Sample Answer for DNP 810 W3 Assignment Family History Included After Question<\/strong><\/h2>\nDNP 810 W3 Assignment Family History<\/em><\/p>\n <\/p>\n
Details:<\/strong><\/h2>\nTaking a family history is an important step in determining current and future health needs and education. There are many tools available to complete a comprehensive health history. The Surgeon General\u2019s Family Health History tool is part of the larger Family Health History<\/a> Initiative that encourages people to talk about and write down health issues that seem to run in the family, bringing a larger focus on this important issue. This assignment allows the learner to use the tool and become familiar with this initiative.<\/p>\nGeneral Guidelines:<\/em><\/strong><\/h2>\nUse the following information to ensure successful completion of the assignment:<\/h4>\n\n- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/li>\n
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the StudentSuccess Center.<\/li>\n
- This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.<\/li>\n<\/ul>\n
\n- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.<\/li>\n
- Use the Surgeon General\u2019s Family History Tool at (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to complete this assignment.<\/li>\n<\/ul>\n
Directions:<\/em><\/strong><\/h2>\n![\"DNP](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/09\/DNP-810-W3-Assignment-Family-History-300x134.png\")
DNP 810 W3 Assignment Family History<\/figcaption><\/figure>\nUse the Surgeon General\u2019s Family History Tool (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to document your own family history.<\/p>\nDesignate a proband for the pedigree with a disease or condition of interest.<\/p>\n
Write a 750-1,000 word summary of your findings. Include the following information:<\/h2>\n\n- Discussion of the heredity patterns discovered.<\/li>\n
- Evaluate the risk of transmission to other\/new family members.<\/li>\n
- Propose the feasibility of using this tool in your own practice.<\/li>\n<\/ol>\n
Portfolio Practice Hours<\/a>:<\/strong><\/h2>\nPractice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon.\u00a0Actual clock hours<\/u>\u00a0are entered, but the average hours associated with each practice immersion assignment is 10.<\/p>\n
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting.\u00a0For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.<\/p>\n
To earn portfolio practice hours, enter the following after the references section of your paper:<\/h2>\nPractice Hours Completion Statement DNP-810<\/em><\/strong><\/h3>\nI, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.<\/em><\/p>\nA Sample Answer For the Assignment: DNP 810 W3 Assignment Family History<\/strong><\/h2>\nTitle: DNP 810 W3 Assignment Family History<\/strong><\/h2>\nGenetic and genomic training is a very important aspect of nursing. Nurses should be able to know the genetic family history of their clients to enable accurate recognition, prevention, and treatment of some diseases. This is because, genetic family history enables them to identify some patterns of health and illness experience within the family (Kaakinen et al.,<\/em> 2018). This paper will assess the genetic family history of Mr. and Mrs. Queen as an example to show the importance of genetic family history assessment. It will consider three generations of the family, analyze its genetic health risks, and recommends the appropriate intervention strategies.<\/p>\nMr. and Mrs. Queens are African Americans parents with two children, 7-year-old Lisa and a 3-year-old Robert. The family lives in Chicago with the parents of Mr. Queen who are both alive. Mrs. Queen’s father died eight years ago and her mother is currently living in Virginia with her second husband. Mr. is 41 years old while Mrs. Queen is 38 years old. Mr. and Mrs. Queen visited our genetic clinic after being referred to us by their local pediatric geneticist. Their would-be second daughter was diagnosed with a lethal unbalanced chromosome rearrangement and died in the intensive care shortly after being born. As a result, the clinic decided to conduct a full genetic assessment of the family to check for any chromosomal imbalanced arrangement in the family.<\/p>\n
On the first day of the assessment, Mr. Queen’s mother, Mora \u2013 now 68 years old, join them and the doctors were to surprise to see her since she was one of our patients with Huntington disease. Further genetic assessment found out that Mr. Queen’s brother, Terry, and uncle, Raphael had a rare balanced reciprocal translocation. This gave the possibility that future pregnancies for Mrs. Queen could result in Huntington disease and the chromosomal translocation. The couple also reported that their son, Robert, was diagnosed with sickle cell anemia and he has been under treatment. When Mrs. Queen’s mother, Felicity, was called in, she confirmed that her elder brother and a cousin died of sickle cell anemia at ages 22 and 26 respectively. The couple seemed concerned for their future generation and were hoping for any intervention which could remedy the situation. They know their children were at risk of sickled anemia from Mrs. Queen Family but were unaware of any chromosomal abnormality.<\/p>\n
