NRS 429 Assignment: Family Assessment Part II
NRS 429 Assignment: Family Assessment Part II
NRS 429 Assignment: Family Assessment Part II
Description:
Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000 word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:
1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
2. Based on the information gathered through the family health assessment, recommend
age-appropriate screenings for each family member. Provide support and rationale for your suggestions.
3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS 429 Assignment: Family Assessment Part II
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.
Description
Objectives:
1. Discuss how the approach to health promotion has changed throughout history
2. Describe how the concept of health has evolved over time.
3. Examine strategies for family-centered health promotion.
4. Differentiate between the three levels of health promotion: primary, secondary, and tertiary.
Study Materials
Health Promotion: Health and Wellness Across the Continuum
Description:
Read Chapter 2 in Health Promotion: Health and Wellness Across the Continuum.
Recommendations for Preventative Pediatric Health Care
Description:
Review “Recommendations for Preventative Pediatric Health Care,” by the American Academy of Pediatrics (2017).
Prevention Guidelines
Description:
Explore the resources available on the Prevention Guidelines page of the Johns Hopkins Medicine website. These materials will be useful in completing the assignment for this topic.
Steps for Better Health by Age
Description:
Explore the resources available on the Steps for Better Health by Age page of the Office on Women’s Health website. These materials will be useful in completing the assignment for this topic.
Centers for Disease Control and Prevention
Description:
Explore the search results available for “health screenings” on the Centers for Disease Control and Prevention (CDC) website. These materials will be useful in completing the assignment for this topic. NRS 429 Assignment: Family Assessment Part II
Screening Recommendations
Description:
Explore the resources available on the Screening Recommendations page of the American Academy of Pediatrics website. These materials will be useful in completing the assignment for this topic.
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Rubric Criteria
|
Criterion |
1. Unsatisfactory |
2. Less than Satisfactory |
3. Satisfactory |
4. Good |
5. Excellent |
|---|---|---|---|---|---|
|
Thesis Development and Purpose Thesis Development and Purpose |
0 points Paper lacks any discernible overall purpose or organizing claim. |
5.63 points Thesis is insufficiently developed or vague. Purpose is not clear. NRS 429 Assignment: Family Assessment Part II |
5.93 points Thesis is apparent and appropriate to purpose. |
6.68 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. |
7.5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
|
Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. |
5.63 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. |
5.93 points 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. |
6.68 points 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. |
7.5 points Writer is clearly in command of standard, written, academic English. |
|
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
0 points Sources are not documented. |
3.38 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
3.56 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. |
4.01 points Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
4.5 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
|
Paper Format (use of appropriate style for the major and assignment) Paper Format (use of appropriate style for the major and assignment) |
0 points Template is not used appropriately or documentation format is rarely followed correctly. |
2.25 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. |
2.37 points Template is used, and formatting is correct, although some minor errors may be present. |
2.67 points Template is fully used; There are virtually no errors in formatting style. |
3 points All format elements are correct. |
|
Assessment of Health Model Assessment of Health Model |
0 points A health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model. |
22.5 points 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. |
23.7 points 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. |
26.7 points 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. |
30 points 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. |
|
Argument Logic and Construction Argument Logic and Construction |
0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. |
5.63 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. |
5.93 points 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. NRS 429 Assignment: Family Assessment Part II |
6.68 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. |
7.5 points Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
|
SDOH Affecting Family and Family Health Status SDOH Affecting Family and Family Health Status |
0 points SDOH affecting family health status, and the direct impact to the family, are not presented. |
22.5 points 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. |
23.7 points 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. |
26.7 points 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. |
30 points 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. |
|
Application of Health Model Application of Health Model |
0 points Family-centered health promotion using selected health model is omitted. |
22.5 points 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. |
23.7 points 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. |
26.7 points 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. |
30 points 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. |
|
Age-Appropriate Screening Recommendations Age-Appropriate Screening Recommendations |
0 points Age-appropriate screenings are not presented. |
22.5 points 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. |
23.7 points 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. |
26.7 points 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. |
30 points 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. |
