Assignment: Family Genetic History Guidelines

The health and wellbeing of families depend largely on the social and environmental factors in their communities. Social and environmental factors influence the access to and utilization of healthcare services. They act as critical determinants that can either enhance or hinder the utilization of healthcare services and health outcomes of individuals with different health needs. Therefore, this paper explores the social determinants of health, age appropriate screenings and health model that can be utilized to ensure family-centered health promotion for the family interviewed in assessment one.

Social Determinants of Health

Social determinants of health are non-medical factors that play a role in influencing the health outcomes of individuals, families and communities. They mainly refer to the conditions where individuals are born, work, grow, live and age (Hill-Briggs et al., 2021). The assessment with the family showed a number of social determinants that influence its health. One of them is the level of income. Income is a critical determinant of health, as it influences access and affordability of care. Income also influences the affordability of health insurance programs that in turn helps lower the costs of care (Palmer et al., 2019). Income appeared to affect the health status of the family. It affected the family’s affordability of healthy diets, utilization of screening services and treatment services for the different health problems affecting the family members.

The other social determinant of health identified in the family during the interview is education. Education influences the awareness of individuals to healthy lifestyles and behaviors. It influences the uptake of services such as screening and treatment services for health problems. Education also influences other predictors of health and wellbeing such as employment status and level of income (Donkin et al., 2018). The interviewed family had well-educated members. The husband and wife were educated and working while children are in the university. The benefit of education could be seen from their increased utilization of preventive and health promotion services such as screening and treatment of diseases to prevent their progression and worsening of symptoms.

The other social determinant identified in the family is unemployment. While the parents of the family were employed, they experienced a high dependency rate from the other family members (Hill-Briggs et al., 2021). The interview showed that the grandparents and children depend largely on the little income from the parents, which affect their overall health and wellbeing. The high rate of dependency affects affordability of healthcare services as well as healthy diets for the family, hence, its health and wellbeing. The other social determinant identified from the interview is food insecurity. Adequate, healthy food is important for the promotion of the health and wellbeing of families and communities (Palmer et al., 2019). Healthy foods prevent health problems such as obesity and malnutrition in the community. The interviewed family reported that despite having access to healthy foods, affording them was a challenge. As a result, they were predisposed to making unhealthy food choices in some situations, which affects their health and wellbeing.

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The last social determinant of health identified from the interview with the family is housing. Safe housing is important for the promotion of health of the families. The housing conditions such as hygiene, aeration and space should promote the health and wellbeing of the occupants. The environment should also be clean to minimize the exposure of the family members to disease causing organisms (Donkin et al., 2018). The interviewed family lives in a healthy environment and housing. As a result, they have minimal exposure to environmental hazards that could predispose them to health problems.

Age Appropriate Screenings

Screening is an important tool utilized for primary prevention. It facilitates early identification and management of potentially life threatening health problems such as obesity, diabetes, heart disease and cancer among others. Each of the family members in the interviewed family has age-appropriate screenings that they need. The appropriate screenings for all the family members irrespective of their ages include weight, blood pressure, blood glucose levels, eye and ear, cholesterol, and skin screenings for pathological lesions. The children require additional screenings that include breast examination, Pap smear, and testicular examinations. The parents require screenings that include pelvic exam, Pap smear, testicular, breast examination, and cholesterol check. The grandparents require screenings that include prostate screening, mammography, full body scan, and colonoscopy.

Health Model

The selected model to guide the plan of action for the interviewed family is health belief model. Health belief model can be utilized to understand and predict the ability of individuals to change their health-related behaviors. The model focuses on transforming the beliefs that individuals have towards their health and health behaviors for them to embrace the needed lifestyle and behavioral modifications. By focusing on influencing factors such as perceived threat to sickness, severity, susceptibility, benefits, and cues to action, healthcare providers can inspire sustained behavioral change among individuals at risk of health problems (Liu et al., 2021). Consequently, it makes the health belief model an effective theory that can be used to achieve sustained positive behavioral change in the family.

