Posted: December 14th, 2016
Complete the family genetic history using the information that the adult participant is willing to share with yo
Question
Family Genetic History
Guidelines and Grading Rubric
Purpose
This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, nonrelated, adult participant.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 150 points.
Due Date
TheFamily Genetic History Assignmentis to be submitted at the end of Week 2.There is a MS Word document form in Doc Sharing that you need to download, fill in, and submit to the Family Genetic History Dropbox by Sunday, 11:59 p.m. MT at the end of Week 2. Post questions to the weekly Q&A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time may result in a deduction of points.
Disclaimer
When taking a family genetic history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the adult participant decides not to share information, please write, “Does not want to disclose.”If the client fails to disclose answers to several items, you will need to find another client who is willing to share.
Directions
1. Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram.
2. Download the NR305_Family_Genetic_History_Form from Doc Sharing. You will document the adult participant’s family genetic history using this MS Word document.
3. Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal healthy individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the Internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future.
This paper does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling.
Developing a pictorial genogram using symbols to identify certain relationships(e.g., divorced, sibling, deceased, etc.), may provide more insight, however, drawing may be difficult to accomplish withMS Word, therefore you are not expected to use symbols, lines, or other drawing elements. Instead, describe the relationships among the various people in theadult participant’s family’s genetic history. Remember, the goal is not to learn how to draw with Word, but to gather information about the family and recognize its significance to the adult participant and that person’s health.
4. Save the completed form by clicking on Save as and add your last name to the file name, for example, NR305_Family_Genetic_History_Form_Smith.
5. Submit the completed form to the Family Genetic Historybasket in the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 2. Please post questions about this assignment to the weekly Q&A Forums so the entire class may view the answers.
Grading Criteria
Category
Points
%
Description
Family Genetic History
60
40
Develop a family genetic history that includestheadult participant’s grandparents, parents, the adult participant, the adult participant’s spouse or significant other, and any children that the adult participant may have.You do not need to use symbols or other drawing elements, but instead describe each person mentioned and their relationships.
Evaluation of Family Genetic History
30
20
Evaluate the impact of the family’s history on the adult participant’s health. For example, if the mother and both her sisters have diabetes, hypertension or cancer, what might that mean for the future health of the adult participant?
Planning for Future Wellness
45
30
Plan changes based on the evaluation of the adult participant’sfamily genetic historythat will promote an optimal level of wellness both now and in the future.
ScholarlyWriting
15
10
Use proper grammar, spelling, and medical language.
Total
150 points
100%
A quality paper will meet or exceed all of the above requirements.
Grading Rubric
Assignment Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
F
Poor or failing or unsatisfactory level of performance
Family Genetic History
(60 points)
All required criteria included; no errors
(57–60 points)
Three or four generations included in the history; information is provided about each person but lacks detail about relationships and/or health information
(55–56 points)
Two generations included; no relationships described or no health information provided
(51–54 points)
No history or fewer than two generations included; no relationships described or no health information provided
(0–50 points)
Evaluation of Family Genetic History
(30 points)
Evaluation complete; thoroughly covers all required elements
(27–30 points)
Evaluation addresses only two of apparent health risks within the history
(23–26 points)
Evaluation addresses only one of apparent health risks within the history
(19–22 points)
Evaluation missing
(0–18 points)
Planning for Future Wellness
(45 points)
Plan for wellness incorporates all areas of risk within the family genetic history, demonstrating critical thinking; answered all required questions
(42–45 points)
Plan for wellness demonstrated basic understanding of the family genetic history; answered all but one of the required questions
(39–41 points)
Plan for wellness demonstrated basic understanding of the family genetic history answered two of the required questions
(36–38 points)
Plan for wellness does not demonstrate basic understanding of the family genetic history or is missing
(0–35 points)
Course Project Milestone 1:Health History
Guidelines and Grading Rubric
Purpose
The student will obtain a health history on a willing, nonrelated, adult participant in order to generate written documentation that is clear and accurate.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 200 points.
Due Date
The Course Project Milestone 1: Health History assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 4. The guidelines and grading rubric may be found in Doc Sharing. Post questions to the Q&A Forum. Contact your instructor if you need additional assistance.
Disclaimer
The focus of this assignment is on communicating details within the written client record. When taking a health history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the interviewee decides not to share information, please write, “Does not want to disclose.”If the client fails to disclose answers to several items, you will need to find another client who is willing to share.
Directions
1. Find an adult who is not related to you who is willing to let you take a health history.
2. Download the NR305_Milestone1_Form from Doc Sharing. You will type your answers directly into this Word document. Your paper does not need to follow APA formatting; however, you are expected to be clear in your communication by using correct medical terminology, grammar, and spelling.
