Week 5 discussion

Week 5 Book Discussion

Must post first.

Svavarsdottir conducted an integrative review about Nordic families with children who are chronically ill. Three exemplar family cases were described. How can nurses be empathetically connected to these families? In Figure 1, Svavarsdottir (2006), shows how family daily activities, family relations and family health are interconnected. Describe how the family’s quality of life is affected if one or more of these 3 factors were hindered. What may be some suggestions to help these families boost their quality of life? Feel free to share any experiences in your career where you were empathetically connected to a family and helped boost their quality of life.
From your readings and your own experience, identify and discuss five needs of families during a crisis experience.
Develop a three generation pedigree to assess your personal family history information using the following website https://phgkb.cdc.gov/FHH/html/index.html The pedigree should represent three generations (student, parents, grandparents). Complete your family history, save it, and view your history grid and genogram. Share your insights into your family health with your group (you do not need to post the pedigree itself).
The Bennet article is a helpful resource for pedigree and genogram symbols when you start diagramming genograms in Module 3.
Read the genomics case study and Alzheimer’s fact sheet.

NURS 362 Summer 2022

Week

Family Topic

Assigned Content/Readings

Thought/Discussion Topic

Written Assignments/

Meetings

Module 1

Week 1

May 16

Introduction

Background Understandings of Family and Societal Care

George Maverick audio

Watch the three video clips in order:

Video 1: Brief with Family Focus

Video 2: Simulation with Family Focus

Video 3: Simulation without Familiy Focus

Kaakinen*, Coehlo, Steele, & Robinson (2018) Ch. 1

Denham*, Eggenberger, Young, & Krumwiede (2015) Ch. 1 & 12

Bell (2011)

*Reading list will just use first author name

Individual, Family and Societal Care

Foundations for Thinking Family

Look for posted orientation video on D2L explaining basics of course syllabus, calendar, and assignments. Please ask if further questions after listening and reading documents thoroughly. Thanks!

Free Write #1 regarding healthy families due

May 22nd

Group Discussion in D2L – Week 1

For each week, your initial posting is due by 11:59 p.m. on Wednesday and 2 responses to your peers by 11:59 p.m. on Sunday. Remember to include citations and references to support your comments.

1. Introduction Thread – Help your classmates to get to know you as a person, nurse, and family member. Share aspects of yourself in a posting–For example, Tell us about your family of origin. Tell us about your current family (remember that if you do not have biologic members present in your life, friends as family may apply to you. Pictures of you and your family? What is the work of family? What are your future family goals? What piques your interest in this course and family focused nursing care?

2. Reflect on an illness experience in your own family or a family you know. Describe the struggles the family experienced with the illness. Consider the biological, social, psychological, or spiritual factors that influenced the management and coping of the family. Based on your experience pose a nursing approach that may have been helpful to the family. Use your readings to support your analysis and response.

3. What is your definition of family and family health?

4. Describe your family health experience utilizing the 3 family health domains (contextual, functional, and structural).

5. Describe your family’s health routines. Identify some barriers or challenges for families not developing or maintaining health routines

6. To introduce family nursi

Developing a Family-
Focused Nursing Practice
Kathryn Hoehn Anderson ● Sharon A. Denham

C H A P T E R 8

C H A P T E R O B J E C T I V E S

1. Describe the nature of the individual-nurse-family relationship and its importance in family nursing
practice.

2. Describe the characteristics of a family practice model.
3. Discuss family nursing skills used to provide family nursing care.
4. Demonstrate use of a family nursing model and nursing actions to provide family nursing care.
5. Discuss family nursing approaches/models used in family nursing care practice.

