Community Health – school & occupational health

Chapter 30 Caring for the Family in Health and Illness Thinking Differently About Family Health • Think upstream • Bottom-down health system • Human ecology model Community-Based Services for Promoting Family Health • Preventive support services – At-risk groups • Preterm birth services • Postpartum home visits • Targeted programs – Focus on high risk for morbidity and premature mortality • Intensive services Creating Healthy Families and Communities • Relationship-focused care • Intensity and timing of interventions • Nursing skills and strategies – Communicating – Problem solving – Listening – Connecting • Comprehensive community initiatives • Evaluating Issues in Family Nursing Today • Least possible contribution theory • Ad Hoc Committee to Defend Health Care • Values: challenges for the future – Five core values • • • • • Caring Courage Inclusion Reflective thinking Social responsibility Chapter 29 Foundations of Family Care Family • Defined: – Two or more individuals who identify themselves as family and manifest some degree of interdependence in interactions with each other and their environment • Central themes – Interdependence – Beliefs Health Responsibilities of the Family • Development of personal identity and selfworth – Family interactions facilitate or impede members’ access to the following: • Affect • Power • Meaning – Failure to thrive Families • Lifecycle transitions – Prenatal and postpartum visits – Changes in family structure • Values – Families acquire values about health and learn personal health practices relative to nutrition, exercise, smoking, alcohol consumption, and hygiene through their family of origin and transmit those values and beliefs Families (cont.) • Healthcare system education – Families serve as a reference for defining illness and what should be done about it. • Provision of care – Assume major share of responsibility for intergenerational support and assistance – Community Health – school & occupational health

Two caregiving roles: • Direct care provider • Indirect care provider Theoretical Approaches to Family • Human Ecology Theory – Nonsummativity • Family Systems Theory – Structure – Function – Self-regulation – Positive feedback – Negative feedback • Family development theory – Family development tasks Family Assessment • Conceptual framework for family assessment – Provides direction to the collection, organization, and interpretation of data about the family’s health situation • Energy • Consciousness • Role structure • Decision-making processes • Communication patterns • Values • Family boundaries Self-Efficacy Model • Five phases of contracting process: 1. Identification of family health concerns and needs 2. Mutual setting of goals 3. Delineation of alternatives 4. Implementation of the plan 5. Evaluation • Name DQ Rubric 2019 • • Description Rubric Detail Levels of Achievement Criteria Proficient Competent Novice Introduction and quality of discussion’s Argument Weight 60.00% 100.00 % It is consistent with application in research related to its context. Clarity of ideas. Comprehensive, indepth and wide ranging. 70.00 % The topic has a partially weak association to clarity of ideas and related topic. Relevant but not comprehensive. 15.00 % Unable to address any part of the question and/or topic. Little relevance/some accuracy. Objectivity of Tone, overall quality & Review of Literature in APA 6th format within past 7 years Weight 10.00% 100.00 % Tone is consistent, addressed professionally and objectively. Evidence in literature supports arguments. 70.00 % The tone is not consistently objective. Some observations, some supportive evidence used. 15.00 % No objectivity in tone. No evidence of literature review provided. Lacks evidence of critical analysis, poor to no use of supportive evidence. Grammar / Writing Skills Weight 7.50% 100.00 % Excellent mechanics, sentence structure and organization with no grammatical mistakes. 70.00 % Some grammatical lapses , uses emotional responses in lieu of relevant points. 0.00 % Poor grammar, weak communication, lack of clarity. Peer Reply #1 Weight 7.50% 100.00 % Demonstrates an exceptional ability to analyze and synthesize student work, asks meaningful extending questions. 70.00 % Some ability to meaningfully comment on other students work and ask meaningful questions. 0.00 % No peer response Peer Reply #2 Weight 7.50% 100.00 % 70.00 % 0.00 % No Peer response Levels of Achievement Criteria Overall APA Use Weight 7.50% Proficient Competent Demonstrates an exceptional ability to analyze and synthesize student work, asks meaningful extending questions. Some ability to meaningfully comment on other students work and ask meaningful questions. 100.00 % Demonstrates an exceptional ability to apply 6th edition APA standards. 70.00 % Some ability to to apply 6th edition APA standards. i.e. use of in-text citation, reference structure, quoting,etc. Novice 0.00 % No adherence to 6th edition APA standards. .