3. Review the examples in Chapter 4 of your textbook to gain insight into how to document the health history.Remember this is a health history, not a physical examination.Avoid words like frequently, improved, increased, decreased, good, poor, normal, or WNL as they may have different meanings for different people. Instead, document the specific data that led you to these conclusions, for example, 3x/day instead of frequently, or consuming four servings of vegetables/day instead of increased vegetable servings.
4. Save the file by clicking Save as and adding your last name to the file name, for example, NR305_Milestone1_Form_Smith.
5. Submit the completed form to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 4.
6. Please post questions in the weekly Q&A Forumsso the entire class may view the answers.
Grading Criteria
Category
Points
%
Description
Biographical Data
10
5
Date of health history, client’s initials, age, date of birth, birthplace, gender, marital status, race, religion, occupation, health insurance information, source of information, and the reliability of the source.Do not include identifying information such as phone numbers, address, and so on.
Present Health History/ Illness
20
10
Reasons for seeking care, health patterns, and health goals.
Health Beliefs and Practices
15
8
Health beliefs and practices including factors that influence their healthcare decisions, related traits, habits, or acts that affect a client’s health.
Medications
20
10
Use of prescription medications, over-the-counter medications,and/or any herbals. Include name, dose, purpose, duration, frequency, and desired or undesired effects of each of the medications.
Past History
20
10
Childhood diseases, immunizations, allergies, blood transfusions, major illnesses, injuries, hospitalizations, labor and deliveries, surgeries, and use of alcohol, tobacco and illicit drugs.
Emotional History
15
8
Includes information about any mental, emotional, or psychiatric health problems.
Family History
20
10
Review of health history of the father, mother, sibling(s), and grandparents to determine if any genetic or familial patterns of health or illness might affect current health status.
Psychosocial/ Occupational History
15
8
Includes information about occupational history, educational level, and financial background.
Roles and Relationships
15
8
Information about the client’s roles and relationships; including identifying a significant other and support systems (friends, neighbors, club members, clergy, church members, and members of the healthcare team).
Ethnicity and Culture
10
5
Client’s ethnicity and culture, and physical and social characteristics that influence healthcare decisions.
Spirituality
5
2
Client’s religious and spiritual needs.(Spirituality refers to the individual’s sense of self in relation to others and a higher being.)
Self-Concept
5
2
Includes information on how they view their self-worth and plans for the future.
Review of Systems
(This isNOTa physical examination)
20
10
Focus is to uncover current and past information about each body system and its organs. Ask about the system functionand any abnormal signs or symptoms, paying attention to gathering information about the functional patterns of each system.
Clarity of Writing
10
5
Content is organized logically and clearly understandable. Documentation is clear and accurate. Words like frequently, improved, increased, and decreased not used, instead provide specific examples.
Total
200 points
100%
A quality paper will meet or exceed all of the above requirements.
Grading Rubric
Assignment Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
F
Poor or failing or unsatisfactory level of performance
Biographical Data
(10 points)
All required criteria included. No errors.
(10 points)
No more than one required element missing.
(8–9 points)
More than two required elements missing.
(6–7 points)
Three or more required elements missing.
(0–5 points)
Present Health History/Illness
(20 points)
All required criteria included. No errors.
(18–20 points)
One required element missing.
(16–17 points)
Two required elements missing.
(14–15 points)
Required elements missing.
(0–13 points)
Health Beliefs and Practices
(15 points)
All required criteria included. No errors.
(13–15 points)
One required element missing.
(11–12 points)
Two required elements missing.
(9–10 points)
Required elements missing.
(0–8 points)
Medications
(20 points)
All required criteria included. No errors.
(18–20 points)
One required element missing.
(16–17 points)
Two required elements missing.
(14–15 points)
Required elements missing.
(0–13 points)
Past History
(20 points)
All required criteria included. No errors.
(18–20 points)
One required element missing.
(16–17 points)
Two required elements missing.
(14–15 points)
Required elements missing.
(0–13 points)
Emotional History
(15 points)
All required criteria included. No errors.
(13–15 points)
One required element missing.
(11–12 points)
Two required elements missing.
(9–10 points)
Required elements missing.
(0–8 points)
Family History
(20 points)
All required criteria included. No errors.
(18–20 points)
One required element missing.
(16–17 points)
Two required elements missing.
(14–15 points)
Required elements missing.
(0–13 points)
Psychosocial/ Occupational History
(15 points)
All required criteria included. No errors.
(13–15 points)
One required element missing.
(11–12 points)
Two required elements missing.
(9–10 points)
Required elements missing.
(0–8 points)
Roles and Relationships
(15 points)
All required criteria included. No errors.
(13–15 points)
One required element missing.