Steps for Family-Centered Health Promotion

The health belief model provides insights into the steps that can be utilized to deliver family-centered health promotion. One of the steps is open communication. Open communication among family members and healthcare providers contribute to trust and honesty. It also empowers the vulnerable to embrace positive behaviors that will contribute to their health (Kıssal & Kartal, 2019). The second step is recognizing the importance of the family. Families exist as unique entities with members having interrelated relationships. As a result, the model leverages the need for active involvement of the family members in the exploration of health issues facing them and interventions to prevent and manage them. The other strategy is health education. Health education creates awareness among the family members about the need for lifestyle and behavioral transformation. Through it, family members are empowered to play a proactive role in addressing their health needs. The last strategy from the model is the use of family appropriate interventions to promote their health. The model asserts that the interventions for health promotion should be culturally appropriate and adaptive (Liu et al., 2021). They should be relevant to the actual and potential needs of the family members to enhance their use and promotion of health.

Conclusion

Overall, social determinants of health have critical effect on the health of families. Social determinants of health such as level of education, employment status, and income influence the access to and utilization of care services. The health belief model can be used to promote the desired behaviors in the family. The strategies of the model guide the implementation of sustainable strategies that would enhance the health, wellbeing, and understanding of the family on issues affecting them.

References

Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2018). Global action on the social determinants of health. BMJ Global Health, 3(Suppl 1), e000603. https://doi.org/10.1136/bmjgh-2017-000603

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., Thornton, P. L., & Haire-Joshu, D. (2021). Social Determinants of Health and Diabetes: A Scientific Review. Diabetes Care, 44(1), 258–279. https://doi.org/10.2337/dci20-0053

Kıssal, A., & Kartal, B. (2019). Effects of Health Belief Model-Based Education on Health Beliefs and Breast Self-Examination in Nursing Students. Asia-Pacific Journal of Oncology Nursing, 6(4), 403–410. https://doi.org/10.4103/apjon.apjon_17_19

Liu, C., Chen, X., Huang, M., Xie, Q., Lin, Q., Chen, S., & Shi, D. (2021). Effect of Health Belief Model Education on Increasing Cognition and Self-Care Behaviour among Elderly Women with Malignant Gynaecological Tumours in Fujian, China. Journal of Healthcare Engineering, 2021, e1904752. https://doi.org/10.1155/2021/1904752

Palmer, R. C., Ismond, D., Rodriquez, E. J., & Kaufman, J. S. (2019). Social Determinants of Health: Future Directions for Health Disparities Research. American Journal of Public Health, 109(S1), S70–S71. https://doi.org/10.2105/AJPH.2019.304964

Purpose

This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, nonrelated, adult participant. NOTE: failing to complete this assignment using an adult participant other than yourself will result in a 20% penalty deduction being applied.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO3: Utilize effective communication when performing a health assessment. (PO3)

CO5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO6)

Points

This assignment is worth a total of 150 points.

Due Date

The Family Genetic History Assignment is to be submitted at the end of Week 2.

Disclaimer

When taking a family genetic history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the adult participant decides not to share information, please write, “Does not want to disclose.” If the client fails to disclose answers to several items, you will need to find another client who is willing to share.

You are required to use the assignment specific item(s) (article/systematic review/topic/form/templates) or you will earn a “0” for the assignment. In addition, assignments that do not follow the current guidelines or use the required item, as defined above, will be evaluated for evidence of an academic integrity violation.

After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. This includes blank, incomplete, incorrect file, and/or incorrect file format documents. It is your responsibility to submit the correct completed assignment in the correct format to the correct submission area. Your last submission before the due date will be graded. You may not resubmit after the due date with a different file and incur a late deduction per the Late Assignment policy.

Directions

Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram.

Download the required NR305_Family_Genetic_History_Form (Links to an external site.)Links to an external site.. You will document the adult participant’s family genetic history using this MS Word document.

Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal healthy individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the Internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future. This paper does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling. Developing a pictorial genogram using symbols to identify certain relationships (e.g., divorced, sibling, deceased, etc.), may provide more insight, however, drawing may be difficult to accomplish with MS Word, therefore you are not expected to use symbols, lines, or other drawing elements. Instead, describe the relationships among the various people in the adult participant’s family’s genetic history. Remember, the goal is not to learn how to draw with Word, but to gather information about the family and recognize its significance to the adult participant and that person’s health.

You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.

Save the completed form by clicking on Save as and add your last name to the file name, for example, NR305_Family_Genetic_History_Form_Smith.

Submit the completed form to the Family Genetic History form by Sunday, 11:59 p.m. MT at the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so the entire class may view the answers.

Course Project Milestone 1: Health History Guidelines

Purpose

The student will obtain a health history on a willing, nonrelated, adult participant in order to generate written documentation that is clear and accurate. Note: Failing to complete this assignment using an adult participant other than yourself will result in a 20% penalty deduction being applied.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO #3: Utilize effective communication when performing a health assessment. (PO3)

CO #4: Identify teaching/learning needs from the health history of an individual. (PO2)

CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO6)

Points

This assignment is worth a total of 225 points.

Due Date

The Course Project Milestone 1: Health History assignment is to be submitted by Sunday, 11:59 p.m. MT at the end of Week 4. Post questions to the Q & A Forum. Contact your instructor if you need additional assistance.

Disclaimer

The focus of this assignment is on communicating details within the written client record. When taking a health history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the interviewee decides not to share information, please write, “Does not want to disclose.” If the client fails to disclose answers to several items, you will need to find another client who is willing to share.

Directions

Find an adult who is not related to you who is willing to let you take a health history.

Download the required NR305_Milestone1_Form (Links to an external site.)Links to an external site.. You will type your answers directly into this Word document. Your paper does not need to follow APA formatting; however, you are expected to be clear in your communication by using correct medical terminology, grammar, and spelling.

Review the examples in Chapter 4 of your textbook to gain insight into how to document the health history. Remember this is a health history, not a physical examination. Avoid words like frequently, improved, increased, decreased, good, poor, normal, or WNL as they may have different meanings for different people. Instead, document the specific data that led you to these conclusions, for example, 3x/day instead of frequently, or consuming four servings of vegetables/day instead of increased vegetable servings.

Save the file by clicking Save as and adding your last name to the file name, for example, NR305_Milestone1_Form_Smith. You must save as a .docx file, but do not save as a “Word Pad” document.

Submit the completed form by Sunday, 11:59 p.m. MT at the end of Week 4.

Please post questions in the Q & A Forum so the entire class may view the answers.

Week 6 Assignment

Course Project Milestone 2: Patient Teaching Plan Guidelines

Purpose

The purpose of this paper is to apply information gathered from the Family Genetic History and Milestone 1 assignments to identify one modifiable risk factor and develop an evidence-based teaching plan that promotes health as well as improves patient outcomes.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO4: Identify teaching/learning needs from the health history of an individual. (PO2)

Points

This assignment is worth a total of 225 points.

Due Date

The assignment is to be submitted by Sunday, 11:59 p.m. MT at the end of Week 6.

Purpose

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO4: Identify teaching/learning needs from the health history of an individual. (PO2)

Points

This assignment is worth a total of 225 points.

Due Date

The assignment is to be submitted by Sunday, 11:59 p.m. MT at the end of Week 6.

General Directions & Project Guidelines

You are required to complete the assignment using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.

This paper is to be written in APA format. Please use the recommended assignment specific APA Template (Links to an external site.)Links to an external site. linked here to type on. The SSPRNBSN resource has a great section on writing scholarly papers and APA formatting (to find resource watch: http://www.brainshark.com/devry/Student_Success_Strategies/zHszgnQAKzBXqbz0 (Links to an external site.)Links to an external site.)

