NRS 429 Family – Centered Health Promotion – 20% OFF

NRS 429VN Family-Centered Health Promotion

Course Description

This course focuses on family theories, health promotion models, cultural diversity, and teaching learning principles. The course emphasizes the family as the client, family FHP health assessments, screenings across the lifespan, communication, community resources, and family education. Appropriate health promotion education is evaluated against evidence-based research and practice.

Topic 1: Teaching and Learning Styles

Objectives:

  • Evaluate personal learning styles.
  • Discuss the application of teaching strategies to support individualized nursing care plans.
  • Examine health promotion models used for behavioral change.

Assessments
Class Introductions
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you excited about learning? What do you think will be most challenging?

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?

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?
VARK Analysis Paper
Assessment Description

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  • Provide a summary of your learning style according the VARK questionnaire.
  • Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  • Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities.
  • Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
  • Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
  • Cite to 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.

Topic 1 Participation

Assessment Description

There is no description for this assessment.
Resources

Patient-Education Tips for New Nurses

Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).
https://journals.lww.com/nursing/Pages/articleviewer.aspx?year=2013&issue=10000&article=00024&type=Fulltext

Teaching Strategies to Support Evidence-Based Practice

Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse (2012)…
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104453312&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

The VARK Questionnaire

Complete “The VARK Questionnaire,” located on the VARK website.
http://vark-learn.com/the-vark-questionnaire/

Patient Education in Home Care: Strategies for Success

Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now (2014)….
https://www.nursingcenter.com/journalarticle?Article_ID=2460148&Journal_ID=2695880&Issue_ID=2460020

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Topic 2: The Form and Function of Family

Objectives:

  • Discuss contemporary family structures.
  • Discuss the concepts related to family health promotion.
  • Apply family systems theory.
  • Develop strategies for family-centered health promotion.
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?

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. Submit your questionnaire as an appendix with 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.

Topic 2 Participation

Assessment Description

There is no description for this assessment.

Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and the Professional

Read “Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and t…
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00060699-201611000-00002&D=ovft&PDF=y

Optional: Nurses and Families: A Guide to Family Assessment and Intervention

For additional information, the following is recommended:

Chapters 3 and 4 from the online eBook, Nurses and Families: A Guide …
http://ebookcentral.proquest.com.lopes.idm.oclc.org/lib/gcu/detail.action?docID=1069220

Calgary Family Intervention Model: One Way to Think About Change

Read “Calgary Family Intervention Model: One Way to Think About Change,” by Wright and Leahey, from Journal of Marital and Fa…
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/calgary-family-intervention-model-one-way-think/docview/220942774/se-2?accountid=7374

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 4 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

Calgary Model of Family Assessment: Experience in a Community Service Project

Read “Calgary Model of Family Assessment: Experience in a Community Service Project,” by Mantelo Cecilio, Sturiao dos Santos, and…
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=98719798&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

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Topic 3: Health Promotion in Nursing Care

Objectives:

  • Discuss how the approach to health promotion has changed throughout history
  • Describe how the concept of health has evolved over time.
  • Examine strategies for family-centered health promotion.
  • Differentiate between the three levels of health promotion: primary, secondary, and tertiary.
Topic 3 DQ 1

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

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.

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.

Topic 3 Participation

There is no description for this assessment.
Resources

Centers for Disease Control and Prevention

Explore the search results available for “health screenings” on the Centers for Disease Control and Prevention (CDC) website. The…
https://search.cdc.gov/search/?query=health+screenings&utf8=%E2%9C%93&affiliate=cdc-main

Screening Recommendations

Explore the resources available on the Screening Recommendations page of the American Academy of Pediatrics website. These materials will…
https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Screening/Pages/Screening-Recommendations-and-Tools.aspx

Recommendations for Preventative Pediatric Health Care

Review “Recommendations for Preventative Pediatric Health Care,” by the American Academy of Pediatrics (2017).
https://www.aap.org/en-us/Documents/periodicity_schedule.pdf

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 2 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

5 Healthy Aging Tips for Women

Explore the resources available on the 5 Healthy Aging Tips for Women page of the U.S. Food & Drug Administration (FDA) website….
https://www.fda.gov/consumers/womens-health-topics/5-healthy-aging-tips-women

Prevention Guidelines

Explore the resources available on the Prevention Guidelines page of the Johns Hopkins Medicine website. These materials will be useful i…
https://www.hopkinsmedicine.org/healthlibrary/prevention/

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Topic 4: Cultural Competence and Nutrition in Health Promotion

Objectives:

  • Examine the importance of cultural competency in health promotion.
  • Discuss the application of cultural theories to provide effective family-centered care.
  • Discuss the significance of nutrition education in health promotion.
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?
Health Promotion in Minority Populations

Assessment Traits
Requires Lopeswrite
Assessment Description

Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:

Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?

  • What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  • Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  • What health promotion activities are often practiced by this group?
  • Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
  • What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?
  • 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 and public health content.
  • 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.