C H A P T E R C O N C E P T S

● Circularity
● Clinical family nursing skills
● Family nursing practice
● Family unit perspective
● Hypothesizing
● Individual-nurse-family

relationship

● Interventive questions
● Neutrality
● Practice model
● Selecting a family nursing

model
● Therapeutic questioning

Introduction

About 35 years ago, the first edition of Family-Focused Care was published, and this
thoughtful work crafted some early thinking around nursing actions and family interven-
tions (Miller & Janosik, 1980). Since that time, the science around family-focused practice
has grown. This chapter considers more current thinking about family practice and explains
how this approach can be used in clinical work. By forging an individual-nurse-family rela-
tionship with every person receiving care, nurses can build collaborative partnerships with
those seeking care. This chapter describes the development and use of an individual-nurse-
family relationship, considers the importance of using practice models to guide clinical work
with families, and discusses ideas about use of clinical skills in family nursing practice. It
explains how to choose and apply a family nursing model when planning care for individual
families and addresses the nature and development of the individual-nurse-family relation-
ship with family nursing practice. It provides brief explanations of a few select family nursing

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2910_Ch08_195-222 05/01/15 10:47 AM Page 195

Denham, Sharon, et al. Family Focused Nursing Care, F. A. Davis Company, 2015. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/mnsu/detail.action?docID=1963709.
Created from mnsu on 2022-06-02 03:07:07.

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models, describes several family nursing skills important to master, and provides a case
example of family nursing care using the Family Health System model (Anderson, 2000).
This chapter describes ways to effectively think family not just as a prelude to providing
family nursing care, but throughout the caring endeav

Family and Nurse
Presence in Family-
Focused Care
Mary Bliesmer ● Pat Earle ● Sandra K. Eggenberger
● Norma Krumwiede ● Sonja J. Meiers

“ Nursing engages in a life-death journey, participates in birthing-living-
playing-loving-dying as the very fabric of human existence. The moral and
visionary compass for my journey comes not from the head but from the
heart.” Jean Watson (2007, p. 173)

C H A P T E R 9

C H A P T E R O B J E C T I V E S

1. Differentiate between the ideas of nurse presence and family presence.
2. Describe the influence of nurse and family presence in various health and illness experiences.
3. Describe nursing actions that support family caring strategies and family presence.
4. Explain implications of being present with individuals, family members, and supportive others

during nursing care encounters.

C H A P T E R C O N C E P T S

● Adaptation
● Family advocates
● Family balancing
● Family connecting
● Family emotions
● Family inquiry
● Family integrity

● Family presence
● Family vigilance
● Hope
● Nurse presence
● Satisfaction
● Vulnerability

Introduction

Presence can be viewed as “the difference that nursing makes” in promoting the health
of individuals and families (Newman, 2008, p. 21). Presence refers to a commitment to
another, full engagement or openness, interconnectedness, valuing another’s dignity, and

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recognizing what is important to another (Melnechenko, 2003; Parse, 1998). Human pres-
ence can lessen the suffering and distress of another human through relationships and
connections (Eggenberger & Nelms, 2007). Presence can also be considered from the per-
spective of being a family member who is connected to others in the family unit. Individual
and family bonds must be respected by nurses who acknowledge the value and potential
of connectedness and its powerful influence on health and illness. During times of illness,
crisis, and uncertainty, family connections are intensified. Nurses who think family realize
that members often want to be together at poignant points in life. The presence of a sup-
portive family member can minimize the distress of an illness situation and maximize the
health and healing potential of nursing care.

In 1995, a Family Nursing Research Team (FNRT) was formed at the School of Nursing
at Minn

“Doing For” and
“Being With”
Patricia K. Young ● Susan Lampe

C H A P T E R 13

C H A P T E R O B J E C T I V E S

1. Differentiate between the constructs of “ doing for” and “ being with.”
2. Explain nursing actions linked with “ doing for” and “ being with.”
3. Explain the aspects of relationship-based family nursing practice.
4. Analyze perceived barriers to cultivating caring relationships.
5. Define the scope of caring in family nursing practice.
6. Examine personal strengths and limitations that enhance or threaten caring relationships.