(11–12 points)
Two required elements missing.
(9–10 points)
Required elements missing.
(0–8 points)
Ethnicity and Culture
(10 points)
All required criteria included. No errors.
(10 points)
No more than one required element missing.
(8–9 points)
More than two required elements missing.
(6–7 points)
Required elements missing.
(0–5 points)
Spirituality
(5 points)
All required criteria included. No errors.
(5 points)
No more than one required element missing.
(4 points)
More than two required elements missing.
(3 points)
Required elements missing.
(0–2 points)
Self-Concept
(5 points)
All required criteria included. No errors.
(5 points)
No more than one required element missing.
(4 points)
More than two required elements missing.
(3 points)
Required elements missing.
(0–2 points)
Review of Systems
(20 points)
All required criteria included. No errors.
(18–20 points)
Two to three required elements missing.Did not include information about functional patterns of each system.
(16–17 points)
Three required elements missing. Total body systems and/or functional patterns missing.
(14–15 points)
Greater than three required elements missing. Total body systems and/or functional patterns missing.
(0–13 points)
Clarity of Writing
(10 points)
Organized logically and written clearly with good structure.
(9–10 points)
Lacks some organization and clarity. Uses words such as frequently, increased, decreased.
(8 points)
Lacks logical organization; difficult to read. Uses words such as frequently, increased, decreased.
(7 points)
Lacks logical organization; difficult to read. Many spelling errors.
(0–6 points)
Total Points Possible = 200 points
Course Project Milestone 2:
Patient Teaching Plan PowerPoint
Guidelines and Grading Rubric
Purpose
The purpose of this PowerPoint presentation is to apply information gathered from the Family Genetic History and Milestone 1assignments to aid with identifying one modifiable risk factor and develop an evidence-based teaching plan that promotes health as well as improves patient outcomes.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)
Points
This assignment is worth a total of 250 points.
Due Date
The assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MTat the end of Week 6. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.
Directions
Prepare a patient teaching plan for your participant based on the information you discovered in your previous assignments. Present your plan using Microsoft PowerPoint.
· Title slide (first slide): Include a title slide with your name and title of the presentation.
· Introduction/Identification (two to three slides): Introduce a modifiable risk factor(diet, smoking, activity, etc.)that will be the focus of your presentation.
o Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor.
o Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described.
o List short and long-term goals.
· Intervention(four to five slides):Choose one evidence-based intervention related to the modifiable risk factor chosen that has been shown to be effective at reducing an individual’s risk for developing the preventable disease.
o Describe the intervention in detail.
o Provide rationale to support the use of this intervention. Support your rationale with information obtained from one scholarly source as well as Healthy People 2020 (.gov”>http://healthypeople.gov).Include any additional resources (websites, handouts, etc.) that you will share with your adult participant, if applicable.
· Evaluation (three to four slides):Describe at least one evaluation method that you would use to determine whether your intervention is effective. Outcome measurement is a crucial piece when implementing interventions.
o Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.
o Describe the desired outcomes you would track that would show whether your intervention is working.
o Include additional steps to be considered if your plan proved to be unsuccessful.
· Summary (one to two slides):Reiterate the main points of the presentation and conclude with what you are hoping to accomplish as a result of implementing the chosen intervention.
· References (last slide):List the references for sources that were cited in the presentation.
Remember, you are creating a patient teaching plan so be sure to include terms easily understood by the general population and limit your use of medical jargon. Slides should include the most important elements for them to know in short bullet-pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.
Guidelines
· Application: Use Microsoft PowerPoint 2010 (or later).
· Length: The PowerPoint slide show is expected to be no more than 14 slides in length (not including the title slide and References list slide).
· Submission: Submit your files to the Dropbox: Milestone 2: Patient Teaching Plan, by 11:59 p.m. Sunday end of Week 6.
· Save the assignment with your last name in the file’s title: Example: Smith Patient Teaching Plan.
· Late Submission: See the Policies under Course Home on late submissions.
· Tutorial:For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful..microsoft.com/en-us/support/training-FX101782702.aspx”>http://office.microsoft.com/en-us/support/training-FX101782702.aspx The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found under the Special Courses list in eCollege.
Best Practices in Preparing PowerPoint
The following are best practices in preparing this presentation.
· Be creative.
· Incorporate graphics, clip art, or photographs to increase interest.
· Make easy to read with short bullet points and large font.
· Review directions thoroughly.
· Cite all sources within the slides with (author, year) as well as on the Reference slide.
· Proofread prior to final submission.
· Spell check for spelling and grammar errors prior to final submission.
· Abide by the Chamberlain academic integrity policy.
Grading Criteria
Category
Points
%
Description
Introduction/ Identification
70
28
Based on information gathered from the completion of the Family Genetic History and Milestone 1 assignments, identify one preventable diseasethat the adult participant is at increased risk for developing and choose one modifiable risk factorthat is contributing to their increased risk for developing this disease.Provide rationale why this modifiable risk factor is contributing to this individual’s risk for developing this specific disease. Cite family history, current symptoms, and cultural considerations if present.
Intervention
100
40
Choose one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the preventable disease identified. Create a teaching plan to present this information to your adult participant. Support the use of this intervention with at least onecurrent scholarly source and information gathered from Healthy People 2020.Relate one or two additional, relevant resources such as handouts or websites as applicable.
Evaluation
30
12
You will not have an opportunity to evaluate the effectiveness of your teaching plan. Instead, comment on what criteria you would measure in order to evaluate the effectivenessof your plan. Include additional steps to be considered if the plan would prove to be unsuccessful.
Summary
20
8
The summary reiterates the main points of the presentation and concludes with what you are hoping to accomplish as a result of implementing the use of the chosen intervention
Clarity of Presentation
30
12
Total of 10–14 slides (not including title and Reference slides), appropriate graphics that add visual appeal, proper grammar, spelling, and professional terminology to aid in patient understanding,no medical jargon. Detailed speaker notes are required.
Total
250 points
100%
A quality presentation will meet or exceed all of the above requirements.
Grading Rubric
Assignment Criteria
A
Outstanding or highest level of performance
(92–100%)
B
Very good or high level of performance
(84–91%)
C
Competent or satisfactory level of performance
(76–83%)
F
Poor or failing or unsatisfactory level of performance
(0–75%)
Patient Teaching Plan
Identification
70 points
Correctly identifies one preventable disease and corresponding modifiable risk factor. Provides in-depth rationale including family history, current symptoms, and cultural considerations for why the adult participant is at increased risk for developing this disease.
64–70 points
Correctly identifies one preventable disease and corresponding modifiable risk factor. Provides some rationale for why the adult participant is at increased risk for developing this disease but does not include family history, current symptoms, or cultural considerations
59–63 points
Correctly identifies one preventable disease and corresponding modifiable risk factor but does not provides rationale for why the adult participant is at increased risk for developing this disease.
53–58 points
Does not identify one preventable disease or corresponding modifiable risk factor.
0–52 points
Intervention
100 points
Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Thoroughly supports the use of this intervention with at least one current scholarly source and information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites are included.
92–100 points
Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention with current but not scholarly sources and information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites are included.
84–91 points
Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites is included.
76–83 points
Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen but does not support the use of this intervention with anysources.
0–75 points
Evaluation
30 points
Criteria listed to thoroughly evaluate effectiveness of health education provided in meeting established short and long-term goals. Includes measures to be implemented if initial plan were shown to be ineffective.
28–30 points
Criteria listed mostly evaluates effectiveness of health education provided in meeting established short or long-term goals. Includes measures to be implemented if initial plan were shown to be ineffective.
25–27 points
Criteria listed partially evaluates effectiveness of health education ordoes not Include measures to be implemented if initial plan were shown to be ineffective.
23–24 points
No evaluation criteria listed.
0–22 points
Summary
20 points
Summary thoroughly reiterates the main points of the presentation and concludes with an in-depth description of what you are hoping to accomplish by implementing the chosen intervention.
18–20 points
Summary mostly reiterates the main points of the presentation and concludes with a description of what you are hoping to accomplish by implementing the chosen intervention.
16–17 points
Summary reiterates a few main points and concludes with a brief description of what you are hoping to accomplish by implementing the chosen intervention.
15 points
No summary included or fails to reiterate main points of the presentation.
0–14 points
Clarity of Presentation
30 points
Includes 10–14 slides (not including title and reference slides), uses appropriate graphics for visual appeal, uses proper grammar, spelling, and professional terminology to aid in patient understanding rather than medical jargon.
Includes detailed speaker notes, introduction, and summary.
28–30 points
Includes 10–14 slides (with title and reference slides), uses appropriate graphics for visual appeal, uses proper grammar, spelling, and professional terminology to aid in patient understanding rather than medical jargon.
Includes speaker notes, but they are lacking detail.
Introduction and summary are included.
25–27 points
Includes 10–14 slides (withtitle and reference slides), uses inappropriate or visually unappealing graphics, uses proper grammar, spelling, and professional terminology rather than medical jargon.
No speaker notesincluded. Introduction or summary is missing.
23–24 points
Presentation does not meet the required number of slides even when including title and reference slides, contains multiple spelling or grammatical errors or contains excessive amounts of medical jargon not appropriate for patient teaching.
0–22 points
Total Points Possible = 250 points
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