. In case of any heritable diseases in the family lineage, couples may weigh their options on having children. For instance, in the case of Mr. and Mrs. Queen, it is evidenced that their children and descendants are at a risk of conducting sickle cell anemia and Huntington disease. With this knowledge, the nurse would recommend that they see a genetic counselor for more help on prevention and reproduction options (Moyer, 2014). Sickle cell anemia and Huntington disease are genetic problems that are hard to prevent from being inherited by offspring once the parents have such genes (Bouchghoul et al<\/em>., 2016). However, parents can explore other options such as not to have children, adopt children, or screening in the early stages of the pregnancy (Hershberger et al.,<\/em> 2016). According to Bouchghoul et al. (2016), the detection of sickle cell in the fetus during pregnancy is important because other options that can prevent the disease’s severity are available. For example abortion or blood transfusion in the case of sickle cell anemia.<\/p>\nParents need to understand their families’ genetic health history. This enables a couple to know any genetic problem that may be in the family. Consequently, they will have the opportunity to make informed decisions on the options they have. Doctors can also advise such patients on the best treatment options and recommend the best interventions. Therefore, nurses should have genetic and genomic knowledge as well.<\/p>\n
<\/p>\n
Reference<\/h2>\n
Bouchghoul, H., Cl\u00e9ment, S. F., Vauthier, D., Cazeneuve, C., Noel, S., Dommergues, M., & Durr, A. (2016). Prenatal testing in Huntington disease: after the test, choices recommence. European Journal of Human Genetics<\/em>, 24<\/em>(11), 1535-1540.<\/p>\nHershberger, P. E., Gallo, A. M., Molokie, R., Thompson, A. A., Suarez, M. L., Yao, Y., & Wilkie, D. J. (2016). Perception of young adults with sickle cell disease or sickle cell trait about participation in the CHOICES randomized controlled trial. Journal of advanced nursing<\/em>, 72<\/em>(6), 1430-1440.<\/p>\nKaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. Philadelphia, PA: FA Davis.<\/p>\n
Moyer, V. A. (2014). Risk assessment, genetic counseling, and genetic testing for BRCA-related cancer in women: US Preventive Services Task Force recommendation statement. Annals of internal medicine<\/em>, 160<\/em>(4), 271-281.<\/p>\n <\/p>\n
Family History\u00a0\u00a0<\/strong><\/h2>\n
<\/p>\n
Details:<\/strong><\/h2>\nTaking a family history is an important step in determining current and future health needs and education. There are many tools available to complete a comprehensive health history. The Surgeon General\u2019s Family Health History tool is part of the larger Family Health History<\/a> Initiative that encourages people to talk about and write down health issues that seem to run in the family, bringing a larger focus on this important issue. This assignment allows the learner to use the tool and become familiar with this initiative.<\/p>\nGeneral Guidelines:<\/em><\/strong><\/h2>\nUse the following information to ensure successful completion of the assignment:<\/h4>\n\n- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/li>\n
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the StudentSuccess Center.<\/li>\n
- This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.<\/li>\n<\/ul>\n
\n- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.<\/li>\n
- Use the Surgeon General\u2019s Family History Tool at (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to complete this assignment.<\/li>\n<\/ul>\n
Directions:<\/em><\/strong><\/h2>\nDNP 810 W3 Assignment Family History<\/figcaption><\/figure>\nUse the Surgeon General\u2019s Family History Tool (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to document your own family history.<\/p>\nDesignate a proband for the pedigree with a disease or condition of interest.<\/p>\n
Write a 750-1,000 word summary of your findings. Include the following information:<\/h2>\n\n- Discussion of the heredity patterns discovered.<\/li>\n
- Evaluate the risk of transmission to other\/new family members.<\/li>\n
- Propose the feasibility of using this tool in your own practice.<\/li>\n<\/ol>\n
Portfolio Practice Hours<\/a>:<\/strong><\/h2>\nPractice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon.\u00a0Actual clock hours<\/u>\u00a0are entered, but the average hours associated with each practice immersion assignment is 10.<\/p>\n
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting.\u00a0For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.<\/p>\n
To earn portfolio practice hours, enter the following after the references section of your paper:<\/h2>\nPractice Hours Completion Statement DNP-810<\/em><\/strong><\/h3>\nI, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.<\/em><\/p>\nA Sample Answer For the Assignment: DNP 810 W3 Assignment Family History<\/strong><\/h2>\nTitle: DNP 810 W3 Assignment Family History<\/strong><\/h2>\nGenetic and genomic training is a very important aspect of nursing. Nurses should be able to know the genetic family history of their clients to enable accurate recognition, prevention, and treatment of some diseases. This is because, genetic family history enables them to identify some patterns of health and illness experience within the family (Kaakinen et al.,<\/em> 2018). This paper will assess the genetic family history of Mr. and Mrs. Queen as an example to show the importance of genetic family history assessment. It will consider three generations of the family, analyze its genetic health risks, and recommends the appropriate intervention strategies.<\/p>\nMr. and Mrs. Queens are African Americans parents with two children, 7-year-old Lisa and a 3-year-old Robert. The family lives in Chicago with the parents of Mr. Queen who are both alive. Mrs. Queen’s father died eight years ago and her mother is currently living in Virginia with her second husband. Mr. is 41 years old while Mrs. Queen is 38 years old. Mr. and Mrs. Queen visited our genetic clinic after being referred to us by their local pediatric geneticist. Their would-be second daughter was diagnosed with a lethal unbalanced chromosome rearrangement and died in the intensive care shortly after being born. As a result, the clinic decided to conduct a full genetic assessment of the family to check for any chromosomal imbalanced arrangement in the family.<\/p>\n
On the first day of the assessment, Mr. Queen’s mother, Mora \u2013 now 68 years old, join them and the doctors were to surprise to see her since she was one of our patients with Huntington disease. Further genetic assessment found out that Mr. Queen’s brother, Terry, and uncle, Raphael had a rare balanced reciprocal translocation. This gave the possibility that future pregnancies for Mrs. Queen could result in Huntington disease and the chromosomal translocation. The couple also reported that their son, Robert, was diagnosed with sickle cell anemia and he has been under treatment. When Mrs. Queen’s mother, Felicity, was called in, she confirmed that her elder brother and a cousin died of sickle cell anemia at ages 22 and 26 respectively. The couple seemed concerned for their future generation and were hoping for any intervention which could remedy the situation. They know their children were at risk of sickled anemia from Mrs. Queen Family but were unaware of any chromosomal abnormality.<\/p>\n
. In case of any heritable diseases in the family lineage, couples may weigh their options on having children. For instance, in the case of Mr. and Mrs. Queen, it is evidenced that their children and descendants are at a risk of conducting sickle cell anemia and Huntington disease. With this knowledge, the nurse would recommend that they see a genetic counselor for more help on prevention and reproduction options (Moyer, 2014). Sickle cell anemia and Huntington disease are genetic problems that are hard to prevent from being inherited by offspring once the parents have such genes (Bouchghoul et al<\/em>., 2016). However, parents can explore other options such as not to have children, adopt children, or screening in the early stages of the pregnancy (Hershberger et al.,<\/em> 2016). According to Bouchghoul et al. (2016), the detection of sickle cell in the fetus during pregnancy is important because other options that can prevent the disease’s severity are available. For example abortion or blood transfusion in the case of sickle cell anemia.<\/p>\nParents need to understand their families’ genetic health history. This enables a couple to know any genetic problem that may be in the family. Consequently, they will have the opportunity to make informed decisions on the options they have. Doctors can also advise such patients on the best treatment options and recommend the best interventions. Therefore, nurses should have genetic and genomic knowledge as well.<\/p>\n
<\/p>\n
Reference<\/h2>\n
Bouchghoul, H., Cl\u00e9ment, S. F., Vauthier, D., Cazeneuve, C., Noel, S., Dommergues, M., & Durr, A. (2016). Prenatal testing in Huntington disease: after the test, choices recommence. European Journal of Human Genetics<\/em>, 24<\/em>(11), 1535-1540.<\/p>\nHershberger, P. E., Gallo, A. M., Molokie, R., Thompson, A. A., Suarez, M. L., Yao, Y., & Wilkie, D. J. (2016). Perception of young adults with sickle cell disease or sickle cell trait about participation in the CHOICES randomized controlled trial. Journal of advanced nursing<\/em>, 72<\/em>(6), 1430-1440.<\/p>\nKaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. Philadelphia, PA: FA Davis.<\/p>\n
Moyer, V. A. (2014). Risk assessment, genetic counseling, and genetic testing for BRCA-related cancer in women: US Preventive Services Task Force recommendation statement. Annals of internal medicine<\/em>, 160<\/em>(4), 271-281.<\/p>\n <\/p>\n
Family History\u00a0\u00a0<\/strong><\/h2>\n
General Guidelines:<\/em><\/strong><\/h2>\nUse the following information to ensure successful completion of the assignment:<\/h4>\n\n- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/li>\n
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the StudentSuccess Center.<\/li>\n
- This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.<\/li>\n<\/ul>\n
\n- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.<\/li>\n
- Use the Surgeon General\u2019s Family History Tool at (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to complete this assignment.<\/li>\n<\/ul>\n
Directions:<\/em><\/strong><\/h2>\nDNP 810 W3 Assignment Family History<\/figcaption><\/figure>\nUse the Surgeon General\u2019s Family History Tool (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to document your own family history.<\/p>\nDesignate a proband for the pedigree with a disease or condition of interest.<\/p>\n
Write a 750-1,000 word summary of your findings. Include the following information:<\/h2>\n\n- Discussion of the heredity patterns discovered.<\/li>\n
- Evaluate the risk of transmission to other\/new family members.<\/li>\n
- Propose the feasibility of using this tool in your own practice.<\/li>\n<\/ol>\n
Portfolio Practice Hours<\/a>:<\/strong><\/h2>\nPractice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon.\u00a0Actual clock hours<\/u>\u00a0are entered, but the average hours associated with each practice immersion assignment is 10.<\/p>\n
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting.\u00a0For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.<\/p>\n
To earn portfolio practice hours, enter the following after the references section of your paper:<\/h2>\nPractice Hours Completion Statement DNP-810<\/em><\/strong><\/h3>\nI, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.<\/em><\/p>\nA Sample Answer For the Assignment: DNP 810 W3 Assignment Family History<\/strong><\/h2>\nTitle: DNP 810 W3 Assignment Family History<\/strong><\/h2>\nGenetic and genomic training is a very important aspect of nursing. Nurses should be able to know the genetic family history of their clients to enable accurate recognition, prevention, and treatment of some diseases. This is because, genetic family history enables them to identify some patterns of health and illness experience within the family (Kaakinen et al.,<\/em> 2018). This paper will assess the genetic family history of Mr. and Mrs. Queen as an example to show the importance of genetic family history assessment. It will consider three generations of the family, analyze its genetic health risks, and recommends the appropriate intervention strategies.<\/p>\nMr. and Mrs. Queens are African Americans parents with two children, 7-year-old Lisa and a 3-year-old Robert. The family lives in Chicago with the parents of Mr. Queen who are both alive. Mrs. Queen’s father died eight years ago and her mother is currently living in Virginia with her second husband. Mr. is 41 years old while Mrs. Queen is 38 years old. Mr. and Mrs. Queen visited our genetic clinic after being referred to us by their local pediatric geneticist. Their would-be second daughter was diagnosed with a lethal unbalanced chromosome rearrangement and died in the intensive care shortly after being born. As a result, the clinic decided to conduct a full genetic assessment of the family to check for any chromosomal imbalanced arrangement in the family.<\/p>\n
On the first day of the assessment, Mr. Queen’s mother, Mora \u2013 now 68 years old, join them and the doctors were to surprise to see her since she was one of our patients with Huntington disease. Further genetic assessment found out that Mr. Queen’s brother, Terry, and uncle, Raphael had a rare balanced reciprocal translocation. This gave the possibility that future pregnancies for Mrs. Queen could result in Huntington disease and the chromosomal translocation. The couple also reported that their son, Robert, was diagnosed with sickle cell anemia and he has been under treatment. When Mrs. Queen’s mother, Felicity, was called in, she confirmed that her elder brother and a cousin died of sickle cell anemia at ages 22 and 26 respectively. The couple seemed concerned for their future generation and were hoping for any intervention which could remedy the situation. They know their children were at risk of sickled anemia from Mrs. Queen Family but were unaware of any chromosomal abnormality.<\/p>\n
. In case of any heritable diseases in the family lineage, couples may weigh their options on having children. For instance, in the case of Mr. and Mrs. Queen, it is evidenced that their children and descendants are at a risk of conducting sickle cell anemia and Huntington disease. With this knowledge, the nurse would recommend that they see a genetic counselor for more help on prevention and reproduction options (Moyer, 2014). Sickle cell anemia and Huntington disease are genetic problems that are hard to prevent from being inherited by offspring once the parents have such genes (Bouchghoul et al<\/em>., 2016). However, parents can explore other options such as not to have children, adopt children, or screening in the early stages of the pregnancy (Hershberger et al.,<\/em> 2016). According to Bouchghoul et al. (2016), the detection of sickle cell in the fetus during pregnancy is important because other options that can prevent the disease’s severity are available. For example abortion or blood transfusion in the case of sickle cell anemia.<\/p>\nParents need to understand their families’ genetic health history. This enables a couple to know any genetic problem that may be in the family. Consequently, they will have the opportunity to make informed decisions on the options they have. Doctors can also advise such patients on the best treatment options and recommend the best interventions. Therefore, nurses should have genetic and genomic knowledge as well.<\/p>\n
<\/p>\n
Reference<\/h2>\n
Bouchghoul, H., Cl\u00e9ment, S. F., Vauthier, D., Cazeneuve, C., Noel, S., Dommergues, M., & Durr, A. (2016). Prenatal testing in Huntington disease: after the test, choices recommence. European Journal of Human Genetics<\/em>, 24<\/em>(11), 1535-1540.<\/p>\nHershberger, P. E., Gallo, A. M., Molokie, R., Thompson, A. A., Suarez, M. L., Yao, Y., & Wilkie, D. J. (2016). Perception of young adults with sickle cell disease or sickle cell trait about participation in the CHOICES randomized controlled trial. Journal of advanced nursing<\/em>, 72<\/em>(6), 1430-1440.<\/p>\nKaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. Philadelphia, PA: FA Davis.<\/p>\n
Moyer, V. A. (2014). Risk assessment, genetic counseling, and genetic testing for BRCA-related cancer in women: US Preventive Services Task Force recommendation statement. Annals of internal medicine<\/em>, 160<\/em>(4), 271-281.<\/p>\n <\/p>\n
Family History\u00a0\u00a0<\/strong><\/h2>\n
- \n
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/li>\n
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the StudentSuccess Center.<\/li>\n
- This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.<\/li>\n<\/ul>\n
- \n
- You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.<\/li>\n
- Use the Surgeon General\u2019s Family History Tool at (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to complete this assignment.<\/li>\n<\/ul>\n
Directions:<\/em><\/strong><\/h2>\n
DNP 810 W3 Assignment Family History<\/figcaption><\/figure>\n Use the Surgeon General\u2019s Family History Tool (http:\/\/www.hhs.gov\/familyhistory\/portrait\/index.html<\/a>) to document your own family history.<\/p>\n
Designate a proband for the pedigree with a disease or condition of interest.<\/p>\n
Write a 750-1,000 word summary of your findings. Include the following information:<\/h2>\n
- \n
- Discussion of the heredity patterns discovered.<\/li>\n
- Evaluate the risk of transmission to other\/new family members.<\/li>\n
- Propose the feasibility of using this tool in your own practice.<\/li>\n<\/ol>\n
Portfolio Practice Hours<\/a>:<\/strong><\/h2>\n
Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon.\u00a0Actual clock hours<\/u>\u00a0are entered, but the average hours associated with each practice immersion assignment is 10.<\/p>\n
You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting.\u00a0For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.<\/p>\n
To earn portfolio practice hours, enter the following after the references section of your paper:<\/h2>\n
Practice Hours Completion Statement DNP-810<\/em><\/strong><\/h3>\n
I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.<\/em><\/p>\n
A Sample Answer For the Assignment: DNP 810 W3 Assignment Family History<\/strong><\/h2>\n