C H A P T E R C O N C E P T S

● “ Being with”
● Burnout
● Caring
● Caring barriers
● “ Doing for”

● Intentional care
● Mindfulness
● Personal barriers
● Refection
● Self-care skills

Introduction

This chapter discusses a conflict often found in nursing that pertains to ideas about “doing
for” and “being with” those receiving care in clinical care situations. Task-oriented nurses
are busily doing nursing activities, trying to fulfill expected roles and meet employer’s ex-
pectations. Most work favors the “doing for” task-oriented actions, but this aspect of care
is different from “being with” a person. “Being with” is about sensitively providing care.
Some nurses might say that “being with” not only uses nursing skills and competencies,
but it helps them form individual-nurse-family relationships. Technology can help extend
the scope of care, but it is not the same as the presence of a nurse. Those seeking care want
someone who cares, listens, and is available.

Since the 1980s, much has been published about the importance of nurses’ caring roles.
Many have discussed values and meanings associated with giving nursing care. In a busy
world, clinical practice is often reduced to tasks. Work is measured by outcomes, compliance
with regulations, and meeting accreditation standards. Sometimes nurses are uncertain about
the limits of professional boundaries. You might ask, “How can nurses give care without

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being too friendly or overly involved? What about invading a family’s privacy?” At the end
of a workday, nurses might be unsure about how they will find time to truly give care.

Many people become nurses because they want to help others. However, the demands
of daily work leave little time to do extra things. Getting family members invo

PROFESSIONAL ISSUES

Standardized Human Pedigree Nomenclature: Update
and Assessment of the Recommendations of the National
Society of Genetic Counselors

Robin L. Bennett & Kathryn Steinhaus French &
Robert G. Resta & Debra Lochner Doyle

Received: 12 April 2008 /Accepted: 29 May 2008 /Published online: 16 September 2008
# National Society of Genetic Counselors, Inc. 2008

Abstract In 1995, the Pedigree Standardization Task Force
(PSTF) of the National Society of Genetic Counselors
(NSGC) proposed a system of pedigree nomenclature.
Recently, the PSTF (now called the Pedigree Standardiza-
tion Work Group or PSWG) sought evidence that the
published symbols met the needs of health professionals,
were incorporated into health professional training and
were utilized in publications. We searched PubMed and
reference lists of select publications, reviewed the Instruc-
tions for Authors of several journals, searched the websites
of professional societies, sought comment from the mem-
bership of the NSGC, and looked at recommendations and
training practices of various health professional organiza-
tions. Many journals still do not cite specific standards for
pedigrees, but those found cited the PSTF nomenclature.
We did not find significant objections or alternatives to the
1995 nomenclature. Based on our review, we propose only
a few minor stylistic changes to the pedigree symbols. The

pedigree nomenclature of the NSGC is the only consistently
acknowledged standard for drawing a family health history.
We recommend regular and continued review of these
pedigree standards to determine if additional symbols are
needed to accommodate changes in clinical practice to
ensure that the symbols continue to meet the needs of
health professionals and researchers as well as adhere to
evolving ethical and privacy standards. All health profes-
sionals, trainees, and researchers should be made aware of
the utility of using a common pedigree nomenclature in
clinical practice and publication. This will become partic-
ularly important as electronic medical records become more
widely utilized.

Keywords Electronic medical record . Family history.

Genetic counseling . National Society of Genetic Counselors .

Pedigree symbols . Pedigree standardization

Introduction

A medical pedigree is a graphic presentation of a family’s
health history and genetic relationships and it has been a
pivotal tool in the practice of medical genetics for nearly a
century (Bennett 1999; Resta 1993). With the mapping of
the human genome and the increasing role of genetics in
daily medical practice, recording and interpreting a pedi-
gree should be a standard competency of all health
professionals (Bennett 1999; Center for Disease Control
2008; HHS 2008; NCHPEG 1995).

In the early 1990s, the National Society of Genetic
Counselors Pedigree Standardization Task Forc

346

Listening to the
Family’s Voice
Nordic Nurses’ Movement
Toward Family Centered Care
Erla Kolbrun Svavarsdottir, RN, PhD
University of Iceland

Clinical nurses, teachers, and researchers in the Nordic countries are faced
with increasing expectations in identifying their contribution to knowledge
development in family nursing at national and international levels. In this
paper, I provide an insight into the contribution of Nordic nurses to family
centred care (family system nursing), present findings from an integrative
review on family nursing in the Nordic countries, share with you examples of
family level interventions, and offer some ideas regarding where we might
want to direct our focus in family system nursing in the future.