APA formatting helps you to format your paper in a professional manner and provides consistent methods for citing your sources within the paper and providing the complete reference on the reference page. See the documents in the APA category in Course Resources for assistance with APA formatting.

This paper is expected to be no more than four pages in length (not including the title page and reference list).

Please use the categories listed below as the first level headings for each section of your paper (Exception: Instead of “Introduction” please use the title of your paper).

Content Guidelines

Using the information gathered in your Genetic Family History and Milestone 1 assignments, you will identify and research one modifiable risk factor. You will develop an evidence-based teaching plan that promotes health, with the aim of improving patient outcomes related to this modifiable risk factor.

Introduction (1 paragraph): The introduction should be interesting and capture the reader’s attention.

State one preventable disease your adult participant is at risk for developing (obesity, Type 2 Diabetes, etc.), based on the information you have gathered during this course.

Introduce one modifiable risk factor (diet, smoking, sedentary lifestyle, etc.) associated with the preventable disease you described.

Clearly state the purpose of your paper. The purpose statement should relate to developing a patient teaching plan.

Preventable Disease Overview (1-2 paragraphs): Please use course materials and scholarly sources to complete this section. Be sure to paraphrase and include citations as needed!

Describe briefly the preventable disease you identified in the introduction.

What are the signs and symptoms associated with this disease?

How is it diagnosed? Notable information from Health History and General Survey? Signs and symptoms? Risk assessments? Lab values?

What physical assessment findings would be associated with this disease?

How did you identify your adult participant’s risk for this disease?

Specific information gathered in the Genetic Family History?

Specific information gathered in the Milestone 1 assignment?

Evidence Based Intervention (1-2 paragraphs):

Choose and describe one evidence based intervention related to the modifiable risk factor you have chosen. (One that has been shown to be effective at reducing an individual’s risk for developing the preventable disease.)

Describe this intervention in detail, and provide rationale for your intervention utilizing:

At least one scholarly peer-reviewed journal article. Go to the Chamberlain library at http:/library.chamberlain.edu (Links to an external site.)Links to an external site.. Search peer reviewed journals to find a scholarly article that discusses interventions associated with the modifiable risk factor you have chosen as the focus of your paper. Summarize what you learned from this article and cite the source in the text and reference page (Author, year). The article must be less than 10 years old. You may include and cite your textbook or other scholarly sources as well, but they do not count as the scholarly journal article.

You must summarize and analyze the information from your sources in your own words. Avoid direct quotations. If you do include a short quotation, be sure to cite it properly.

List short and long term goals you have for your participant related to this intervention.

Implementation: Teaching Plan (1-2 paragraphs):

Discuss in this section what methods you will use to teach your participant how to implement the intervention.

What is it that you are asking them to do? (For example, if your intervention is “quit smoking”, what specific steps will you recommend your participant take to achieve this goal?)

Describe any resources you would provide to the participant to help them understand and be successful (websites, community services, handouts, etc.).

Evaluation (1 paragraph):

Describe at least one method (weight, lab values, etc.) you would use to evaluate whether your intervention was effective.

How would you revise you plan if it proved to be unsuccessful?

Summary (1 paragraph):

Summarize the main points of your paper.

Reiterate what you hope to accomplish by implementing this intervention.

End with a concluding statement.

Reference Page:

The Reference Page should start on a new page (insert a page break).

All references should be cited within the body of the paper as (Author, year) and the full reference should be included in APA format on the reference page.

A URL link alone is not an adequate reference.

See the Chamberlain Guidelines for Writing Professional Papers in Course Resources for examples of properly formatted references.

Best Practices – Tips for Writing a Great Paper!

Review the directions, guidelines, and grading rubric thoroughly.

Use the APA template provided.

Be clear. Write about one preventable disease, one modifiable risk factor, and one related intervention.

Proofread prior to final submission. Having another person review your work is often helpful to catch grammar and spelling errors. (Spell check is not perfect!)

Abide by the CCN academic integrity policy.

Assignment: Family Genetic History Guidelines

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Assignment: Family Genetic History Guidelines

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