NRS 429V Week 4 Assignment Family Health Assessment

Sample Answer for NRS 429V Week 4 Assignment Family Health Assessment Included After Question

Details:

Select a family to complete a family health assessment. (The family cannot be your own.)

Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:

Values, Health Perception
Nutrition
Sleep/Rest
Elimination
Activity/Exercise
Cognitive
Sensory-Perception
Self-Perception
Role Relationship
Sexuality
Coping

NOTE: Your list of questions must be submitted with your assignment as an attachment.

After interviewing the family, compile the data and analyze the responses.

In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.

Identify two or more wellness nursing diagnoses based on your family assessment. Wellness and family nursing diagnoses are

different than standard nursing diagnoses. A list of wellness and family nursing diagnoses, from J. R. Weber’s Nurses Handbook of Health Assessment (5th ed.), can be found at the following link

http://web.archiv.org…..

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 Turnitin. Please refer to the directions in the Student Success Center.

A Sample Answer For the Assignment: NRS 429V Week 4 Assignment Family Health Assessment

Title: NRS 429V Week 4 Assignment Family Health Assessment

The involvement of nurses with families is not a new phenomenon as families have long been the clinical point of focus for clinicians working in a home setting (Wu et al., 2020). Over the past decade, there has been an upsurge of interest in assessing the family unit to promote an understanding of the health promotion and disease prevention activities that can be adopted by the family (Wu et al., 2018). The family assessment not only narrows down to risk factors but also involves the perception of the nurse regarding the family’s norms, constitution, theoretical knowledge, standards, and community abilities (Lauritzen et al., 2018). The nurse utilizes open communication when conducting family health assessments to promote the level of accuracy of the information provided. The purpose of this assignment is to analyze the assessment findings of the conducted interview with Shawn’s family.

Family Structure

Shawn’s family is a middle-class nuclear family that resides in Fort Lauderdale, Broward county, Florida. They live together in a three-bedroom apartment downtown. The family is composed of a 55 years old husband, Mr. Shawn, who is a father of two. He is considered the head of the family. The wife, Mrs. Shawn is 49 years only, with their daughter being 10 years old Amanda, and their son, John, is 12 years old. Both the children are in middle school. The family is of African American descent. They are strong Christians, who go to church every Sunday.

NRS 429V Week 4 Assignment Family Health Assessment

Family Health and Health Behaviours

Values/Health Perception

The family believes in seeking medical care when ill. Mr. Shawn is hypertensive and is managing the condition with dietary interventions and antihypertensives. Mrs. Shawn is diabetic and on metformin and Glibenclamide to control her blood sugar levels. Amanda is obese and tries to exercise to cut down on her weight. John on the other hand is healthy, with all childhood immunizations up to date. They believe in supporting each other to promote their health, with Christ as their true healer.

Nutrition

The family used to consume high-calorie foods including sweet potatoes, cassava, wheat, rice, and red meat among others. However, ever since Mr. Shawn was diagnosed with hypertension, the family has tried as much as possible to cut their calorie intake and shift to a heart-healthy diet. Mr. Shawn was diagnosed with diabetes about 2 years ago, which also led to the family being keen on a healthy and balanced diet.

Rest/Sleep

All the family members report getting enough rest and sleep every night. Mr. and Mrs. Shawn sleep for about 8 hours each. Besides, their two children sleep for 8 hours every night.

Elimination

Mr. Shawn reported frequent episodes of constipation about two years ago, which were associated with dehydration. It was however managed, and the family currently reports regular elimination patterns.

Exercise/Activities

Mr. Shawn and his son, Jjohn, exercise every Saturday by playing basketball. Mr. Shawn walks the dog every night. Amanda on the other hand like staying back at home, with limited activity level.

Cognitive

The intellectual capacity of Mr. Shawn’s family is average. They can all read and write appropriately. No cognitive defects run in the family.

Sensory-Perception

Mr. Shawn’s family reported no sensory issues at the moment. However, his son reported incidences of headaches about two weeks ago when he had the flu.

