Guidelines for the Family Free Writes and Brains
The free write is not an edited piece of work, but you must use one outside source. Please write down your thoughts, insights, stories, cases, examples, experiences and whatever comes to mind for that particular topic. This free write is meant to help you access your deepest and most powerful feelings about family, as well as building on your past and your developing knowledge of family: academically, professionally, and personally.
Guidelines for the Family Free Writes and Brainstorm
From our course syllabus:
Early in the course, each student will write a 2-page open write on each of the following four topics:
1. Healthy Families
2. Family during Acute Care Experience
3. Family in Crisis or Trauma
4. Chronic Illness Experience
The free write is not an edited piece of work, but you must use one outside source. Please write down your thoughts, insights, stories, cases, examples, experiences and whatever comes to mind for that particular topic. I also encourage you to use the course competencies for thematic elements to your writing. Please upload the paper into the discussion thread posted for that purpose. Please read and respond to one student in your group when ideas are interesting and relate what you have learned from them. These are amazing and I am not satisfied to be the only one reading them! Thanks.
This free write is meant to help you access your deepest and most powerful feelings about family, as well as building on your past and your developing knowledge of family: academically, professionally, and personally.
The 2-page free write on healthy families, (for example, there are four categories) may include ideas gleaned from your text, stories from your childhood, something you read in the newspaper, a novel or poem, or an interaction you witnessed in the grocery story. The objective of the free write is to help you decide what most interests you in family health nursing and what literature you might use for your annotated bibliography and your final research work with a family. Examination of the course topics will organize your thoughts and focus your ideas on the desired outcomes of the learning you are doing.
As stated in the syllabus, this is not an edited piece of work. This material is rich in image, story and insight. The free write is meant in part to get in touch with this material. Thoughts from your readings may also be included and will spark new ideas unique to you. Use at least two references in your work for full points.
Please post your writing to the group discussion link under Family Free Write Brainstorm as indicated. Everyone in your group should have one response to the free write, though no references are necessary for your response.
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Rubric for Family Free Writes Brainstorm
40 points total
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Total possible |
Total gained |
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Completion of all 4 topics |
10 |
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Application literature/citations |
5 |
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Relevance to principles of family nursing |
10 |
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Writing clarity and care |
10 |
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Insight and creativity |
5 |
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Free Write Example
Posted May 14, 2022 12:01 AM
For patients and their families, acute illness or the exacerbation of chronic illness requiring hospitalization may be unexpected. These experiences often bring out the best or the worst in people and serve as a proving ground for the functionality of the family. Roles are suddenly shifted or reversed (Kaakinen et al., 2018, p. 23). Uncertainty regarding prognosis, timing, and circumstances of recovery creates stress for family members. Those with a host of their own health problems may have difficulty coping with the additional significant emotional and financial burden of their loved one’s illness.
In my own experience caring for acutely ill patients on an intensive care unit, significant acute illness, such as cardiac arrest, creates an environment in which family members with unresolved relational conflicts are forced to interact around important decisions for a common loved one. Sometimes family members and patient significant others battle for decision-making control. At times, they may attempt to manipulate health care providers to take sides. But acute illness may also strengthen families and provide a platform for long-delayed reconciliation. One member’s acute illness may also result in positive health behavior changes for others.
Each person’s need for the support of a family is displayed in the context of acute illness. Some people have very little relational support and can function adequately in their daily life, but during acute illness and recovery have very few resources for even basic support. I’ve taken care of numerous patients who were recovering from open-heart surgery and had no one who could stay at home with them for a few days after hospital discharge. Many people have a wealth of family resources and these families serve to spur the patient on toward the best outcomes. Families encourage patients to eat, mobilize, and ask unanswered questions. Families may voice patient concerns or advocate for comfort or pain control.
It’s important to recognize that most patients live within the context of a family prior to their illness and will eventually return to that context. Considering this, it makes sense that nurses would involve family in most aspects of patient care and teaching as they will continue care during recovery at home. Family members may know the patient well, providing relevant insight on medical and personal history that can help providers with the etiology of the illness and other factors that will provide a more comprehensive and accurate picture of the patient’s presentation.
When considering the family as the client one might anticipate that families will be struggling with knowledge deficit, anxiety, grief, dysfunctional coping, financial concerns, caregiver burnout, and role strain, among other issues. Some of the ways nursing can assist with these issues are the provision of education, empathetic listening, and recruitment of resources, such as chaplaincy staff and social work/case management for post-hospital care. Simply providing information and answering questions can help families cope (Eggenberger & Nelms, 2007, p. 1623). A shift in nurses’ thinking may need to occur to see family not as a hindrance to nursing care, but as an ally in care and to acknowledge and affirm the significance of the family as context for support and healthy behaviors. The family plays an important role in the patient’s life and the patient plays an important role in the family.
