Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages
FAMILY SYSTEMS THEORY ASSIGNMENT (A NURSE PRACTITIONER ASSIGNMENT)
THE FOLLOWING ARE INCLUDED IN THIS POSTING:
***DETAILS OF THE ASSIGNMENT
****ARTICLES posted by the professor
***SAMPLE final paper (mine also need to follow the SAMPLE)
*** CHAPTERS 1, 3, 4, 7, 8, 9, 10, and 11 of the above book
Note, you are to use a “well” family for this paper. Be sure to use your textbook as a guide for the information to be included, and use some questions from the chapters.
DETAILS OF THE ASSIGNMENT
This clinical assignment focuses on the family system and all the subsystems that affect the family, how the family unit copes, and how the nurse can help the family maintain a state of equilibrium. In your text is an outline of the Calgary Model and how it helps in the interviewing and assessment of the family. Using this model as a guideline choose a family you know to help you complete this assignment; these should not be your own family. Be sure the family is well in that they are not dealing with a newly diagnosed chronic or acute illness. Families with long-standing chronic illnesses, such as controlled hypertension or diabetes, are acceptable. Do not choose a family with acute problems including acute psychiatric illnesses.
Contact the family and explain the project you need to complete and if they are willing to participate. Set up a meeting time to speak with family members who would be most helpful with this project. Have questions prepared concerning all of the subsystems that affect families including ethnic backgrounds, working status of family members, education, etc. You may need to meet with the family more than once. Using the family assessment summary in your text, complete a family assessment.
This assessment must include content on all of the subsystems discussed in class (Neumann’s Family Systems Theory, genogram, The Calgary Model, Family Relationships and Roles, Stages of Development, Stressors, Culture-Race and Ethnicity, Religious Influences, Health and Wellness, Employment, Finances, Education, Social Class, Community), a list of family diagnoses including strengths and problems (stressors) related to each diagnoses. Students will need to summarize their project by explaining how the family members and the family unit cope with any problems that may arise; are they able to maintain a state of equilibrium or are they having difficulty maintaining a functional system? What could be done to improve or help with coping of the identified problems? Could some of the coping mechanisms of one family help another family if similar problems exist? Evaluate the Family and Formulate Diagnoses from a Nurse Practitioner’s Perspective; Interventions; Assessing Outcomes; Family Assessments in Practice
Beyond the textbook, students should search for additional resources to help explain the subsystems of the families; for example, their response to illness may be based on cultural background or religious beliefs. Find resources to support this and explain fully.
An example of a family assessment paper is posted at the bottom of these pages.
This project should have a minimum of 10 resources in addition to the course textbook.
This project should be written in narrative format with appropriate headings to identify each required section.
Family Assessment Paper
Points Background about the family chosen (include how did you come to choose this family)
5 Comprehensive utilization of the Calgary family assessment model: structural, developmental and functional categories including all of their subcategories
10 Family diagnoses including strengths and problems (stressors) related to each diagnoses
5 Summary (see assignment 4 in the syllabus for relevant questions to be addressed)
10 Conclusion: include what you have learned and how this knowledge could help in nursing practice
5 Find a minimum of 10 resources in addition to the course textbook to write the paper
5 Writing: correct grammar, punctuation, clear and logical organization, APA format, appropriate use of headings, reference page, minimum 5-6 pages in length
Rubric for Analytic Scoring of Writing
Purpose & Audience
4 Addresses purpose Focuses consistently Explores ideas Employs words with effectively, uses assignment to explore topic’s intrinsic interest, shows full understanding of issues, engages audience, establishes credibility, uses headings, format, and citations (where relevant) effectively. on clearly expressed central idea, uses paragraph structure and transitions to guide reader effectively. vigorously, supports points fully using an appropriate balance of subjective and objective evidence, reasons effectively making useful distinctions. fluency, develops concise standard English sentences, balances a variety of sentence structures effectively. 3 Adheres to purpose, fulfills Central idea is clear, Supports most ideas Word forms are assignment, shows adequate understanding of key issues, style is appropriate to intended audience, presentation is readable, format is correct. paragraph structure is adequate, some problems with consistency, logic, or transitions. with effective examples and details, finds suitable balance between references to personal and external evidence, makes key distinctions. correct, sentence structure is effective, applies standard English grammar & mechanics, presence of a few errors is not distracting. 2 Wavers in purpose, Loose focus on Presents ideas in Word forms & incompletely addresses assigned topic or directions, shows need for more study of issues, style varies, visual presentation ragged. central idea contains some repetition & digression, structure needs work. general terms, support for ideas is inconsistent or unsuitably personal or distant, some distinctions need clarification, reasoning unclear. sentence structures are adequate to convey basic meaning. Errors cause noticeable distraction. 1 Purpose unclear, No central idea, no Most ideas Word use unclear, failure to address topic or clear logic or focus, unsupported, sentence structures directions, weak grasp of issues, inappropriate style, and careless or messy visual presentation. many repetitions or digressions, lack of structure. confusion between personal and external evidence, unclear use of distinctions or levels of generality, reasoning flawed. inadequate for clarity, errors seriously distracting.
