health patterns strengths, health problems or barriers to health)
Application of Family Systems Theory
Criteria Description
Application of Family Systems Theory
Thesis Development and Purpose
Criteria Description
Thesis Development and Purpose
Argument Logic and Construction
Criteria Description
Argument Logic and Construction
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Paper Format (use of appropriate style for the major and assignment)
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
Documentation of Sources
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Rubric Criteria
|
Criterion |
1. Unsatisfactory |
2. Less than Satisfactory |
3. Satisfactory |
4. Good |
5. Excellent |
|---|---|---|---|---|---|
|
Family Health and Health Behaviors Family Health and Health Behaviors |
0 points Health behaviors and current health of the family are not presented. |
16.88 points Health behaviors and current health of the family are partially presented. Overall, the health and health behaviors of the family are unclear. |
17.78 points Health behaviors and current health of the family are summarized. Overall, the health and health behaviors of the family are generally presented. |
20.03 points Health behaviors are identified and presented. The current health behaviors of the family are described. |
22.5 points Health behaviors are identified and presented in detail. The current health of the family is described. A clear understanding of family health and health behavior is demonstrated. |
|
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
0 points Sources are not documented. |
3.38 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
3.56 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. |
4.01 points Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
4.5 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
|
Findings (functional health patterns strengths, health problems or barriers to health) Findings (functional health patterns strengths, health problems or barriers to health) |
0 points Functional health pattern strengths, health problems, and barriers to health are not presented as indicated in assignment criteria. |
16.88 points Two functional health pattern strengths, and three health problems or barriers to health are partially presented. Some aspects presented are not relevant, or are not consistent with findings. |
17.78 points Two functional health pattern strengths, three health problems, and barriers to health are summarized. Aspects presented are relevant and generally consistent with findings. |
20.03 points Two functional health pattern strengths, three health problems, and barriers to health are discussed. Aspects presented are relevant and consistent with findings. |
22.5 points Two functional health pattern strengths, three health problems, and barriers to health are discussed. Discussion identifies and assesses key aspects from findings. Discussion demonstrates insight into assessment of findings to identify functional health pattern strengths and health problems or barriers. |
|
Argument Logic and Construction Argument Logic and Construction |
0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. |
5.63 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. |
5.93 points 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. |
6.68 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. |
7.5 points 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) Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. |
5.63 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. |
5.93 points 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. |
6.68 points 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. |
7.5 points Writer is clearly in command of standard, written, academic English. |
|
Paper Format (use of appropriate style for the major and assignment) Paper Format (use of appropriate style for the major and assignment) |
0 points Template is not used appropriately or documentation format is rarely followed correctly. |
2.25 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. |
2.37 points Template is used, and formatting is correct, although some minor errors may be present. |
2.67 points Template is fully used; There are virtually no errors in formatting style. |
3 points All format elements are correct. |
|
Interview Questionnaire Assessing Functional Health Patterns Interview Questionnaire Assessing Functional Health Patterns |
0 points Interview questionnaire is omitted. The interview questionnaire presented does not include family-focused functional health patterns. More than three of the functional heath patterns have been omitted. Four or more of the functional health patterns have fewer than three open-ended questions. |
16.88 points The interview questionnaire presented is incomplete. One or two of the functional heath patterns have been omitted. Two or three of the functional health patterns have fewer than three open-ended questions. Overall, the interview questionnaire is inconsistent with the assignment criteria. |
17.78 points The interview questionnaire presented. One of the functional heath patterns has been omitted. One of the functional health patterns has fewer than three open-ended questions. Overall, the interview questionnaire is consistent with the assignment criteria. Some of the open-ended questions are not family-focused or not relevant to the scope of the assignment. |
20.03 points The interview questionnaire presented. All functional heath patterns are included, and each has three open-ended questions that are family focused and relevant to functional health patterns. The interview questionnaire is consistent with the assignment criteria. Overall, the open-ended questions are family-focused and relevant to the scope of the assignment. |
22.5 points The interview questionnaire presented and demonstrates strong insight into family-focused assessment strategies. All functional heath patterns include three highly relevant open-ended questions. |
|
Family Structure Family Structure (individuals, relevant attributes of family composition, race/ethnicity, social class, spirituality, environment) |
0 points Description of family structure omitted. |
16.88 points A partial description of family structure is presented. Not all individuals are included. Relevant attributes are listed but incomplete. Some attributes are missing. There are inaccuracies. |
17.78 points A summary of family structure is presented. All individuals are included. Most relevant attributes listed are summarized. Some aspects are vague. There are minor inaccuracies. |
20.03 points The family structure is described. All individuals and relevant attributes are presented. Overall, the discussion provides insight into the family structure. |
22.5 points The family structure is clearly described. All individuals and relevant attributes are discussed in detail. The discussion demonstrates an in-depth perspective into family structure. |
|
Application of Family Systems Theory Application of Family Systems Theory |
0 points Application of family systems theory is not presented. |
22.5 points Application of family systems theory is partially presented. It is unclear how the theory will be applied to positively change overall family functions over time. There are inaccuracies in the application or representation of the theory. |
23.7 points Application of family systems theory is presented. A general discussion on how the theory will be applied to initiate positive changes in family functions over time is presented. There are minor inaccuracies in the application or representation of the theory. |
26.7 points Application of family systems theory to initiate positive changes in family functions over time is discussed. The manner in which the theory is applied is relevant and generally supports steps toward the desired outcomes. |
30 points Application of family systems theory to initiate positive changes in family functions over time is thoroughly discussed. The manner in which the theory is applied is highly relevant and strongly supports steps to achieving the desired outcomes. |
|
Thesis Development and Purpose Thesis Development and Purpose |
0 points Paper lacks any discernible overall purpose or organizing claim. |
5.63 points Thesis is insufficiently developed or vague. Purpose is not clear. |
5.93 points Thesis is apparent and appropriate to purpose. |
6.68 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. |
7.5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |