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 What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional).  

add references, 250 words

1. You are going to present data that has been collected to your administrative group. The focus is on outcome measures and the data collected is unplanned readmission rates at two different hospitals. What format would you choose to display your data and why? What information would you include with the data?
   
2. Identify at least two stakeholder agency reporting sources. How do these external reporting groups contribute to or hinder CQI?
   
3. Select an effective current health policy that focuses on or affects population health. What components of this policy make it effective? Conduct research on its history and the factors that influenced its development

Assignment

Part 1: Comprehensive Client Family Assessment

Use Major depressive disorder and anxiety disorder or any other mood disorder

Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:

• Demographic information
• Presenting problem
• History or present illness
• Past psychiatric history
• Medical history
• Substance use history
• Developmental history
• Family psychiatric history
• Psychosocial history
• History of abuse and/or trauma
• Review of systems
• Physical assessment
• Mental status exam
• Differential diagnosis
• Case formulation
• Treatment plan

Part 2: Family Genogram

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

Rubric:

Quality of Work Submitted:

The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.–

Excellent (90-100) 27 (27%) – 30 (30%)Good (80-89) 24 (24%) – 26 (26%)Fair (70-79) 21 (21%) – 23 (23%)Poor (0-69) 0 (0%) – 20 (20%)

Quality of Work Submitted: The purpose of the paper is clear.–

Excellent (90-100) 5 (5%) – 5 (5%)Good (80-89) 4 (4%) – 4 (4%)Fair (70-79) 3.5 (3.5%) – 3.5 (3.5%)Poor (0-69) 0 (0%) – 3 (3%)

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.–

Excellent (90-100) 9 (9%) – 10 (10%)Good (80-89) 8 (8%) – 8 (8%)Fair (70-79) 7 (7%) – 7 (7%)Poor (0-69) 0 (0%) – 6 (6%)

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–

Excellent (90-100) 18 (18%) – 20 (20%)Good (80-89) 16 (16%) – 17 (17%)Fair (70-79) 14 (14%) – 15 (15%)Poor (0-69) 0 (0%) – 13 (13%)

Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.–

Excellent (90-100) 18 (18%) – 20 (20%)Good (80-89) 16 (16%) – 17 (17%)Fair (70-79) 14 (14%) – 15 (15%)Poor (0-69) 0 (0%) – 13 (13%)

Written Expression and Formatting
Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.–

Excellent (90-100) 8 (8%) – 8 (8%)Good (80-89) 7 (7%) – 7 (7%)Fair (70-79) 6 (6%) – 6 (6%)Poor (0-69) 0 (0%) – 5 (5%)

Written Expression and Formatting
English writing standards: Correct grammar, mechanics, and proper punctuation–

Excellent (90-100) 7 (7%) – 7 (7%)Good (80-89) 6 (6%) – 6 (6%)Fair (70-79) 5 (5%) – 5 (5%)Poor (0-69) 0 (0%) – 4 (4%) 

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. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 

List the elements of malpractice and give examples of each element in professional nursing practice, including ways to avoid or lessen the potential of future malpractice cases.

Read the following article:

https://www.napnap.org /sites/default/files/userfi les/for_providers/NP_ Malpractice_FAQ_NS O.pdf.

Must be in APA format and at least two references

Required Reading

Center for Disease Control and Prevention. (n.d.). Sustainability planning guide. Retrieved from https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/pdf/sustainability_guide.pdf. Read pages 13–-31.

Center for Disease Control and Prevention. (2018). Workplans: A program management tool. Retrieved from https://www.cdc.gov/oralhealth/state_programs/pdf/workplans.pdf

Community Anti-Drug Coalitions of America (CADCA). (2010). Chapter 4: Develop an action plan. In Planning primer: Developing a theory of change, logic models and strategic and action plans (pp. 26–30). Retrieved from http://www.cadca.org/sites/default/files/resource/files/planningprimer.pdf

Community Anti-Drug Coalitions of America (CADCA). (2010). Sustainability primer: Fostering long-term change to create drug-free communities. Retrieved from http://alaskaspfsig.org/wp-content/uploads/2012/01/CADCA-Sustainability-Primer-Fostering-Long-Term-Change-to-Create-Drug-Free-Communities.pdf

Rural Health Information Hub. (2018). Module 5: Sustainability of rural health promotion and disease prevention programs. Retrieved from https://www.ruralhealthinfo.org/community-health/health-promotion/5/sustainability

HOMEWORK ASSIGNMENT

Sustainability, while often thought of as a separate process of program planning, is a part of the planning process.

1. Please describe the relationship between sustainability and program planning.
2. When is the best time in the MAP-IT process to begin thinking about the program sustainability? Support your perspectives.

Johnson viewed health as efficient and effective functioning of the system, and as behavioral system balance and stability. Behavioral system balance and stability are demonstrated by observed behavior that is purposeful, orderly, and predictable. Consider a clinical-practice situation that demonstrates Johnson’s model of health. How can the nurse support this theory to return the patient to balance and stability? 

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
5. Given the above, what options would be morally justified in the Christian worldview for George and why?
6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Attention Wizard Kim. 

Week 6 Discussion: Practicum professional Development Objectives/ Progress Appraisal  3 pages. 

Rubrics