Chat with us, powered by LiveChat What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide you plan on using for t | EssayAbode

What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide you plan on using for t

What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide
you plan on using for the family interview. What underlying framework supports your interview guide (Calgary Family Assessment Model
(CFAM), described in Wright and Leahey A Guide to Family Assessment and Intervention, Family System Strengths Stressors Inventory
(FS3I)? See PDF attachment on D2L
2. Discuss family assessment in your groups. Discussion may include why family assessment is important or how assessment approaches and
structure may differ across settings. Discuss barriers, personal or institutional, to engaging in family assessment.
3. Create and upload the Family Nursing Tools: Genogram, Ecomap, Circular Conversation, and Attachment Diagram. {Make sure the name
of your family members are changed to protect their identity

NURS 362 Summer 2022

Week

Family Topic

Assigned Content/Readings

Thought/Discussion Topic

Written Assignments/

Meetings

Module 1

Week 1

May 16

Introduction

Background Understandings of Family and Societal Care

George Maverick audio

Watch the three video clips in order:

Video 1: Brief with Family Focus

Video 2: Simulation with Family Focus

Video 3: Simulation without Familiy Focus

Kaakinen*, Coehlo, Steele, & Robinson (2018) Ch. 1

Denham*, Eggenberger, Young, & Krumwiede (2015) Ch. 1 & 12

Bell (2011)

*Reading list will just use first author name

Individual, Family and Societal Care

Foundations for Thinking Family

Look for posted orientation video on D2L explaining basics of course syllabus, calendar, and assignments. Please ask if further questions after listening and reading documents thoroughly. Thanks!

Free Write #1 regarding healthy families due

May 22nd

Group Discussion in D2L – Week 1

For each week, your initial posting is due by 11:59 p.m. on Wednesday and 2 responses to your peers by 11:59 p.m. on Sunday. Remember to include citations and references to support your comments.

1. Introduction Thread – Help your classmates to get to know you as a person, nurse, and family member. Share aspects of yourself in a posting–For example, Tell us about your family of origin. Tell us about your current family (remember that if you do not have biologic members present in your life, friends as family may apply to you. Pictures of you and your family? What is the work of family? What are your future family goals? What piques your interest in this course and family focused nursing care?

2. Reflect on an illness experience in your own family or a family you know. Describe the struggles the family experienced with the illness. Consider the biological, social, psychological, or spiritual factors that influenced the management and coping of the family. Based on your experience pose a nursing approach that may have been helpful to the family. Use your readings to support your analysis and response.

3. What is your definition of family and family health?

4. Describe your family health experience utilizing the 3 family health domains (contextual, functional, and structural).

5. Describe your family’s health routines. Identify some barriers or challenges for families not developing or maintaining health routines

6. To introduce family nursing practice and give you a background on how to care for the family unit, please watch video clips of our former nursing students caring for George Maverick in our simulation suite on the Mankato campus. Observe the similarities/differences seen between the individual focus (video 1) vs. family focused care (video 2).

7. Thinking Family – Address the health inequities or health disparities: Does the basic premise of family focused nursing care hold true: When the health of one family is improved, the health of society has also been improved.

Week 2

May 23

Background & Understandings of Family Nursing

Theoretical Foundations for Family Nursing

Family Structure, Function, Process

Aspects of Health

Kaakinen (2018) Ch. 2, 3 & 6

Denham (2015) Ch. 2, 3 & 7

Khalili (2007)

Duhamel, Dupuis, & Wright (2009)

Foundation for ‘Thinking Family’

Family as Unit of Care or Context?

Family Nursing Theory

Denham’s Core Processes

Health Routines

Free Write #2 regarding

family during acute care experience due May 29th

Group Discussion in D2L – Week 2

1. What are the barriers/challenges described in your readings that you also face in your environments as you attempt to provide family focused nursing? (e.g. family as client, family as context, family as barrier, family as caring process, family as resource)

2. Review the power point: "Family Nursing Background and Understandings." Reflect on nursing practice that views family as the unit of care and nursing practice that views family as contextual to the individual patient. Do you believe that current nursing practice most often views family as the unit of care or family as a context to the situation? How do these two views differ?

3. Develop 5 questions focusing on one of Denham’s Core Processes. Interview a client in your workplace or within your community and describe their answers to your questions. Identify family routines and factors related to family health routines.