Keywords: family nursing in the Nordic culture; integrative review; nurs-
ing interventions

Family nursing is a phenomenon that has, for a long time, been of inter-est to me. First of all, our family roots here in the Nordic countries are
strong and our family trees are well documented, 300 up to 1,000 years
back. It could even been argued that in some of the Nordic countries, our
family trees are the highest trees in the country (at least in Iceland, but as
you might know, we only have bushes there!). Also, in the North, family life
is highly valued; our health care systems emphasize offering health care
services to every citizen and their families. Additionally, in the Nordic cul-
ture, parental and sick leaves are offered as a way of helping families
reestablish themselves when a new family member is born or when a fam-
ily member becomes chronically ill or has an acute health problem.
Therefore, following the development of family nursing within the Nordic
countries has been encouraging. Witnessing, at the same time, within our
own profession the strong willpower nurses have to follow their own belief
in the importance of involving families in their care is fascinating; and

Journal of Family Nursing
Volume 12 Number 4

10.1177/1074840706294536
http://jfn.sagepub.com

hosted at
http://online.sagepub.com

Keynote Address of the
2nd Nordic Family Nursing
Conference in Kalmar, Sweden

watching how nurses, as highly skilled health care professionals, have
become even more focused and determined to involve families in their care,
despite political and social pressure to lower the costs within our health
care systems, has motivated and stimulated me as a nursing researcher to
develop and conduct a program of research where the findings could be
applied to clinical practice.

So, where are we at in the Nordic countries, in our development of knowl-
edge within the field of family nursing? What is our international contribution
to family nursing? Where do we need to focus our attention in clinical prac-
tice, teaching, and r

Week 5 Book Discussion

Student’s Name

Course Title:

Course Number:

Professor’s Name:

Date

Week 5 Book Discussion

Q1. Nurses can be empathetically connected to Nordic families by actively listening to them and acknowledging their feelings. Empathetic listening can involve listening attentively to the patients and families as well as responding and reflecting on what they say. Nurses can utilize both verbal and non-verbal communication and provide appropriate feedback on what has been said. Nurses should be kind and respectful when helping patients while overlooking their personal biases and strive to provide high-quality care. They can also connect with the families by being compassionate, and non-judgmental, and providing emotional support as well as appropriate interventions to cope with the stress that arises from chronic illness experience (Svavarsdottir et al., 2006).

The family’s quality of life can be affected when family health is hindered. Family health can be hindered when one of the family members is diagnosed with a chronic illness.

The quality of life of an individual is connected to the quality of life of the people around them including parents and other family members. When compared to the parents of healthy children, the parents of patients with chronic illness report lower self-development, lower levels of daily functioning, and emotional instability (Denham et al., 2015).

To boost the families’ quality of life, nurses can recommend interventions to help them cope with the problem such as regular exercise, healthy eating, being positive, and participating in activities they enjoy which can positively impact their physical and mental health. Some of the benefits of the interventions would include avoiding depression, improving memory, and relieving anxiety (Denham et al., 2015). It would be important to involve the families in the care planning and decision-making, develop therapeutic relationships, and also recommend community resources that can be utilized to foster social relations, prevent deterioration of health and improve their quality of life.

In my experience, I have empathetically connected to families and helped boost their quality of life. On one occasion, I was caring for an elderly patient with arthritis. The patient had chronic pain in her knees. I was empathetic and actively listened to her while talking to her in a gentle tone to connect with her emotions. I involved the family when making decisions on the interventions that could be used to manage the patient’s pain. The family had several preferences. I also provided them with the various alternatives that can be utilized, including their risks and benefits. The family was in distress but when they realized that I understood their feelings and was willing to help them in th

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