The usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration
THE ASSIGMENT HAS TO BE FREE OF PLAGIARISM..PLEASE FOLLOW ALL INSTRUCTIONS TO ANSWER THIS ASSIGMENT
Details:
This is a benchmark assessment.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by CCNE and AACN using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, their specific care discipline, and their local communities.
The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by the student from their local community.
Click on http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf in order to access the “Heritage Assessment Tool.”
Interview three families from different cultures. One family should be from your own culture. Compare the differences in health traditions between these cultures.
Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following:
- Perform a heritage assessment on three families. One of these families should be from your own culture.
- Complete the “Heritage Assessment Tool” and submit to: RNBSNclientcare@gcu.edu – one assessment for each of the three families interviewed. You are not required to include the tool in your LoudCloud submission.
- Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment.
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.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
USE THIS RUBRIC
Benchmark Assignment – Heritage Assessment
| 1 Unsatisfactory 0.00% | 2 Less than Satisfactory 75.00% | 3 Satisfactory 79.00% | 4 Good 89.00% | 5 Excellent 100.00% | |
|---|---|---|---|---|---|
| 80.0 %Content | |||||
| 20.0 % Discuss the Usefulness of Applying a Heritage Assessment in Evaluating the Needs of the Whole Person. | Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is not offered. | Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is offered, but incomplete, lacking relevant information, or does not meet criteria for word count. | Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person meets requirements of the assignment. | Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is offered in detail. | Discussion of the usefulness of applying a heritage assessment in evaluating the needs of the whole person is offered in detail, while offering insight and/or reflection. |
| 20.0 % Family Interviews | Interview of three families from different cultures not offered. | Interview of three families from different cultures is offered, but incomplete, lacking relevant information regarding the comparison of the differences in health maintenance, health protection, and health restoration among the cultures. | Interview of three families from different cultures that provides comparison of the differences in health maintenance, health protection, and health restoration among the cultures meets requirements of the assignment. | Interview of three families from different cultures that provides comparison of the differences in health maintenance, health protection, and health restoration among the cultures is offered in detail. | Interview of three families from different cultures that provides comparison of the differences in health maintenance, health protection, and health restoration among the cultures is offered in detail, while offering insight and/or reflection. |
| 20.0 % Identifying Common Health Traditions | Identification of common health traditions based on your cultural heritage is not offered. | Identification of common health traditions based on your cultural heritage is offered, but is incomplete, lacking relevant information. | Identification of common health traditions based on your cultural heritage meets requirements of the assignment. | Identification of common health traditions based on your cultural heritage is offered in detail. | Identification of common health traditions based on your cultural heritage is offered in detail, while offering insight and/or reflection. |
| 20.0 % Evaluate How Families Subscribe to These Traditions and Practices | Evaluation of how family subscribes to these traditions and practices is not offered. | Evaluation of how family subscribes to these traditions and practices is offered, but is incomplete, lacking relevant information. | Evaluation of how family subscribes to these traditions and practices meets requirements of the assignment. | Evaluation of how family subscribes to these traditions and practices is offered in detail. | Evaluation of how family subscribes to these traditions and practices is offered in detail, while offering insight and/or reflection. |
| 15.0 %Organizatioan and Effectiveness | |||||
| 5.0 % Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| 15.0 %Organizatioan and Effectiveness | |||||
| 5.0 % Paragraph Development and Transitions | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| 15.0 %Organizatioan 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 and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but 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 %Format | |||||
| 2.0 % 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 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. |
| 100 % Total Weightage |
U N I T 1 Theoretical Basis for Psychiatric–Mental Health Nursing114
Note: The greater the number of positive responses, the greater the person’s identification with a traditional heritage. The one exception to positive answers is the question about family name change. This question may be answered negatively.
- Where was your mother born?________________
- Where was your father born? __________________
- Where were your grandparents born? (1) Your mother’s mother?__________________ (2) Your mother’s father? __________________ (3) Your father’s mother? __________________ (4) Your father’s father? ____________________
- How many brothers _ and sisters _ do you have?
- What setting did you grow up in? Urban _ Rural Suburban __
- What country did your parents grow up in? Father _ Mother _
- How old were you when you came to the United States? _
- How old were your parents when they came to the United States? Mother _ Father _
- When you were growing up, who lived with you? _
- Have you maintained contact with a. Aunts, uncles, cousins? (1) Yes _ (2) No b. Brothers and sisters? (1) Yes (2) No c. Parents? (1) Yes (2) No d. Your own children? (1) Yes (2) No _
- Did most of your aunts, uncles, cousins live near your home? (1) Yes _ (2) No _
- Approximately how often did you visit your family members who lived outside your home? (1) Daily _ (2) Weekly (3) Monthly (4) Once a year or less (5) Never __
- Was your original family name changed? (1) Yes _ (2) No _
- What is your religious preference? (1) Catholic _ (2) Jewish (3) Protestant (4) Denomination (5) Other (6) None __
- Is your spouse the same religion as you? (1) Yes _ (2) No _
- Is your spouse the same ethnic background as you? (1) Yes _ (2) No _
- What kind of school did you go to? (1) Public _ (2) Private (3) Parochial __
- As an adult, do you live in a neighborhood where the neighbors are the same religion and ethnic background as yourself? (1) Yes _ (2) No _
- Do you belong to a religious institution? (1) Yes _ (2) No _
- Would you describe yourself as an active member? (1) Yes _ (2) No _
- How often do you attend your religious institution? (1) More than once a week _ (2) Weekly (3) Monthly (4) Special holidays only (5) Never __
- Do you practice your religion at home? (1) Yes _ (2) No (If yes, please specify) (3) Praying (4) Bible reading (5) Diet (6) Celebrating religious holidays _
- Do you prepare foods of your ethnic background? (1) Yes _ (2) No _
- Do you participate in ethnic activities? (1) Yes _ (2) No _
(If yes, please verify) (3) Singing _ (4) Holiday celebrations (5) Dancing (6) Festivals (7) Costumes (8) Other _
- Are your friends from the same religious background as you? (1) Yes _ (2) No _
- Are your friends from the same ethnic background as you? (1) Yes _ (2) No _
- What is your native language? _
- Do you speak this language? (1) Prefer _ (2) Occasionally (3) Rarely __
- Do you read your native language? (1) Yes _ (2) No _
B O X 6 – 1 Heritage Assessment Tool
Source: Spector, R. E. (2000). CulturalCare: Guide to heritage assessment and health traditions (5th ed.). Pearson Education/PH College.
Developing Cultural Competence in Nursing Practice Developing an understanding of cultural competence requires paying attention to considerations of global health, cultural val- ues, cultural phenomena affecting health, and the importance of cultural assessment as part of the nursing process. Cultural
competence in nursing practice requires practical strategies (in general as well as specific to a particular cultural group), con- siderations of community-based health care promotion and disease prevention programs, and the need to advocate for cul- tural diversity in nursing practice, research, and education. At the same time, it is important to be aware that there are varying degrees of acculturation and individual differences—assess-
1340_CH06 12/31/02 9:38 AM Page 114