4. From the Khalili article, what were the most significant aspects of the illness transition for the family? What resources did the family need/want? What were the barriers and facilitators to obtaining the needed resources or supports? What may have changed in the care situation for the family if the family would have been viewed as the unit of care?

5. Using one of the family theories/frameworks described in the literature reflect on an illness experience in a family. (You can reflect on a family you have cared for in your nursing practice.) Consider how family structure, function, and process influenced the family health experience and outcomes. Analyze the experience from a family theory/framework perspective.

6. Use your reading on a One Question Question by Duhamel et al. (2009) to practice this questioning strategy with a family. Share your reflections and outcomes.

Module 2

Week 3

May 30

Family Construct

Share examples from the book to describe Denham’s Core Processes

Fault in Our Stars (Green, 2012)

Read The book and complete the Family Constructs Grid

Post & Discuss

Fault in Our Stars Book Discussion

Free write # 3 regarding family in crisis or trauma experience due

June 5th

Complete First Family Visit

Family Assessment-this is just a guideline to keep you on track-it is not literally due.

Group Discussion in D2L – Week 3

Read Green (2012) and fill out the family construct grid in relation to Green (2012) located in Module 2. Please note, the grid is only to guide your thinking and discussion posts. Please post your grid and any relevant commentary about which family nursing concepts seem most pertinent.

The focus for this week is the Fault in Our Stars book discussion by John Green. I am providing the following list of questions to jump start the book discussion. You don’t need to answer all of the questions. This is meant to be a free-flowing conversation, and I expect each of you will add your questions throughout the discussion.

Each of you can tell us how you experienced the book and pick one of the questions below to answer if these help focus your thoughts.

1. John Green uses the voice of a teenage girl to tell this story. Why do you think he choose to do this? Was it effective? How would it have been different if he had told the story from a different voice? How does voice relate to family nursing practice?

2. What does the title, Fault in Our Stars, mean?

3. How would you describe the two main characters, Hazel and Gus?

4. How do Hazel and Gus relate to their cancer?

5. At one point in the book, Hazel states, “Cancer books suck.” What is she really meaning?

6. How do Hazel and Gus change, in spirit, over the course of the novel?

7. Why is “An Imperial Affliction” written by Peter Van Houten Hazel’s favorite book?

8. How many of you looked to see if, “An Imperial Affliction” was an actual book?

9. What do you think about the author Peter Van Houten?

10. Why it was so important for Hazel and Gus to learn what happens after the heroine dies in the An Imperial Affliction?

Week 4

June 6

Annotated Bibliography

Read syllabus for assignment instructions. Below are several reputable websites that explain how to prepare an annotated bibliography. https://guides.library.cornell.edu/annotatedbibliography

http://library.ucsc.edu/ref/howto/annotated.html

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html

Annotated Bibliography

June 12th

Please upload your Annotated Bibliography. 

Review and provide feedback for two individual's Annotated Bibliography.

Incorporate the feedback you receive from your peers into your final Annotated Bibliography.

Week 5

June 13

Family Chronic Illness Experience

Family Construct

Share examples from the book to describes Denham’s Core Processes

Genetics & Genomics

Genova (2009) Still Alice

Read the book and complete the Family Constructs Grid

Post and Discuss

Kaakinen (2018) Ch. 10 & 11

Denham (2015) Ch. 8, 9 & 13

Svavarsdottir (2006)

Alzheimer’s disease fact sheet:

http://www.nia.nih.gov/alzheimers/publication/alzheimers-disease-genetics-fact-sheet

Bennet (2008) This is a very complex and technical article. Read through it for the general ideas presented about the history and uses of genetic mapping.

Family Coping with Chronic Illness

Family Suffering

Still Alice Book Discussion

Free Write # 4 regarding

family during a chronic illness experience

June 19th

Complete Second Family Visit

Family Intervention – this is just a guideline to keep you on track-it is not literally due.

Group Discussion in D2L – Week 5

1. Svavarsdottir conducted an integrative review about Nordic families with children who are chronically ill. Three exemplar family cases were described. How can nurses be empathetically connected to these families? In Figure 1, Svavarsdottir (2006), shows how family daily activities, family relations and family health are interconnected. Describe how the family’s quality of life is affected if one or more of these 3 factors were hindered. What may be some suggestions to help these families boost their quality of life? Feel free to share any experiences in your career where you were empathetically connected to a family and helped boost their quality of life.

