Assignment: Family Health Assessment Part II

NRS 429 Assignment: Family Health Assessment Part II

Assignment: Family Health Assessment Part II

Assignment: Family Health Assessment Part II

Family Health Assessment Part 2

The health outcomes for a given population depend on many factors including socioeconomic and genetic factors. People of different social backgrounds are likely to be exposed to unique health issues. However, those with the same social experience suffer the same health issues. According to Artiga and Hinton (2019), the social determinants of health involves people’s experiences in terms of living condition, socio-economic status, the neighborhood, level of education, the physical environment, and social support factors. Besides, the ease of access to healthcare services is also essential. Therefore, the purpose of this study is to explore the social determinants of health for Joe’s family.

SDOH that Affect the Family Health Status

The family is made up of a father, a mother, and five children. Both parents are working and this makes the family belong to the middle class. Economic status is a major determinant that influences the health outcome of a population. In this case, they can easily access healthcare services. Also, they can buy the required daily meals. On the other hand, the family lifestyle is a major concern. The children in the family do not have enough sleep. Other than engaging in regular physical exercise and taking the right diet, lack of sleep could expose the family members to health issues such as high blood pressure, diabetes, and heart attack. According to Medic et al. (2017), sleep is a biological process that that is important for an optimal life. Furthermore, sleep is needed for proper systemic physiology and cardiovascular functioning.

In addition to Assignment: Family Health Assessment Part II, the family did not engage in social activities and this would reduce the social capital. Social and community contexts involve community cohesion, discrimination, civil participation, and incarceration. The family has poor social capital and a reduced level of civic participation. According to Coll-Planas et al. (2017), engaging in social activities promotes psychological wellbeing. On the other hand, living an isolated life predisposes one to stress and depression. Depression is becoming a major concern in the current era.

Gathered Through the Family Health Assessment, Recommend Age-Appropriate Screenings for Each Family Member

The family is made up of two adults, three adolescents, and two children. The health assessment and screening tools vary based on age. In this case, the mother should have cervical cancer screening annually. The screening tool is recommended for adult and sexually active women. Having regular screening for cervical cancer allows early diagnosis and a better prognosis. In addition, the mother should have breast cancer screening. On the other hand, late diagnosis has a low survival rate. The father should undergo prostate cancer screening. The screening tests are recommended for male adults to determine their risks for prostate cancer (Gregory, n.d.).

Children should be assessed for the risk of obesity. The assessment is recommended considering the lifestyle identified during the family history taking. The fact the children spend more time on television makes them vulnerable to obesity and cardiovascular diseases. Furthermore, children should be assessed for possible genetically related diseases such as diabetes and cardiovascular diseases. The psychological development of the children should also be assessed. The ASQ 3 tool can be used in screening for the developmental patterns of the children and identify the possible deficits they could be having.

Health Model to Assist in Creating a Plan of Action: Assignment: Family Health Assessment Part II

The trans-theoretical health model would be the most appropriate for changing the behavioral patterns of the family. The health model involves six stages including the pre-contemplation, contemplation, preparation, action, and maintenance phases. The model aims at creating a long-term and sustainable behavior change that will transform the health of the family members completely.

Outline of the Steps for a Family-Centred Health Promotion

The implementation of the health promotion will involve identifying the health issues in the family and letting them understand the dangers associated with the lifestyle at the pre-contemplation phase. Subsequently, the family members will be allowed to contemplate the need to have the change and then think on measures to address the issues. An action plan will then be jointly developed with the family members so that they own the change process. At the maintenance phase, the participants overcome the possible barriers likely to arise in the change process. The goal, in this case, is to promote healthy sleeping patterns and the formation of social relationships. The communication will be achieved through the direct-interaction strategy. Besides, the family members will be given posters defining the risks associated with lack of enough sleep and why they must change the behavior.