References
Eggenberger, S. K., & Nelms, T. P. (2007). Being family: The family experience when an adult member is hospitalized with a critical illness. Journal of Clinical Nursing, 16, 1618–1628. doi: 10.1111/j.1365-2702.2006.01659.x
Kaakinen, J. R., Coehlo, D. P., Steele, R. & Robinson, M. (2018). Family Health Care Nursing: Theory, Practice, and Research (6th Ed.) [EPUB Version]. Available from https://bookshelf.vitalsource.com
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NURS 362 Summer 2022
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Week |
Family Topic |
Assigned Content/Readings |
Thought/Discussion Topic |
Written Assignments/ Meetings |
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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 |
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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 nursing practice and give you a background on how to care for the family unit, please watch video clips of our former nursing students caring for George Maverick in our simulation suite on the Mankato campus. Observe the similarities/differences seen between the individual focus (video 1) vs. family focused care (video 2). 7. Thinking Family – Address the health inequities or health disparities: Does the basic premise of family focused nursing care hold true: When the health of one family is improved, the health of society has also been improved. |
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Week 2 May 23 |
Background & Understandings of Family Nursing Theoretical Foundations for Family Nursing Family Structure, Function, Process Aspects of Health |
Kaakinen (2018) Ch. 2, 3 & 6 Denham (2015) Ch. 2, 3 & 7 Khalili (2007) Duhamel, Dupuis, & Wright (2009) |
Foundation for ‘Thinking Family’ Family as Unit of Care or Context? Family Nursing Theory Denham’s Core Processes Health Routines |
Free Write #2 regarding family during acute care experience due May 29th |
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Group Discussion in D2L – Week 2 1. What are the barriers/challenges described in your readings that you also face in your environments as you attempt to provide family focused nursing? (e.g. family as client, family as context, family as barrier, family as caring process, family as resource) 2. Review the power point: "Family Nursing Background and Understandings." Reflect on nursing practice that views family as the unit of care and nursing practice that views family as contextual to the individual patient. Do you believe that current nursing practice most often views family as the unit of care or family as a context to the situation? How do these two views differ? 3. Develop 5 questions focusing on one of Denham’s Core Processes. Interview a client in your workplace or within your community and describe their answers to your questions. Identify family routines and factors related to family health routines. 4. From the Khalili article, what were the most significant aspects of the illness transition for the family? What resources did the family need/want? What were the barriers and facilitators to obtaining the needed resources or supports? What may have changed in the care situation for the family if the family would have been viewed as the unit of care? 5. Using one of the family theories/frameworks described in the literature reflect on an illness experience in a family. (You can reflect on a family you have cared for in your nursing practice.) Consider how family structure, function, and process influenced the family health experience and outcomes. Analyze the experience from a family theory/framework perspective. 6. Use your reading on a One Question Question by Duhamel et al. (2009) to practice this questioning strategy with a family. Share your reflections and outcomes. |
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Module 2 Week 3 May 30 |
Family Construct Share examples from the book to describe Denham’s Core Processes |
Fault in Our Stars (Green, 2012) Read The book and complete the Family Constructs Grid Post & Discuss |
Fault in Our Stars Book Discussion |
Free write # 3 regarding family in crisis or trauma experience due June 5th Complete First Family Visit Family Assessment-this is just a guideline to keep you on track-it is not literally due. |
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Group Discussion in D2L – Week 3 Read Green (2012) and fill out the family construct grid in relation to Green (2012) located in Module 2. Please note, the grid is only to guide your thinking and discussion posts. Please post your grid and any relevant commentary about which family nursing concepts seem most pertinent. The focus for this week is the Fault in Our Stars book discussion by John Green. I am providing the following list of questions to jump start the book discussion. You don’t need to answer all of the questions. This is meant to be a free-flowing conversation, and I expect each of you will add your questions throughout the discussion. Each of you can tell us how you experienced the book and pick one of the questions below to answer if these help focus your thoughts. 1. John Green uses the voice of a teenage girl to tell this story. Why do you think he choose to do this? Was it effective? How would it have been different if he had told the story from a different voice? How does voice relate to family nursing practice? 2. What does the title, Fault in Our Stars, mean? 3. How would you describe the two main characters, Hazel and Gus? 4. How do Hazel and Gus relate to their cancer? 5. At one point in the book, Hazel states, “Cancer books suck.” What is she really meaning? 6. How do Hazel and Gus change, in spirit, over the course of the novel? 7. Why is “An Imperial Affliction” written by Peter Van Houten Hazel’s favorite book? 8. How many of you looked to see if, “An Imperial Affliction” was an actual book? 9. What do you think about the author Peter Van Houten? 10. Why it was so important for Hazel and Gus to learn what happens after the heroine dies in the An Imperial Affliction?