2. From your readings and your own experience, identify and discuss five needs of families during a crisis experience.

3. Develop a three generation pedigree to assess your personal family history information using the following website https://phgkb.cdc.gov/FHH/html/index.html The pedigree should represent three generations (student, parents, grandparents). Complete your family history, save it, and view your history grid and genogram. Share your insights into your family health with your group (you do not need to post the pedigree itself).

4. The Bennet article is a helpful resource for pedigree and genogram symbols when you start diagramming genograms in Module 3.

5. Read the genomics case study and Alzheimer’s fact sheet.

Module 3

Week 6

June 20

Family Assessment & Interview

Denham (2015) Ch. 4 & 5

Review Kaakinen (2018) Ch. 5 & 8

Duhamel, Dupuis, & Wright (2009)

Family System Strengths Stressors Inventory pdf on D2L

Family Assessment

and Interview

Family Assessment and Interventions in Practice

Complete Third Family Visit

Family Evaluation -this is just a guideline to keep you on track-it is not literally due.

Group Discussion in D2L – Week 6

1. What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide you plan on using for the family interview. What underlying framework supports your interview guide (Calgary Family Assessment Model (CFAM), described in Wright and Leahey A Guide to Family Assessment and Intervention, Family System Strengths Stressors Inventory (FS3I)? See PDF attachment on D2L

2. Discuss family assessment in your groups. Discussion may include why family assessment is important or how assessment approaches and structure may differ across settings. Discuss barriers, personal or institutional, to engaging in family assessment.

3. Create and upload the Family Nursing Tools:  Genogram, Ecomap, Circular Conversation, and Attachment Diagram.  {Make sure the name of your family members are changed to protect their identity. 

Module 4

Week 7

June 27

Family Assessment and Interventions in Practice

Family Interventions

Review Kaakinen (2018) Ch. 10 & 11

Denham (2015) Ch. 11, 14 & 15

Wiegand (2008)

Review Video in Module 1: Simulation SEE Model

Video: Debriefing SEE Model with Family Constructs and Family Nursing Actions

Refer to the following chapters to identify nursing interventions:

Kaakinen (2018) Ch. 12-17

Denham (2015) Ch. 10, 11, 12, 13, & 14

Family Level Nursing Approaches

Upload draft Family Nursing Project into discussion thread this week

Please upload your Family Nursing Project.

Review and provide feedback for two individual's Family Nursing Project.

Incorporate the feedback you receive from your peers into your final Family Nursing Project paper.

Module 4

Week 8

July 4

Family Nursing Policy

Review Denham (2015) Ch. 12

Family nursing interventions and approaches

Family Nursing Project due July 10th

July 10th is the last day to submit graded assignments.

Group Discussion in D2L – Week 8

1.

2. 1. Based upon your readings and your family interview paper experience, what policies (community, institution, statewide, nationwide, global, unit-based, etc.) would you want to put into practice to support the use of the family nursing interventions?

2.

3. 2, Consider your readings and discussions this semester (textbook, personal annotated bibliography, articles, postings, etc.). What family nursing interventions/approaches do you propose to support the family health and illness experience and advance family nursing practice?  Post at least 5 nursing interventions/approaches (include citations and references).

3.

4. 3. Choose a policy at your institution and review it from a family friendly perspective. What did you see? Are there improvements you could suggest?

4.

5. 4. Contact your risk manager or quality and safety nurse to learn whether or not family is used as an indicator within your institution. If yes, find out why and how the institution is measuring the family indicator. If no, propose why the institution needs to focus on family and how a family focused nursing practice could be implemented.

,

N362 Family and Societal Nursing for RNs

Discussion Board Guidelines

The Group Discussion provides you with an opportunity to participate in scholarly discussion about the readings and content for this course. Each student will be assigned to a Discussion Board (DB) Group. All students are expected to participate in each assigned group discussion. Your initial posting in your group discussion should be posted by 11:59pm CST on Wednesday to receive maximum points; this allows your group members enough time to read and respond to your initial post. Your response posting in your group discussion should be posted by 11:59pm CST Sunday to receive maximum points.

Initial Postings

Your posting should be no more than 2 pages (single spaced). Compose your post initially in a word document, then copy/paste it directly onto the discussion board. Please do not post word documents as attachments, as this requires other group members to download, read, and respond to material that cannot be seen directly on the discussion board. You are encouraged to share personal experiences and insights that you are comfortable sharing with the instructor and your peers.

