NRS 429 Course Discussions & Assignments (Topic 1-5)

NRS 429 Course Discussions & Assignments (Topic 1-5)

NRS 429 Course Discussions & Assignments (Topic 1-5)

NRS 429 Topic 1 DQ 1 & 2 Discussion

Topic 1 DQ 1
Assessment Description
Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?

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Topic 1 DQ 2
Assessment Description
Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?

NRS 429 Topic 2 DQ 1 & 2 Discussion

Topic 2 DQ 1

Assessment Description

What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional)

Topic 2 DQ 2

Assessment Description

Why is the concept of family health important? Consider the various strategies for health promotion. How does a nurse determine which strategy would best enable the targeted individuals to gain more control over, and improve, their health?

NRS 429 Topic 3 DQ 1 & 2 Discussion

Topic 3 DQ 1

Assessment Description

Discuss how the concept of “health” has changed overtime. Discuss how the concept has evolved to include wellness, illness, and overall well-being. How has health promotion changed over time? Why is it important that nurses implement health promotion interventions based on evidence-based practice?

Topic 3 DQ 2

Assessment Description

Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). Discuss how the levels of prevention help determine educational needs for a patient.

NRS 429 Topic 3 Assignment: Family Health Assessment Part I

Assessment Description

Understanding family structure and style is essential to patient and family care. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

This family health assessment is a two-part assignment. The information you gather in this initial assignment will be utilized for the second assignment in Topic 3.

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

Values/Health Perception

Nutrition

Sleep/Rest

Elimination

Activity/Exercise

Cognitive

Sensory-Perception

Self-Perception

Role Relationship

Sexuality

Coping

Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.

Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Your questionnaire should be submitted as an appendix to your assignment.

Include the following in your paper:

Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.

Summarize the overall health behaviors of the family. Describe the current health of the family.

Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.

Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.

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.

Family Health Assessment Part I – Rubric

LISTGRID

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Rubric Criteria

Total150 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Interview Questionnaire Assessing Functional Health Patterns

Interview Questionnaire Assessing Functional Health Patterns

0 points

Interview questionnaire is omitted. The interview questionnaire presented does not include family-focused functional health patterns. More than three of the functional heath patterns have been omitted. Four or more of the functional health patterns have fewer than three open-ended questions.

16.88 points

The interview questionnaire presented is incomplete. One or two of the functional heath patterns have been omitted. Two or three of the functional health patterns have fewer than three open-ended questions. Overall, the interview questionnaire is inconsistent with the assignment criteria.

17.78 points

The interview questionnaire presented. One of the functional heath patterns has been omitted. One of the functional health patterns has fewer than three open-ended questions. Overall, the interview questionnaire is consistent with the assignment criteria. Some of the open-ended questions are not family-focused or not relevant to the scope of the assignment.
20.03 points

The interview questionnaire presented. All functional heath patterns are included, and each has three open-ended questions that are family focused and relevant to functional health patterns. The interview questionnaire is consistent with the assignment criteria. Overall, the open-ended questions are family-focused and relevant to the scope of the assignment.

22.5 points

The interview questionnaire presented and demonstrates strong insight into family-focused assessment strategies. All functional heath patterns include three highly relevant open-ended questions.

Family Structure

Family Structure (individuals, relevant attributes of family composition, race/ethnicity, social class, spirituality, environment)
0 points

Description of family structure omitted.

16.88 points

A partial description of family structure is presented. Not all individuals are included. Relevant attributes are listed but incomplete. Some attributes are missing. There are inaccuracies.

17.78 points

A summary of family structure is presented. All individuals are included. Most relevant attributes listed are summarized. Some aspects are vague. There are minor inaccuracies.

20.03 points

The family structure is described. All individuals and relevant attributes are presented. Overall, the discussion provides insight into the family structure.

22.5 points

The family structure is clearly described. All individuals and relevant attributes are discussed in detail. The discussion demonstrates an in-depth perspective into family structure.

Family Health and Health Behaviors

Family Health and Health Behaviors
0 points

Health behaviors and current health of the family are not presented.

