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Family Health Assessment Laura L Cooper

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    Running head: FAMILY HEALTH ASSESSMENT Family Health Assessment Laura L. Cooper Grand Canyon University: NRS 429V August 23, 2011 Family Health Assessment The term family brings to mind a visual image of adults and children living together in a harmonious manner, although this may not be the case for all. The “typical” family, two biological parents and children, has changed over time. Families are as diverse as the individuals that compose them, and clients have deeply ingrained values about their families that deserve respect.

    The family is the primary social context in which health promotion and disease prevention takes place, as the family’s beliefs, values, and practices strongly influence the health behavior of its members. Using a family-focused approach is a priority when providing adequate family care and support. The purpose of this paper is to complete a family health assessment using a family focused approach by utilizing Gordon’s functional health patterns and the systems theory. Functional Health Patterns

    Functional health patterns constitute the framework used for obtaining a structured family nursing history, which consists of 11 areas of function to promote areas of wellness as well as health problems. The systems theory was used in conjunction with the functional health patterns to guide the assessment of the family. Systems theory helps the nurse to understand family interactions, along with the family’s values, beliefs, and coping mechanisms. According to Edelman and Mandle, 2006, this theory states that any change in one family member will affect the entire family unit.

    A good example of this for the family that was accessed would be that the son has attention-deficit hyperactivity disorder, and due to this disorder the family as a whole has had to learn how to cope with the son’s behaviors that are different from the other children in the household. Health Perception/Health Management The family stated that they all feel they are healthy, as they exercise daily, eat healthy foods, and take vitamins daily. The family’s teenage son is currently taking prescriptions to help manage his diagnosis of attention deficit hyperactivity disorder.

    They also said that all of the children are currently up to date on their immunizations and that both the husband and wife do regular check-ups with their doctor as preventative measures. Nutritional/Metabolic Pattern The family stated that they prepare meals together as a family, making sure all members are involved, and they sit at the dining room table to eat as a family. They said they turn all electronics off so that they can enjoy each other’s company and catch up on the day’s events. They said they serve food items from all food groups and occasionally they eat out.

    The parent’s were very knowledgeable regarding proper food handling measures. Elimination Pattern The mother said that her pre-toddler son goes through an average of a diaper every other hour and that he has about two bowel movements a day, which she said is his normal pattern. She also stated that his bowel movements look normal to her, as they are not to loose and he is not constipated. All other family members reported normal bowel movements, and no one had complaints regarding urination.

    Activity/Exercise Pattern The family stated that they enjoy outdoor activities such as bicycling, swimming, hiking, and that they go for nightly strolls around their neighborhood. They also said they like to go on trips across the United States to destinations like state parks and museums. The son was very excited while talking about trips they have taken in the past. Sleep/Rest Pattern The mother stated that her pre-toddler takes a nap everyday that lasts anywhere from 1. 5 to 3 hours.

    The mother also stated that the children get baths after dinner and that they turn off the television so everyone can unwind and they have quiet time that consists of reading books and preparing for bed. The family stated they all feel rested when they wake-up in the morning. Cognitive/Perceptual Pattern The family stated that everyone in the family has a vote on how decisions are made and if there is a tie-breaker they all discuss why they voted the way they did in an attempt to persuade a change in thought in the other family members.

    The parents also stated that for punishment the children decide on the terms of the consequences and they have to state why they chose those consequences. Self-perception/Self-Concept Pattern The family stated that they are optimists. The son stated that he wished he did not have attention deficit hyperactivity disorder as he thought it would be better for his family. Role/Relationship Pattern The family stated that the only member that requires more attention than others is the teenage son. The son states he does well in school and does not get in trouble a lot at home.

    The son has numerous friends in the neighborhood that he plays with. The mother has the roles of wife and mother, she does not work out of the home. The father has roles of husband, father, and soldier. Sexuality/Reproductive Pattern The husband and wife stated that they do not want more children and that the husband had a vasectomy a few years ago. The mother stated she does monthly breast exams and she is not of age yet for a mammogram. When asked about teaching their teenage son about the topic of sex it became clear that this was a touchy subject and that they are not prepared to have this conversation with him yet.