For your initial post, the goal is to answer/respond to your assigned topics, applying what you have found in your assigned readings or other relevant sources. Clarify the content and major points in the readings, and help your peers understand the topic/issue you are posting about. You must cite your reference(s) below your posts, using APA format. At least one reference must be used to get a 10/10 on the discussion.

Responding to group members’ posts

Read and respond to your group members’ postings with meaningful, substantive comments to stimulate their thinking. Whenever possible, offer relevant examples, making connections between the posted topic and your own or others’ experiences. You must cite your reference(s) below your posts, using APA format. At least one reference must be used to get a 10/10 on the discussion.

Weekly discussions will end on Sunday at 11:59 pm CST. For grading purposes, only posts and responses that occur during the designated week for that module discussion will be graded.

Family and societal issues often raise strong opinions and controversy. We want to have a stimulating discussion, and group members may have differing views on many of the issues. Remember to keep a professional tone to the discussion, and to state your differing viewpoints respectfully. When you state your views, please back them up with facts and data related to family nursing. Science is the father of knowledge but opinion breeds ignorance. Hippocrates.

See the Group Discussion Grading Rubric below, to understand the criteria on which you will be assessing yourself. A total of 10 points are possible for one discussion board grade.

Discussion Board Grading Rubric

Grading criteria for discussion board post

Discussion Grading Rubric

Please note: Initial weekly discussion posts are due by 11:59 pm CST on Wed. and a response to at least one other person is due by 11:59 pm CST Sunday. Any discussion posts after this time will be given zero credit. Students must actively participate in the discussion forums. Each student is expected to read all weekly discussion posts of their group, contribute one discussion post weekly, and contribute discussion responses to at least two other student’s post in their group. 10 points are possible for each discussion. Please read and understand the entire rubric below, this will impact your discussion grade:

CRITERIA

Points Possible

Spelling, Grammar and Sentence Format.

Sentences are well organized, complete and free of spelling and grammar errors. (Composed in a word document and used spell and grammar check for errors before posting to help ensure this)

2

Sentences are well organized and complete but some grammar and/or spelling errors (2 or less per paragraph)-i.e. did not use spell and/or grammar check

1.5

Sentences are complete and comprehensible, but organization needs improving to present a coherent argument or statement and/or has grammar and/or spelling errors (3 or more per paragraph)

1

Sentences inadequate organization/structure, several grammar and/or spelling errors; run-on sentences

0

Discussion Participation Timeliness and Interaction

Makes postings on at least two different days (Wed initial post due by 11:59 PM, Sun. response to two other people due by 11:59PM). Responds to at least 2 peers’ postings and reads all posts in assigned group

2

Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings and reads all posts in assigned group

1.5

Responds to only 1 peer’s posting

1

Does not reply to or provides minimal comments and information to other participants

0

Content of Initial Posting

Initial posting is clear and concise, completely addresses all parts of the discussion, and demonstrates that the course content was reviewed, analyzed, understood and well synthesized. Content was applied through use of relevant examples. Posts by 11:59PM Wed.

2

Initial posting reasonably clear and concise, addresses most, but not all of the discussion, and demonstrates sufficient understanding, analysis and application of the content through use of examples. Posts by 11:59PM Wed.

1.5

Initial posting shows superficial understanding and analysis of the content, or is limited to substance that could be derived from others’ postings, and/or late initial post

1

No initial posting, or discussion was not related to the content.

0

Content of Responses to Others’ Postings

Response to others’ postings advances discussion such as: critical analysis or another interpretation of posted idea, provide example(s) to illustrate post, provide additional information/explanation on the topic, provide additional resources (e.g. a journal article or URL), reflect on the content in the context of your practice, discuss how you might apply something you learned in the post to your practice, share a related experience from work or life

2

Response to others’ postings incomplete (i.e. less than 3 sentences) and/or superficial

1.5

Response to others’ postings limited to agree or disagree

1

Does not respond to others’ postings

0

APA Format for initial Posting

Provides evidence-based, scholarly resources to support one’s position on the posed topic or idea for the initial posting; resources are correctly & accurately presented in APA Format as cited in text and referenced at the bottom of the discussion

2

Provides evidence-based, scholarly resources for the initial posting, but uses incorrect APA Format in text citation and/or at the incorrect APA format for referencing at the bottom of the post

1.5

Does not cite sources within the initial post, but does provide scholarly references at the bottom of the post.