16.88 points

Health behaviors and current health of the family are partially presented. Overall, the health and health behaviors of the family are unclear.

17.78 points

Health behaviors and current health of the family are summarized. Overall, the health and health behaviors of the family are generally presented.

20.03 points

Health behaviors are identified and presented. The current health behaviors of the family are described.
22.5 points

Health behaviors are identified and presented in detail. The current health of the family is described. A clear understanding of family health and health behavior is demonstrated.

Findings (functional health patterns strengths, health problems or barriers to health)

Findings (functional health patterns strengths, health problems or barriers to health)
0 points

Functional health pattern strengths, health problems, and barriers to health are not presented as indicated in assignment criteria.

16.88 points

Two functional health pattern strengths, and three health problems or barriers to health are partially presented. Some aspects presented are not relevant, or are not consistent with findings.

17.78 points

Two functional health pattern strengths, three health problems, and barriers to health are summarized. Aspects presented are relevant and generally consistent with findings.

20.03 points

Two functional health pattern strengths, three health problems, and barriers to health are discussed. Aspects presented are relevant and consistent with findings.

22.5 points

Two functional health pattern strengths, three health problems, and barriers to health are discussed. Discussion identifies and assesses key aspects from findings. Discussion demonstrates insight into assessment of findings to identify functional health pattern strengths and health problems or barriers.

Application of Family Systems Theory

Application of Family Systems Theory
0 points

Application of family systems theory is not presented.

22.5 points

Application of family systems theory is partially presented. It is unclear how the theory will be applied to positively change overall family functions over time. There are inaccuracies in the application or representation of the theory.

23.7 points

Application of family systems theory is presented. A general discussion on how the theory will be applied to initiate positive changes in family functions over time is presented. There are minor inaccuracies in the application or representation of the theory.

26.7 points

Application of family systems theory to initiate positive changes in family functions over time is discussed. The manner in which the theory is applied is relevant and generally supports steps toward the desired outcomes.

30 points

Application of family systems theory to initiate positive changes in family functions over time is thoroughly discussed. The manner in which the theory is applied is highly relevant and strongly supports steps to achieving the desired outcomes.

Thesis Development and Purpose

Thesis Development and Purpose
0 points

Paper lacks any discernible overall purpose or organizing claim.

5.63 points

Thesis is insufficiently developed or vague. Purpose is not clear.
5.93 points

Thesis is apparent and appropriate to purpose.

6.68 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
7.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Argument Logic and Construction
0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

5.63 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
5.93 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

6.68 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
7.5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
5.63 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

5.93 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

6.68 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

7.5 points

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

0 points

Template is not used appropriately or documentation format is rarely followed correctly.
2.25 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
2.37 points

Template is used, and formatting is correct, although some minor errors may be present.
2.67 points

Template is fully used; There are virtually no errors in formatting style.

3 points

All format elements are correct.

Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

0 points

Sources are not documented.

3.38 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

3.56 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

4.01 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

4.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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NRS 429 Topic 3 Assignment: Family Assessment Part II

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:

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.

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.

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.

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.

Family Assessment Part II – Rubric

LISTGRID

PRINT TO PDF

Rubric Criteria

Total150 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

SDOH Affecting Family and Family Health Status

SDOH Affecting Family and Family Health Status

0 points

SDOH affecting family health status, and the direct impact to the family, are not presented.
22.5 points

SDOH affecting family health status are partially presented. SDOH listed are not relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are unclear. There are inaccuracies.
23.7 points

Key SDOH affecting family health status are summarized. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are generally discussed. More support or rationale is needed in some areas.

26.7 points

The overall SDOH affecting family health status are accurately identified and described. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are discussed.

30 points

The SDOH directly affecting family health status are relevant, accurately identified and thoroughly described. The direct impact to the family, and why the factors are prevalent to the family, are discussed in detail. The discussion is well supported and illustrates insight into SDOH and their effect on family health status.