Assignment: Family Health Assessment Part II Conclusion

The health determinants indicate the risks of a population to health issues. Findings from the family interview indicated that the family members did not have enough sleep and were not active in the social activities. Therefore, the trans-theoretical model will be useful in helping them change the undesired behavioral patterns and reduce the health risks associated with their current behaviors.

Assignment: Family Health Assessment Part II References

Artiga, S., & Hinton, E. (2019). Beyond health care: the role of social determinants in promoting health and health equity. San Francisco, CA: Henry J. Kaiser Family Foundation.

Coll-Planas, L., Nyqvist, F., Puig, T., Urrútia, G., & Monteserín, R. (2017). Social capital interventions targeting older people and their health impact: A systematic review. Innovation in Aging, 1(suppl_1), 207-207. https://doi.org/10.1093/geroni/igx004.781

Gregory, D. J. (n.d.). Iowa men’s decision-making process for prostate cancer prevention via screening with the prostate-specific antigen (PSA) test. https://doi.org/10.17077/etd.euhxmm5v

Medic, G., Wille, M., & Hemels, M. (2017). Short- and long-term health consequences of sleep disruption. Nature and Science of Sleep, 9, 151-161. https://doi.org/10.2147/nss.s134864

Assignment: Family Health Assessment Part II Assessment Description

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Family Assessment Part II 1 Unsatisfactory 0.00%2 Less than Satisfactory 75.00%3 Satisfactory 79.00%4 Good 89.00%5 Excellent 100.00%80.0 %Content20.0 %SDOH Affecting Family and Family Health StatusSDOH affecting family health status, and the direct impact to the family, are not presented.SDOH affecting family health status are partially presented. SDOH listed are not relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are unclear. There are inaccuracies.Key SDOH affecting family health status are summarized. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are generally discussed. More support or rationale is needed in some areas.The overall SDOH affecting family health status are accurately identified and described. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are discussed. The SDOH directly affecting family health status are relevant, accurately identified and thoroughly described. The direct impact to the family, and why the factors are prevalent to the family, are discussed in detail. The discussion is well supported and illustrates insight into SDOH and their effect on family health status.20.0 %Age-Appropriate Screening RecommendationsAge-appropriate screenings are not presented.Screenings are presented for some family members. The screenings are not age appropriate. Screenings are not relevant to the information gathered through family health assessment. Screenings are presented for each family member. Screenings are generally age appropriate, but entirely not relevant based on the information gathered through family health assessment. More rationale and support is required.Screenings presented for each family member are age appropriate. Screenings are relevant and based on the information gathered through family health assessment. Some minor rationale or support is needed.Screenings presented for each family member are age appropriate and highly relevant. Screenings correlate to the information gathered through family health assessment. Strong rationale and support is presented.20.0 %Assessment of Health ModelA health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model.A health model is selected to assist in creating a plan of action. The description of the model is incomplete. It is unclear why the chosen model is best for this family.A health model is selected and described. A summary of how the model will assist in creating a plan of action is presented. A general overview for why it is best for this family is provided. More rationale and support is required.A health model is selected and described. A discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are provided. Some rationale or support is needed.A health model is selected and thoroughly described. A detailed discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are clearly outlined. Strong rationale and support are provided to support reasoning.20.0 %Application of Health ModelFamily-centered health promotion using selected health model is omitted. Steps for a family-centered health promotion are partially presented. The health promotion is not based on the health model. Significant aspects are missing. There are major inaccuracies.The health model is used to create a general family-centered health promotion. The steps to achieve the desired outcome require more detail to illustrate a clear plan of action. A general plan for communication with the family is presented. More rationale and support is required.The health model is used to create a relevant family-centered health promotion. The steps to achieve the desired outcome are illustrated. Strategies for communication with the family are presented.The health model is used to create a relevant and viable family-centered health promotion. The steps to achieve the desired outcome are described in detail. Appropriate strategies for communication with the family are clearly presented. The health promotion is well-designed and demonstrates an ability to assimilate findings and appropriately apply theoretical knowledge to achieve desired outcomes.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage

Assignment: Family Health Assessment Part II

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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