NRS 429VN Family Assessment Part II

Sample Answer for NRS 429VN Family Assessment Part II Included After Question

Assessment Description

Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000 word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

  1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
  2. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
  3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
  4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.

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.

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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Resources

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 2 in Health Promotion: Health and Wellness Across the Continuum.

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

Recommendations for Preventative Pediatric Health Care

Review “Recommendations for Preventative Pediatric Health Care,” by the American Academy of Pediatrics (2017).

https://www.aap.org/en-us/Documents/periodicity_schedule.pdf

Prevention Guidelines

Explore the resources available on the Prevention Guidelines page of the Johns Hopkins Medicine website. These materials will be useful i

https://www.hopkinsmedicine.org/healthlibrary/prevention/

5 Healthy Aging Tips for Women

Explore the resources available on the 5 Healthy Aging Tips for Women page of the U.S. Food & Drug Administration (FDA) website.

https://www.fda.gov/consumers/womens-health-topics/5-healthy-aging-tips-women

Centers for Disease Control and Prevention

Explore the search results available for “health screenings” on the Centers for Disease Control and Prevention (CDC) website. The

https://search.cdc.gov/search/?query=health+screenings&utf8=%E2%9C%93&affiliate=cdc-main

Screening Recommendations

Explore the resources available on the Screening Recommendations page of the American Academy of Pediatrics website. These materials will

NRS 429VN Family Assessment Part II
NRS 429VN Family Assessment Part II

https://www.aap.org/en-us/

A Sample Answer For the Assignment: NRS 429VN Family Assessment Part II

Title: NRS 429VN Family Assessment Part II

In part I of the assessment, I interviewed Family N, a nuclear, African American family comprising six members. The age of the family members includes Mr. N, 58; Mrs. N, 55; firstborn (female), 30 years; second-born (male), 26 years; third-born (male), 23 years; and fourth-born (female), 15 years. During the interview, strengths were noted in the functional health patterns of Nutrition and Activity/Exercise, but problems were identified in Values/Health Perception, Sleep/Rest, and Role-Relationship. The purpose of this paper is to discuss the SDOH affecting family N and create a plan of action to incorporate health promotion measures for the family.

SDOH Affecting Family and Family Health Status

Social determinants of health (SDOH) are the non-medical factors that positively or negatively affect individuals’ health outcomes. All the family members have at least completed their high school education. Their literacy levels have enabled them to understand measures to maintain good health  (Hahn, 2021). For instance, Mrs. N observes healthy dietary habits since she understands the health risks of unhealthy diets like high-fat and salty foods. The family’s annual household income is adequate to provide them with decent housing, healthy foods, and access to healthcare, which have significantly led to better health outcomes.

Additionally, employment has positively affected the family and its health status. The family has access to private health insurance provided by Mr. N’s employer, which enables them to access health services that they would be limited from accessing without insurance. Furthermore, the family lives in a rural neighborhood, enabling them to grow vegetables and fruits and source food from the farm (Islam, 2019). This has contributed to positive health outcomes since they can access healthy foods. The security in the neighborhood also enables them to walk to work, which promotes their physical health.

Age-Appropriate Screening Recommendations

Mr. N will be recommended to undergo screenings for hypertension, lung and colorectal cancer. The USPSTF recommends hypertension screening for adults 18 years and above. It also recommends yearly screening for lung cancer using low-dose computed tomography (LDCT) in persons 50 to 80 years with a 20-pack-year smoking history and those currently smoking (USPSTF, n.d.). In addition, the USPSTF recommends colorectal cancer screening for adults 50 to 75 years. Screening recommendations for Mrs. N will include breast cancer, hypertension, colorectal cancer, and cervical cancer. The USPSTF recommends biennial mammography screening in females 50 to 74 years, and she is thus a candidate (USPSTF, n.d.). Furthermore, cervical cancer will be indicated because the USPSTF recommends cervical cancer screening every three years using cervical cytology alone or every five years with high-risk human papillomavirus (hrHPV) test alone.

The firstborn daughter will be recommended screenings for hypertension and cervical cancer using cervical cytology or hrHPV test. Recommended screening for the 26 and 23-year-old sons includes hypertension and HIV. The USPSTF recommends HIV infection screening in adolescents and adults 15 to 65 years (USPSTF, n.d.). Screening for major depression will be recommended for the 15-year-old.

Assessment of the Health Model

The Health Belief Model (HBM) can be used to create a plan of action in health promotion for family N.  HBM was developed to explain why individuals engage or fail to engage in preventive health measures. The model asserts that an individual’s belief in a diagnosed illness and their perception of a treatment’s effectiveness predicts their chances of behavior change (Zhao et al., 2022). HBM variables include perceived severity, susceptibility, barriers, benefits, self-efficacy, and cues to action. HBM can be used to identify if the family perceives a threat of developing a chronic illness to be serious. HBM will also identify if they feel they are susceptible to diseases, have the confidence to adopt the recommended preventive measures, and if they perceive that there are more benefits than barriers to adopting the preventive measures.

Application of Health Model

Applying the HBM will be guided by the variables: susceptibility, severity, benefits, barriers, and self-efficacy. In perceived susceptibility, the family members will be assessed on their perception of being at risk of developing chronic illnesses and measured using the five-point Likert scale (Shitu et al., 2022). Perceived severity will include assessing the family’s perception of the seriousness of chronic illnesses. The family will then be asked about their perception of the benefits of adopting healthy lifestyles to assess perceived benefits. Perceived barriers will be assessed by asking about the family’s perception of the factors limiting them from adopting disease-preventive measures (Shitu et al., 2022). Self-efficacy will be measured by assessing the family’s confidence in adopting the recommended preventive interventions. The interviewer will establish a rapport with the family at the beginning of the interview and use respectful language to maintain effective communication.

Conclusion

Various SDOHs have influenced family N’s health, including the education level, income, employment, and neighborhood. The SDOH have positively impacted the family’s health as they understand the impact of lifestyle practices and have access to insurance, healthy foods, and healthcare services. The recommended screenings for the members include hypertension, lung cancer, colorectal cancer, cervical cancer, HIV, and depression. HBM since it will help understand why the family members have adopted or failed to adopt certain preventive measures.

 

References

Hahn, R. A. (2021). What is a social determinant of health? Back to basics. Journal of public health research10(4), 2324. https://doi.org/10.4081/jphr.2021.2324

Islam, M. M. (2019). Social Determinants of Health and Related Inequalities: Confusion and Implications. Frontiers in public healthpp. 7, 11. https://doi.org/10.3389/fpubh.2019.00011

Shitu, K., Adugna, A., Kassie, A., & Handebo, S. (2022). Application of Health Belief Model for the Assessment of COVID-19 preventive behavior and its Determinants among Students: A structural equation modeling analysis. PloS one17(3), e0263568. https://doi.org/10.1371/journal.pone.0263568

United States Preventive Services Taskforce (USPSTF). (n.d.). A and B recommendations | United States preventive services Taskforce. https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-and-b-recommendations

Zhao, Y. C., Zhao, M., & Song, S. (2022). Online Health Information Seeking Among Patients With Chronic Conditions: Integrating the Health Belief Model and Social Support Theory. Journal of Medical Internet Research24(11), e42447. doi: 10.2196/42447

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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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