Age-Appropriate Screening Recommendations

Age-Appropriate Screening Recommendations
0 points

Age-appropriate screenings are not presented.
22.5 points

Screenings are presented for some family members. The screenings are not age appropriate. Screenings are not relevant to the information gathered through family health assessment.

23.7 points

Screenings are presented for each family member. Screenings are generally age appropriate, but entirely not relevant based on the information gathered through family health assessment. More rationale and support is required.

26.7 points

Screenings presented for each family member are age appropriate. Screenings are relevant and based on the information gathered through family health assessment. Some minor rationale or support is needed.

30 points

Screenings presented for each family member are age appropriate and highly relevant. Screenings correlate to the information gathered through family health assessment. Strong rationale and support is presented.

Assessment of Health Model

Assessment of Health Model
0 points

A health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model.
22.5 points

A health model is selected to assist in creating a plan of action. The description of the model is incomplete. It is unclear why the chosen model is best for this family.

23.7 points

A health model is selected and described. A summary of how the model will assist in creating a plan of action is presented. A general overview for why it is best for this family is provided. More rationale and support is required.
26.7 points

A health model is selected and described. A discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are provided. Some rationale or support is needed.

30 points

A health model is selected and thoroughly described. A detailed discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are clearly outlined. Strong rationale and support are provided to support reasoning.

Application of Health Model

Application of Health Model
0 points

Family-centered health promotion using selected health model is omitted.

22.5 points

Steps for a family-centered health promotion are partially presented. The health promotion is not based on the health model. Significant aspects are missing. There are major inaccuracies.

23.7 points

The health model is used to create a general family-centered health promotion. The steps to achieve the desired outcome require more detail to illustrate a clear plan of action. A general plan for communication with the family is presented. More rationale and support is required.

26.7 points

The health model is used to create a relevant family-centered health promotion. The steps to achieve the desired outcome are illustrated. Strategies for communication with the family are presented.

30 points

The health model is used to create a relevant and viable family-centered health promotion. The steps to achieve the desired outcome are described in detail. Appropriate strategies for communication with the family are clearly presented. The health promotion is well-designed and demonstrates an ability to assimilate findings and appropriately apply theoretical knowledge to achieve desired outcomes.

Thesis Development and Purpose

Thesis Development and Purpose
0 points

Paper lacks any discernible overall purpose or organizing claim.

5.63 points

Thesis is insufficiently developed or vague. Purpose is not clear.
5.93 points

Thesis is apparent and appropriate to purpose.
6.68 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

7.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Argument Logic and Construction
0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
5.63 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

5.93 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
6.68 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

7.5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)
0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

5.63 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

5.93 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

6.68 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

7.5 points

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)
0 points

Template is not used appropriately or documentation format is rarely followed correctly.
2.25 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
2.37 points

Template is used, and formatting is correct, although some minor errors may be present.

2.67 points

Template is fully used; There are virtually no errors in formatting style.

3 points

All format elements are correct.

Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

0 points

Sources are not documented.
3.38 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

3.56 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

4.01 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.
4.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

NRS 429 Topic 4 DQ 1 & 2 Discussion 

Topic 4 DQ 1

Assessment Description

What are the methods a nurse can use to gather cultural information from patients? How does cultural competence relate to better patient care? Discuss the ways in which a nurse demonstrates cultural competency in nursing practice.

Topic 4 DQ 2

Assessment Description

Discuss why nutrition is a central component in health promotion. What are some of the nutritional challenges for emerging populations? What roles do nutritional deficiency and nutritional excess play in disease?

NRS 429 Topic 5 DQ 1 & 2 Discussion

Topic 5 DQ 1

Assessment Description

Explain the role of health education in health promotion. How is the nursing process used in developing health education? Describe a contemporary issue, local or global, that a family may experience today. What steps would the nurse take to address these as part of a health education plan?

Topic 5 DQ 2

Assessment Description

What characteristics would lead a provider to suspect domestic violence, child abuse, or elder abuse is taking place within a family? Discuss your facility’s procedure for reporting these types of abuse.