1

Provides no scholarly reference to support position in the initial post

0

,

Communication With and About Families Sandra Eggenberger ● Sonja Meiers ● Sharon A. Denham

C H A P T E R 4

C H A P T E R O B J E C T I V E S

1. Discuss forms of communication aimed at assessment, care delivery, and health education. 2. Describe use of the individual-nurse-family relationship in communication. 3. Explain nurses’ roles in communication to meet health and illness needs. 4. Identify nursing actions in addressing literacy, health literacy, and information needs during acute

and chronic care situations. 5. Identify various communication models to guide interactions with individuals, families,

communities, and populations. 6. Apply ideas for communication with diverse groups.

C H A P T E R C O N C E P T S

● Asking questions ● Building trust ● Communication ● Communication barriers ● Communication breakdowns ● Communication theory ● Exchange and resource

theory ● Family systems theory ● Feedback ● Individual-nurse-family

relationship

● Life course theory ● Literacy ● Low health literacy ● Managing conflict ● Motivational interviewing ● Privacy and confidentiality ● Role theory ● Social learning theory ● Symbolic interactionism ● Trust

73

Introduction

Communication is central to the human experience. Skillful communication is essential for nurses to interact with those receiving health and illness care and make sure appropriate care is provided, health is promoted, and comfort given (Hagerty & Patusky, 2003; Peplau, 1997). Nurses communicate with patients, families, and other health professionals to form relationships, convey information, clarify perceptions, and manage distress. Students often

2910_Ch04_073-106 06/01/15 11:04 AM Page 73

Denham, Sharon, et al. Family Focused Nursing Care, F. A. Davis Company, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/mnsu/detail.action?docID=1963709. Created from mnsu on 2022-06-02 03:08:34.

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have more opportunities to learn about individual communication but less experience com- municating with or about families. Family, as the primary social structure unit, needs to communicate with nurses who are capable and confident in their communication skills. Most individuals accessing health care settings experience a sense of power imbalance. They are unfamiliar with the setting or systems, unclear about health care roles, and may not understand medical terms. Care seekers often assume dependent roles, while health profes- sionals adopt a more powerful position. In this interaction individuals and families may feel uncomfortable and vulnerable. They may not know what is expected or how to respond. Even though family members are often physically present, clear and thorough communica- tion with them is often absent. This chapter describes some basics of effective communica- tion and ways nurses can use them to guide individual and family unit interactions.

Providing Effective Communication

Effective communication needs to be a high priority in nursing practice. Nurses who use ef- fective communication create satisfying care environments. Communication is a transac- tional process. It is how people create, share, and regulate meanings of complex experiences in relationships (Dance, 1967; Segrin & Flora, 2011; Travelbee, 1966). Communication is the transmission of messages from person to person through processes such as writing, speaking, texting, teaching, e-mail, and body language. We are always communicating! Communication requires a transmitter and a recipient. Messages focus on what is intended to be said but often include a relationship message such as how the message is sent, how it influences the relationship and interaction (Watzlawick, Beavin, & Jackson, 1967). Was the intended message conveyed? Effective communication happens when questions are asked, information is given and understood, and comfort is provided. Nurses who think family aim for effective communication with members of the family and the family unit.

Reflect on how you communicate? Like most people, learning some basic skills can improve the way you communicate. Quality communication requires more than just knowing how to speak. It is being cognizant of how your messages are sent and, more importantly, received by the recipient. To analyze your communication skills you need to examine responses of the recipient, reflect on how the message was received and the response, and listen to critiques from others. Effective communication takes practice and conscious effort to improve. Dr. Lorraine Wright has played a key role in promoting awareness of family-focused nursing care and continues her important work worldwide (Box 4.1).

74 CHAPTER 4 ● Communication With and About Families

BOX 4-1

Family Tree

Lorraine M. W right, PhD, RN (Canada)

Lorraine M. Wright, PhD, RN, a native of Canada, is an international lecturer and consultant. She has a strong background in family therapy that she has used in thinking about the ways communication assessment should occur with family members. Her early work about human problems, suffering, and the family dynamics when illness occurs greatly influenced her future work. She collaborated with Dr. Janice Bell in the development of the Illness Beliefs Model. Dr. Wright and Dr. Maureen Leahey developed the Calgary Family Assessment and Intervention Models. She was the

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