    Coping/Stress Pattern The family stated that the most stressful event that has happened in their lives is when the husband was deployed. The wife said she did not know anyone locally and she did not know where to turn for help. At the time of the deployment the wife became sick and hospitalized and did not know how to contact her husband. Since this incidence the family has participated more actively on post and has been able to get more knowledge regarding family resources for military family members. Value/Belief Pattern

    The family stated that they believe they are on a good path regarding their health and wellness. They stated they are teaching their children the proper foods to eat, that exercise is necessary, and to go to the doctor for regular check-ups. Nursing Diagnoses All nursing diagnoses are referenced from a nursing diagnosis handbook (Ackley and Ladwig, 2008). 1. Readiness for enhanced knowledge. 2. Readiness for enhanced family processes. 3. Readiness for enhanced parenting. 4. Readiness for enhanced coping.

    Based on the above nursing diagnosis I would suggest the family utilize the Parents as Teachers organization. This organization helps families with children up to age five. The organization can offer things such as: parent group meetings, parent instruction and coaching, and help in building a support system through community resources. This organization will have positive outcomes for all of the nursing diagnoses, as the family will have access to increased knowledge regarding their parenting skills, the family process, and coping strategies.

    I learned a great deal more about this family while doing this assessment, for example, while the overall health of the family is excellent, the family can still benefit by utilizing community resources to enhance their overall wellness. Families are the baseline of any individual, and nurses must realize when they look at a client, that the client belongs to some type of family. Each family has their own traditions, beliefs, practices, and values. We must access families as a whole in order to treat an individual, as families are the unseen drive that strongly influences health behaviors.

    References Ackley, B. J. & Ladwig, G. B. , (2008) Nursing diagnosis handbook, an evidence- based guide to planning care, (8th ed. ) St. Louis, MO: Mosby Elsevier Edelman, C. , & Mandle, C. L. (2010). Health promotion throughout the life span. (7th ed) St. Louis: Mosby. Parents as Teachers accessed August 26, 2011 from http://azpartnershipforchildren. org/parentsAsTeachers. htm Resource 5: Family Health Assessment Grading Rubric Family Health Assessment (Due Module 4) | |1. Unsatisfactory |2. Less than |3.