Topic 4 Participation

There is no description for this assessment.
Resources

US Department of Health and Human Services

Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials …
https://minorityhealth.hhs.gov/

CDC – Racial and Ethnic Approaches to Community Health (REACH)

Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control a…
http://www.cdc.gov/chronicdisease/resources/publications/aag/reach.htm

Healthy People 2030

Explore the Healthy People 2030 website.
https://health.gov/healthypeople

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

CDC – Minority Health

Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materi…
http://www.cdc.gov/minorityhealth/index.html

SAMHSA – Racial and Ethnic Minority Populations

Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Admi…
https://www.samhsa.gov/behavioral-health-equity

Topic 5: Health Education and Current Challenges for Family-Centered Health Promotion

Jun 6-12, 2022
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.
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.
CLC – Health Promotion and Community Resource Teaching Project

Assessment Description

This is a Collaborative Learning Community (CLC) assignment.

An important role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 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?

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 and public health content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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.

Topic 5 Participation

Assessment Description

There is no description for this assessment.
Resources

The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveillance System

Read “The Impact of Intimate Partner Violence on Women’s Physical Health: Findings From the Missouri Behavioral Risk Factor Surveilla…
https://doi-org.lopes.idm.oclc.org/10.1177%2F0886260515599162

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 5 in Health Promotion: Health and Wellness Across the Continuum.

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

Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department

Read “Barriers to Effective Screening for Domestic Violence by Registered Nurses in the Emergency Department,” by Ellis, from …
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00002727-199905000-00005&LSLINK=80&D=ovft

Browse Objectives

Choose a topic on the Healthy People 2030 website and explore the relevant objectives. You will use this information to complete the assi…
https://health.gov/healthypeople/objectives-and-data/browse-objectives

Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective

Read “Breaking the Links in Intergenerational Violence: An Emotional Regulation Perspective,” by Siegel, from Family Process …
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=88229114&site=ehost-live&scope=site

Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts

Read “Children and Domestic Violence: Emotional Competencies in Embodies and Relational Contexts,” by Callaghan, Fellin, Alexande…
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2017-12249-001&site=ehost-live&scope=site

Violence Against Women

Read “Violence Against Women,” by the American College of Nurse-Midwives (ACNM, 2013), located on the ACNM website.
http://midwife.org/ACNM/files/ACNMLibraryData/UPLOADFILENAME/000000000091/Violence-Against-Women-Sept-2013.pdf

Domestic Violence: The Challenge for Nursing

Read “Domestic Violence: The Challenge for Nursing,” by Draucker, from Online Journal of Issues in Nursing (2002).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106927295&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence

Read “CDC Grand Rounds: A Public Health Approach to Prevention of Intimate Partner Violence,” by Spivak, Jenkins, VanAudenhove, L…
https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6302a4.htm?s_cid%3Dmm6302a4_x

Defining Nurses’ Roles During Family-Centered Rounds

Read “Defining Nurses’ Roles During Family-Centered Rounds,” located on the Children’s Hospital Association website (2018).
https://www.childrenshospitals.org/newsroom/childrens-hospitals-today/articles/2018/03/defining-nurses-roles-during-family-centered-rounds

Create a Presentation in PowerPoint

View the “Create a Presentation in PowerPoint” tutorial, located on the Microsoft website. Explore the sections in Lessons 1, 2, …
https://support.office.com/en-us/article/Create-a-presentation-in-PowerPoint-422250f8-5721-4cea-92cc-202fa7b89617

The Health-Systems Response to Violence Against Women

Read “The Health-Systems Response to Violence Against Women,” by Garcia-Moreno, Hegarty, d’Oliveira, Koziol-McLain, Columbini, an…
https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0140673614618377
Participation Requirements
Participating in classroom discussion is paramount to the learning experience. Participating in the weekly discussions allows students and instructors to share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. The qualitative participation requirements are: Follow-up responses to classmates’ initial answers or responses that integrate course theories with a practical application of the subject, offering a personal observation or experience, or referencing real-world examples, current events, or presenting current research on the topic. Classroom interaction demonstrating deeper or broader thoughts beyond rephrasing what the textbook has presented on the topic. Responses encouraging further discussion and ongoing dialogue with other students and the instructor in the class. Asking additional, relevant questions about the week’s topic. Communications that are presented in a professional and supportive manner, and with respectful tone. Participation can be earned only by posting substantive, quality messages to fellow classmates and the instructor in the main forum of the classroom. Certain courses may have alternative participation requirements. Students are encouraged to review the course syllabus and consult with the faculty member prior to the course start.

The participation expectations in this class are:

Number of Required Substantive Posts Each Day: 2
Number of Required Days: 3

Course Grade Scale
Letter Grade
Percent Range
Point Range
A
95%-100%
950-1000
A-
92%-94.99%
920-949.99
B+
90%-91.99%
900-919.99
B
87%-89.99%
870-899.99
B-
84%-86.99%
840-869.99
C+
80%-83.99%
800-839.99
C
76%-79.99%
760-799.99
D
72%-75.99%
720-759.99
F
0%-71.99%
0-719.99

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