Self-Perception

Only one member of the family reported problems with self-perception. Mr. Shawn’s daughter Amanda is obese and has been trying to diet to lose weight, only ending up adding a few more pounds. She feels embarrassed and humiliated by her body image.

Role Relationship

Mr. Shawn is considered the head of the family and the main provider. Mrs. Shawn on the other hand takes care of the entire family, making sure that all the children have eaten and slept in time. John and Amanda help with house chores.

Sexuality

Mr. Shawn was reluctant to involve his children to talk about their sexuality. However, he and his wife confirmed being heterosexual, in a committed relationship, and believing in the Christian values of marriage.

Coping

Mr. Shawn’s family is strongly Christian and uses faith as their coping mechanism. They also provide support for each other to reduce their stress levels.

Findings

Upon completing the interview with all members of Mr. Shawn’s family, I was able to identify areas of strength that help promote the health and well-being of the family. The health literacy level of the family is slightly high, as all family members are aware of their medical conditions and what is needed to promote their health (Crone et al., 2021). Consequently, the family being strong Christians, believe in supporting each other which is crucial for positive care outcomes. However, their nutrition knowledge is still low given the presenting health problem of hypertension for Mr. Shawn, diabetes for Mrs. Shawn, and obesity for Amanda (Wu et al., 2018). All these three conditions are associated with lack of exercise and poor diet.

Application of Family Systems Theory

The family system theory (Kerr and Bowen, 1988) defines a family unit as a multifaceted social system where members interact to influence the behavior of one another. Mr. Shawn’s family displayed a great bond among family members, providing support for each other in promoting their health and well-being (Wu et al., 2020). For instance, Mr. Shawn’s heart-healthy diet, contributed to his wife and obese daughter also adopting dietary interventions to promote their health and manage their condition (Lauritzen et al., 2018). Consequently, Mrs. Shawn’s diabetic diagnosis led to the family acknowledging the importance of exercise in promoting their health and preventing chronic conditions.

Conclusion

The family health assessment of Mr. Shawn’s family reveals a strong and supportive family with a history of obesity, hypertension, and diabetes. They however have a high health literacy and are seeking medical interventions to manage their medical conditions.

References

Crone, M. R., Slagboom, M. N., Overmars, A., Starken, L., van de Sande, M. C. E., Wesdorp, N., & Reis, R. (2021). The Evaluation of a Family-Engagement Approach to Increase Physical Activity, Healthy Nutrition, and Well-Being in Children and Their Parents. Frontiers in Public Health, 9, 747725. https://doi.org/10.3389/fpubh.2021.747725

Lauritzen, C., Kolmannskog, A. B., & Iversen, A. C. (2018). Family assessment conversations as a tool to support families affected by parental mental illness: a retrospective review of electronic patient journals. International Journal of Mental Health Systems, 12(1). https://doi.org/10.1186/s13033-018-0199-x

Wu, R. R., Myers, R. A., Sperber, N., Voils, C. I., Neuner, J., McCarty, C. A., Haller, I. V., Harry, M., Fulda, K. G., Cross, D., Dimmock, D., Rakhra-Burris, T., Buchanan, A. H., Ginsburg, G. S., & Orlando, L. A. (2018). Implementation, adoption, and utility of family health history risk assessment in diverse care settings: evaluating implementation processes and impact with an implementation framework. Genetics in Medicine, 21(2), 331–338. https://doi.org/10.1038/s41436-018-0049-x

Wu, R. R., Sultana, R., Bylstra, Y., Jamuar, S., Davila, S., Lim, W. K., Ginsburg, G. S., Orlando, L. A., Yeo, K. K., Cook, S. A., & Tan, P. (2020). Evaluation of family health history collection methods impact on data and risk assessment outcomes. Preventive Medicine Reports, 18, 101072. https://doi.org/10.1016/j.pmedr.2020.101072

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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.

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