Title: DNP 810 W3 Assignment Family History<\/strong><\/h2>\n
Genetic and genomic training is a very important aspect of nursing. Nurses should be able to know the genetic family history of their clients to enable accurate recognition, prevention, and treatment of some diseases. This is because, genetic family history enables them to identify some patterns of health and illness experience within the family (Kaakinen et al.,<\/em> 2018). This paper will assess the genetic family history of Mr. and Mrs. Queen as an example to show the importance of genetic family history assessment. It will consider three generations of the family, analyze its genetic health risks, and recommends the appropriate intervention strategies.<\/p>\n
Mr. and Mrs. Queens are African Americans parents with two children, 7-year-old Lisa and a 3-year-old Robert. The family lives in Chicago with the parents of Mr. Queen who are both alive. Mrs. Queen’s father died eight years ago and her mother is currently living in Virginia with her second husband. Mr. is 41 years old while Mrs. Queen is 38 years old. Mr. and Mrs. Queen visited our genetic clinic after being referred to us by their local pediatric geneticist. Their would-be second daughter was diagnosed with a lethal unbalanced chromosome rearrangement and died in the intensive care shortly after being born. As a result, the clinic decided to conduct a full genetic assessment of the family to check for any chromosomal imbalanced arrangement in the family.<\/p>\n
On the first day of the assessment, Mr. Queen’s mother, Mora \u2013 now 68 years old, join them and the doctors were to surprise to see her since she was one of our patients with Huntington disease. Further genetic assessment found out that Mr. Queen’s brother, Terry, and uncle, Raphael had a rare balanced reciprocal translocation. This gave the possibility that future pregnancies for Mrs. Queen could result in Huntington disease and the chromosomal translocation. The couple also reported that their son, Robert, was diagnosed with sickle cell anemia and he has been under treatment. When Mrs. Queen’s mother, Felicity, was called in, she confirmed that her elder brother and a cousin died of sickle cell anemia at ages 22 and 26 respectively. The couple seemed concerned for their future generation and were hoping for any intervention which could remedy the situation. They know their children were at risk of sickled anemia from Mrs. Queen Family but were unaware of any chromosomal abnormality.<\/p>\n
. In case of any heritable diseases in the family lineage, couples may weigh their options on having children. For instance, in the case of Mr. and Mrs. Queen, it is evidenced that their children and descendants are at a risk of conducting sickle cell anemia and Huntington disease. With this knowledge, the nurse would recommend that they see a genetic counselor for more help on prevention and reproduction options (Moyer, 2014). Sickle cell anemia and Huntington disease are genetic problems that are hard to prevent from being inherited by offspring once the parents have such genes (Bouchghoul et al<\/em>., 2016). However, parents can explore other options such as not to have children, adopt children, or screening in the early stages of the pregnancy (Hershberger et al.,<\/em> 2016). According to Bouchghoul et al. (2016), the detection of sickle cell in the fetus during pregnancy is important because other options that can prevent the disease’s severity are available. For example abortion or blood transfusion in the case of sickle cell anemia.<\/p>\n
Parents need to understand their families’ genetic health history. This enables a couple to know any genetic problem that may be in the family. Consequently, they will have the opportunity to make informed decisions on the options they have. Doctors can also advise such patients on the best treatment options and recommend the best interventions. Therefore, nurses should have genetic and genomic knowledge as well.<\/p>\n
<\/p>\n
Reference<\/h2>\n
Bouchghoul, H., Cl\u00e9ment, S. F., Vauthier, D., Cazeneuve, C., Noel, S., Dommergues, M., & Durr, A. (2016). Prenatal testing in Huntington disease: after the test, choices recommence. European Journal of Human Genetics<\/em>, 24<\/em>(11), 1535-1540.<\/p>\n
Hershberger, P. E., Gallo, A. M., Molokie, R., Thompson, A. A., Suarez, M. L., Yao, Y., & Wilkie, D. J. (2016). Perception of young adults with sickle cell disease or sickle cell trait about participation in the CHOICES randomized controlled trial. Journal of advanced nursing<\/em>, 72<\/em>(6), 1430-1440.<\/p>\n
Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. Philadelphia, PA: FA Davis.<\/p>\n
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Family History\u00a0\u00a0<\/strong><\/h2>\n