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June 6
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Annotated Bibliography |
Read syllabus for assignment instructions. Below are several reputable websites that explain how to prepare an annotated bibliography. https://guides.library.cornell.edu/annotatedbibliography |
Annotated Bibliography June 12th |
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Please upload your Annotated Bibliography. Review and provide feedback for two individual's Annotated Bibliography. Incorporate the feedback you receive from your peers into your final Annotated Bibliography. |
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Week 5 June 13 |
Family Chronic Illness Experience Family Construct Share examples from the book to describes Denham’s Core Processes Genetics & Genomics |
Genova (2009) Still Alice Read the book and complete the Family Constructs Grid Post and Discuss Kaakinen (2018) Ch. 10 & 11 Denham (2015) Ch. 8, 9 & 13 Svavarsdottir (2006) Alzheimer’s disease fact sheet: http://www.nia.nih.gov/alzheimers/publication/alzheimers-disease-genetics-fact-sheet Bennet (2008) This is a very complex and technical article. Read through it for the general ideas presented about the history and uses of genetic mapping. |
Family Coping with Chronic Illness Family Suffering Still Alice Book Discussion |
Free Write # 4 regarding family during a chronic illness experience June 19th Complete Second Family Visit Family Intervention – this is just a guideline to keep you on track-it is not literally due. |
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Group Discussion in D2L – Week 5 1. 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. 2. From your readings and your own experience, identify and discuss five needs of families during a crisis experience. 3. 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). 4. The Bennet article is a helpful resource for pedigree and genogram symbols when you start diagramming genograms in Module 3. 5. Read the genomics case study and Alzheimer’s fact sheet. |
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Module 3 Week 6 June 20 |
Family Assessment & Interview |
Denham (2015) Ch. 4 & 5 Review Kaakinen (2018) Ch. 5 & 8 Duhamel, Dupuis, & Wright (2009) Family System Strengths Stressors Inventory pdf on D2L |
Family Assessment and Interview |
Family Assessment and Interventions in Practice Complete Third Family Visit Family Evaluation -this is just a guideline to keep you on track-it is not literally due. |
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Group Discussion in D2L – Week 6 1. What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide you plan on using for the family interview. What underlying framework supports your interview guide (Calgary Family Assessment Model (CFAM), described in Wright and Leahey A Guide to Family Assessment and Intervention, Family System Strengths Stressors Inventory (FS3I)? See PDF attachment on D2L 2. Discuss family assessment in your groups. Discussion may include why family assessment is important or how assessment approaches and structure may differ across settings. Discuss barriers, personal or institutional, to engaging in family assessment. 3. Create and upload the Family Nursing Tools: Genogram, Ecomap, Circular Conversation, and Attachment Diagram. {Make sure the name of your family members are changed to protect their identity. |
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Module 4 Week 7 June 27 |
Family Assessment and Interventions in Practice Family Interventions |
Review Kaakinen (2018) Ch. 10 & 11 Denham (2015) Ch. 11, 14 & 15 Wiegand (2008) Review Video in Module 1: Simulation SEE Model Video: Debriefing SEE Model with Family Constructs and Family Nursing Actions Refer to the following chapters to identify nursing interventions: Kaakinen (2018) Ch. 12-17 Denham (2015) Ch. 10, 11, 12, 13, & 14 |
Family Level Nursing Approaches |
Upload draft Family Nursing Project into discussion thread this week |
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Please upload your Family Nursing Project. Review and provide feedback for two individual's Family Nursing Project. Incorporate the feedback you receive from your peers into your final Family Nursing Project paper. |
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Module 4 Week 8 July 4 |
Family Nursing Policy |
Review Denham (2015) Ch. 12 |
Family nursing interventions and approaches |
Family Nursing Project due July 10th July 10th is the last day to submit graded assignments. |
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Group Discussion in D2L – Week 8 1. 2. 1. Based upon your readings and your family interview paper experience, what policies (community, institution, statewide, nationwide, global, unit-based, etc.) would you want to put into practice to support the use of the family nursing interventions? 2. 3. 2, Consider your readings and discussions this semester (textbook, personal annotated bibliography, articles, postings, etc.). What family nursing interventions/approaches do you propose to support the family health and illness experience and advance family nursing practice? Post at least 5 nursing interventions/approaches (include citations and references). 3. 4. 3. Choose a policy at your institution and review it from a family friendly perspective. What did you see? Are there improvements you could suggest? 4. 5. 4. Contact your risk manager or quality and safety nurse to learn whether or not family is used as an indicator within your institution. If yes, find out why and how the institution is measuring the family indicator. If no, propose why the institution needs to focus on family and how a family focused nursing practice could be implemented. |
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