NRS-429V Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion
NRS-429V Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion
NRS-429V Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion
The promotion of optimum health of families is imperative in healthcare. Nurses utilize their understanding of family structure and diversity in needs to develop care plans that promote the health, wellbeing, and recovery of family members. Family assessment enables nurses to provide holistic care that addresses both the actual and potential needs of the family members. The assessment provides insights into family strengths, weaknesses, and opportunities to be explored to achieve the desired health-related goals. Therefore, this paper examines an interview performed with a family to identify its health status and application of family systems theory to promote positive change in the family’s functions over time.
Description of the Family Structure
The interviewed family comprises seven members that include parents aged between 40 and 50 years, a grandparent aged 75 years, and two children aged between 10 and 20 years. The family is of African American ethnicity. It is a Christian family living in a family-owned home. The father is a nurse while the mother is a teacher. The grandfather is a retired army officer. The children are school-going. The family is of the middle class, living in a healthy environment. It engages in activities that contribute to the development of the community. For example, it assists the poor in achieving their health-related needs.
Overall Health Behaviors of the Family
The interview revealed the family to be of moderate health. Most of the family members were found healthy except the grandfather who is diabetic and suffers from depression. The family engages in activities that contribute to their positive health. They include engaging in active physical activities, eating healthy diets, and utilizing social support systems to achieve their health-related needs. The interview also showed the family to utilize screening services for health problems, including hypertension, cancer, and obesity. The interview showed some areas of weaknesses that threaten its health. They include high costs of care and access to specialized care. The family raised concerns about the increasing costs of addressing the care needs of the grandfather. In most cases, the family found it hard to access the specialized care he needed due to its geographical location in the region. Therefore, it was essential to assist the family to identify ways of addressing their health-related challenges.
Functional Health Pattern Strengths
The interview revealed some functional health pattern strengths in the family. One of the strengths relates to values/health perception patterns. The family was aware of its health needs and how to achieve them. It understood the unique health needs of each member of the family. It was also aware of the importance of engaging in health practices that promote its health. For example, its members utilize screening services to identify and manage health problems promptly. The family members also engage in active physical activity to prevent health problems, including obesity, overweight, diabetes, and hypertension. The second functional area of strength identified during the interview is coping. The family acknowledged experiencing stressors that affect its overall health. However, it uses effective coping strategies such as seeking support from each other and community members to overcome the stressors. It also seeks professional support from counselors and healthcare providers to overcome adversities. Effective coping with stressors has enabled the family to develop resilience to unforeseen events that may affect its members (Davey et al., 2020).
Areas of Health Problems or Barriers to Health
One of the barriers to health identified in the family is the high cost of care. The family members noted that achieving grandfather’s health needs has been costly for them. The grandfather needs frequent hospitalizations for depression and diabetes, which increases the costs incurred in the family. The costs incurred in seeking specialized carehave been rising, hence, the challenge. The other barrier identified from the interview is access to specialized care. The family noted challenges in accessing specialized care it needed due to its geographical location in the region (Huot et al., 2019). One of the health problems identified from the interview is the grandfather suffering from diabetes and depression. The children are also predisposed to lifestyle-related problems due to too much screen time and playing video games (Anderson & Durstine, 2019). Therefore, it was essential to educate the family about the importance of engaging consistently in activities that promote their health.
Application of Family Systems Theory
The family systems theory can be appliedto solicit changes in family members that, in turn, initiate positive change to the overall functions over time. The theory provides insights on how family members can be influenced to contribute to their optimal health (Bottorff et al., 2021). The analysis of theoretical concepts such as sibling behavior and family problems increases nurses’ understanding of family functioning and health. Therefore, they can use it to strengthen positive behaviors that will contribute to their optimal functioning and the health of the family (Bottorff et al., 2021). In addition, the theory can be used to increase the understanding of the family members of the interdependence in their roles and how to engage in activities contributing to their optimal health.
Conclusion
Overall, a family assessment is important in nursing practice. Nurses utilize it to understand the actual and potential family needs. The interview performed with the family revealed some strengths and weaknesses. It is important for nurses working with the family to empower the members to identify opportunities for minimizing their barriers to health. In addition, they should explore the incorporation of the family systems theory into the care given to the family to ensure its optimum health.
Description
Objectives:
Explain the role of health education in health promotion.
Examine the role of the nurse in promoting family-centered health education.
Discuss issues of risk for families.
Identify families at risk for domestic violence, child abuse, and elder abuse.
Study Materials
Read Chapter 5 in Health Promotion: Health and Wellness Across the Continuum.
The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System
Description:
Read “The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System,” by Bosch, Weaver, Arnold, and Clark, from Journal of Interpersonal Violence (2017).
Domestic Violence: The Challenge for Nursing
Description:
Read “Domestic Violence: The Challenge for Nursing,” by Draucker, from Online Journal of Issues in Nursing(2002).
Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department
Description:
Read “Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department,” by Ellis, from Critical Care Nursing Quarterly(1999).
Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts
Description:
Read “Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts,” by Callaghan, Fellin, Alexander, Mavrou, and Papathanasiou, from Psychology of Violence(2017).
Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective
Description:
Read “Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective,” by Siegel, from Family Process(2013).
Create a Presentation in PowerPoint
Description:
View the “Create a Presentation in PowerPoint” tutorial, located on the Microsoft website. Explore the sections in Lessons 1, 2, and 3.
Violence Against Women
Description:
Read “Violence Against Women,” by the American College of Nurse-Midwives (ACNM, 2013), located on the ACNM website.
CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence
Description:
Tasks
CLC – Health Promotion and Community Resource Teaching Project
Description:
This is a Collaborative Learning Community (CLC) assignment.
An important role of nursing is to provide health promotion and disease prevention. Review the 2020 Topics and Objectives on the Healthy People website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.
Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.
Address the following:
Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on
evidence-based practice.
Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?
Grade Scale
Final Grade Column
Letter Grade
GPA Value
Minimum (%)
Maximum (%)
A
4.0
95.0
100.0
A-
3.7
92.0
94.99
B+
3.3
90.0
91.99
B
3.0
87.0
89.99
B-
2.7
84.0
86.99
C+
2.3
80.0
83.99
C
2.0
76.0
79.99
D
1.0
72.0
75.99
F
0.0
0.02
71.99
I
0.0
0.0
0.01
Grade Categories
Assignments (%)
Points
Percentile
Family Assessment Part II
150.0
—
Health Promotion in Minority Populations
200.0
—
VARK Analysis Paper
100.0
—
Family Health Assessment Part I
150.0
—
CLC – Health Promotion and Community Resource Teaching Project
160.0
—
Discussion Question (%)
Points
Percentile
Topic 3 DQ 1
8.0
—
Topic 5 DQ 2
8.0
—
Topic 5 DQ 1
8.0
—
Topic 4 DQ 1
8.0
—
Topic 4 DQ 2
8.0
—
Topic 2 DQ 1
8.0
—
Topic 1 DQ 1
8.0
—
Topic 3 DQ 2
8.0
—
Topic 1 DQ 2
8.0
—
Topic 2 DQ 2
8.0
—
Participation (%)
Points
Percentile
Topic 4 Participation
32.0
—
Participation (%)
Points
Percentile
Topic 1 Participation
32.0
—
Participation (%)
Points
Percentile
Topic 3 Participation
32.0
—
Participation (%)
Points
Percentile
Topic 5 Participation
32.0
—
Participation (%)
Points
Percentile
Topic 2 Participation
32.0
—
Class Effective Start: Nov 09, 2020
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
Rubric Criteria
|
Criterion |
1. Unsatisfactory |
2. Less than Satisfactory |
3. Satisfactory |
4. Good |
5. Excellent |
|---|---|---|---|---|---|
|
Health Disparities and Nutritional Challenges for Minority Group Health Disparities and Nutritional Challenges for Minority Group |
0 points Health disparities and nutritional challenges for this group are not presented. |
22.5 points A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements. |
23.7 points A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements. |
26.7 points A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity. |
30 points A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented. |
|
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
3 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
3.16 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted. |
3.56 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
4 points No mechanical errors are present. Appropriate language choice and sentence structure are used throughout. |
|
Health Promotion Activities Practiced by Minority Group Health Promotion Activities Practiced by Minority Group |
0 points Health promotion activities practiced by minority groups are not presented. |
15 points Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements. |
15.8 points Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements. |
17.8 points Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements. |
20 points Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements. |
|
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience. |
0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. |
7.5 points The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience. |
7.9 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. |
8.9 points The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated. |
10 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience. |
|
Three Levels of Health Promotion Prevention Three Levels of Health Promotion Prevention |
0 points A care plan, with at least one approach using the three levels of health promotion prevention, is not presented. |
22.5 points A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies. |
23.7 points A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed. |
26.7 points A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed. |
30 points A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group. |
|
Barriers to Health for Minority Group Barriers to Health for Minority Group |
0 points Barriers to health for ethnic minority group are not presented. |
22.5 points Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements. |
23.7 points Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements. |
26.7 points Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements. |
30 points Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements. |
|
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
7.5 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect. |
7.9 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
8.9 points Relevant evidence that includes other perspectives is used. |
10 points Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered. |
|
Identification and Description of Selected Minority Group Identification and Description of Selected Minority Group |
0 points Description and health status for ethnic minority group is not presented. |
15 points Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group. |
15.8 points Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented. |
17.8 points Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented. |
20 points A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented. |
|
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline. |
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