FNU Health Care Program Discussion

Please read chapter 29 and 30 of the class textbook and review the attached PowerPoint presentations.  Once done answer the following questions;

1.  Discuss how Healthy People 2020 can be used to shape the care given in a school health setting.  Give at least one example.

2.  Identify and discuss the eight components of a comprehensive school health program.

3.  Identify and discuss the skills and competencies germane to occupational health nursing.

4.  Describe and discuss a multidisciplinary approach for the resolution of occupational health issues.

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
– 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.