ARTICLE TITLES POSTED BY THE PROFESSOR. (I did not include the articles because they are lengthy but professor wants the articles used however if you would like me to email them to you, please specify and send your email address, thank you).
- Child Well-Being Scales (CWBS) in the assessment of families and children in home-care intervention: an empirical study Sara Serbati, Monica Pivetti and Gianmaria Gioga
- Application of the Calgary Family Assessment and Intervention Models: Reflections on the Reciprocity Between the Personal and the Professional Maureen Leahey, and Lorraine M. Wright.
- Stressors in five client populations: Neuman systems model-based literature review. Carole Ann Skalski, Louisa DiGerolamo, Eileen Gigliotti.
- Commitment to Family Roles: Effects on Managers’ Attitudes and Performance Laura M. Graves, Patricia J. Ohlott and Marian N. Ruderman.
- A Framework for Teaching Family Development for the Changing Family. Jack M. Richman and Patricia G. Cook.
- Adult attachment styles and stressor severity as moderators of the coping sequence. DIANE HOLMBERG, CHRISTINE D. LOMORE, TRISTA A. TAKACS, and E. LISA PRICE. Personal Relationships, 18 (2011), 502–517. Printed in the United States of America. Copyright © 2010 IARR; DOI: 10.1111/j.1475-6811.2010.01318.x
- Turning stressors into something productive: an empirical study revealing nonlinear influences of role stressors on self-efficacy. Erik Lindberg, Joakim Wincent, Daniel Örtqvist. Journal of Applied Social Psychology 2013, 43, pp. 263–274. doi: 10.1111/j.1559-1816.2012.00995.x
- Journal of Family Psychology 2001, Vol. 15, No. 4. 646-651 Copyright 2001 by the American Psychological Association, Inc. 0893-32OO/O1/S5.O0 DOI: 10.1037//0893-322.214.171.1246 Varieties of Religion-Family Linkages. John R. Snarey and David C. Dollahite.
- Many Forms of Culture Adam B. Cohen. American Psychological Association.
- CATHERINE E, ROSS, JOHN MIKOWSKY, AND KAREN GOLDSTEEN. The Impact of the Family on Health: The Decade in Review.
- Journal of Latinos and Education, 11: 94–106, 2012 Copyright © Taylor & Francis Group, LLC ISSN: 1534-8431 print / 1532-771X online DOI: 10.1080/15348431.2012.659563. Mexican Immigrant Families Crossing the Education Border: A Phenomenological Study. Sandra Ixa Plata-Potter and Maria Rosario T. de Guzman.
- WHAT’S THE MATTER WITH SOCIAL CLASS? TOM NESBIT
- Therapeutic Assessment of Families in Healthcare Settings: A Case Presentation of the Model’s Application. JUSTIN D. SMITH, STEPHEN E. FINN, NICOLE F. SWAIN, LEONARD HANDLER. Families, Systems, & Health © 2010 American Psychological Association 2010, Vol. 28, No. 4, 369 –386 1091-7527/10/$12.00 DOI: 10.1037/a0021978.
- Developing complex interventions for nursing: a critical review of key guidelines. Margarita Corry, Mike Clarke, Alison E While and Joan Lalor. Journal of Clinical Nursing.
- Measuring Family Outcomes in Early Intervention: Findings From a Large-Scale Assessment. MELISSA RASPA, DONALD B. BAILEY, JR., MURREY G. OLMSTED, ROBIN NELSON, NYLE ROBINSON, MARY ELLEN SIMPSON, CHELSEA GUILLEN, RENATE HOUTS. Vol. 76. No. 4. pp. 496-510. ©2010 Council for Exceptional Children.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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