    Satisfactory |4. Good |5. Excellent |Total | | | |Satisfactory | | | | | |Summarization addresses the |5 points |6 points |7 points |8 points |10 points | | |findings for each functional|Summary lacks any |Summary is insufficiently |Summary is appropriate. Summary is clear, |Summary is comprehensive; | | |health pattern. |discernible overall purpose |developed and/or vague: | |forecasting development of |makes the purpose of the | | | |or organizing claim. |Purpose is not clear. | |paper. It is descriptive |paper clear. | | | | | |and reflective of the | | | | | | | |arguments and appropriate to| | | | | | | |the purpose. | | |Developed open-ended, |5 points |6 points |7 points |8 points |10 points | | |family-focused questions for|Does not include open-ended |Includes less than half of |Includes 7 or fewer of the |Includes at least 9 of the |Includes all of the 11 | | |each of the 11 functional family-focused questions |the 11 functional health |11 functional health pattern|11 functional health pattern|functional health pattern | | |health patterns. |from the 11 functional |pattern open-ended, |open-ended, family-focused |open-ended, family-focused |open-ended, family-focused | | | |health patterns. |family-focused questions. |questions. |questions. |questions. | |Explains two or more |7 points |9 Points |11 Points |13 Points |15 Points | | |wellness and family nursing |Does not address wellness or|Addresses one wellness or |Addresses two wellness and |Addresses two wellness and |Addresses two to four | | |diagnoses that were |family nursing diagnoses. family nursing diagnosis but|family nursing diagnoses. |family nursing diagnoses. |wellness and family nursing | | |identified about the family | |offers no explanation |Explanation lacks logical |Shows progression using |diagnoses. Clearly shows | | |based on the assessment. |concerning identification or|flow utilizing nursing |nursing process from |logical progression using | | | | |outcome. |process. No explanation |diagnoses to family outcome. |nursing process from | | | | | |concerning family outcome. |Few inconsistencies. |diagnoses to family outcome. | |Explains family health |7 points |9 Points |11 Points |13 Points |15 Points | | |promotion strategies along |Offers no explanation |Offers one family health |Offers family health |Offers family health |Offers family health | | |with community and Web-based|concerning family health |promotion strategy but lacks|promotion strategies with |promotion strategies with |promotion strategies with | | |resources that will enable a|promotion strategies or |community and Web-based |community and Web-based |community and Web-based |community and Web-based | | |nurse to support or fulfill |community resources. |resources. Lacks explanation|resources. Insufficient |resources. Strong |resources. Strong | | |the wellness diagnoses. |of how those resources will |explanation of how those |explanation of how those |explanation of how those | | | | |enable a nurse to support or|resources will enable a |resources will enable a |resources will enable a | | | | |fulfill the wellness |nurse to support or fulfill |nurse to support or fulfill |nurse to support or fulfill | | | | |diagnoses. |the wellness diagnoses. |the wellness diagnoses. |the wellness diagnoses. | | | | | | | |Clear examples given. | |Described the utilization of|7 points |9 Points |11 Points |13 Points |15 Points | | |the systems theory guide |Does not describe the |Describes the systems theory|Describes the systems theory|Describes the systems theory|Describes the systems theory| | | |utilization of the systems |but lacks discussion | | | | | | |theory to guide the family |concerning its use |with discussion concerning |with discussion concerning |with discussion concerning | | | |health assessment. |for this project. |its use for this project. |its use for this project. |its use | | | | | |Lacks logical flow of ideas. |Some inconsistencies. |for this project. | | | | | | |Clear examples given to | | | | | | | |demonstrate guide’s use. | | |Conclusion |7 points |9 Points |11 Points | |15 Points | | | |Conclusion is not present or|Conclusion lacks logical |Conclusion is weak. Only | |Conclusion is clear. | | |lacks delineation from |flow of ideas and |restates previous points. | |Provides insight into | | | |previous ideas. |cohesiveness. |Lacks cohesion. | |importance of family health | | | | | | | |assessment using points | | | | | | | |offered by paper. | | | | | | | | | | | | | | | |/80 | | | | | | | | | |Format and Style | | | | | | | |15% | | | | | | | |Mechanics of Writing |1 Point |2 Points |3 Points |4 Points |5 Points | | |(includes spelling, |Surface errors are pervasive|Frequent and repetitive |Some mechanical errors or |Prose is largely free of |Writer is clearly in control| | |punctuation, and grammar) |enough |mechanical errors that |typos are present, but are |mechanical errors, although |of standard, written | | | |that they impede |distract the reader. |not overly distracting to |a few may be present. |American English. | | | |communication of meaning. | |the reader. | | | |Language Use |1 Point |2 Points |3 Points |4 Points |5 Points | | |and Audience Awareness |Inappropriate word choice |Some distracting and/or |Sentence structure is |The writer is clearly aware |The writer uses a variety of| | |(includes sentence |and/or sentence |inconsistencies in language |correct and occasionally |of audience; uses a variety |sentence constructions, | | |construction, word choice, |construction, lack of |choice (register), sentence |varies. Language is |of sentence structures and |figures of speech, and word | | |etc. ) |variety in language use. structure, and/or word |appropriate to the targeted |appropriate vocabulary for |choice in unique and | | | |Writer appears to be unaware|choice are present. |audience for the most part. |the target audience; and |creative ways that are | | | |of audience. Use of “primer |Sentence structure may be | |uses figures of speech to |appropriate to purpose, | | | |prose” indicates writer |occasionally ineffective or | |communicate clearly. |discipline, and scope. | | | |either does not apply |inappropriate.

    The writer | | | | | | |figures of speech or uses |exhibits some lack of | | | | | | |them inappropriately. |control in using figures of | | | | | | | |speech appropriately. | | | | | | | | | | |/15 | |APA Format | | | | | | | |5% | | | | | | | |Title page |0 Points | |0. 5 Points |0. 75 Point |1 Point | | | |No title page. | |Title page is incomplete or |Title page has minor errors. |Title page is complete. | | | | |inaccurate. | | | | |Page constraint |0. 5 Points | |0. 75 Points | |1 Point | | | |Information presented does | |Information presented | |Information is presented | | | |not meet minimum assigned | |exceeds page or word limit. |within | | | |length. | | | |page constraints. | | | | | | | | |/5 | |TOTAL | | | | | |/100 | After the total has been added together, perform the following formula: ___/100 x 20 = © 2008. Grand Canyon University. All Rights Reserved.

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