Explore developmental characteristics of the family as a unit across the lifespan.

/in /by

Movie Family Assessment

Submit by 2359 Saturday of Week 1.

Name: Date:

Overview

Choose a movie from the provided list. Watch the movie, focusing specifically on the family unit featured in the film. Compare and contrast the movie family’s characteristics and behaviors to the assessment criteria introduced in the class notes and readings from the textbook. Address each characteristic including specific examples from the movie to validate your analysis. You must use references (textbook, class notes, others), and these must be cited throughout your paper. Submit your analysis in this document, typed using APA format (double-spaced). Limit is five (5) content pages.

Choose one of these movies:

N3352 Legacy of the Family

Rev. 2/2015 University of Texas at Arlington Page 6 of 6

The Journey of August King

Steel Magnolias

It’s a Wonderful Life

Mrs. Doubtfire

Field of Dreams

Mr. Holland’s Opus

Remember the Titans

The Horse Whisperer

Madea’s Family Reunion

The Sound of Music

Stepmom

Run Away Bride I am Sam

The Last Song The Notebook

Objectives

·

Movie Family Assessment

Submit by 2359 Saturday of Week 1.

Name: Date:

Overview

Choose a movie from the provided list. Watch the movie, focusing specifically on the family unit featured in the film. Compare and contrast the movie family’s characteristics and behaviors to the assessment criteria introduced in the class notes and readings from the textbook. Address each characteristic including specific examples from the movie to validate your analysis. You must use references (textbook, class notes, others), and these must be cited throughout your paper. Submit your analysis in this document, typed using APA format (double-spaced). Limit is five (5) content pages.

Choose one of these movies:

N3352 Legacy of the Family

Rev. 2/2015 University of Texas at Arlington Page 6 of 6

The Journey of August King

Steel Magnolias

It’s a Wonderful Life

Mrs. Doubtfire

Field of Dreams

Mr. Holland’s Opus

Remember the Titans

The Horse Whisperer

Madea’s Family Reunion

The Sound of Music

Stepmom

Run Away Bride I am Sam

The Last Song The Notebook

Objectives

· Explore developmental characteristics of the family as a unit across the lifespan.

· Examine health patterns and practices transmitted across generations.

Rubric

NOTE: All assignments must be submitted on time. Assignments submitted after the deadline will be accepted with a penalty of 5 points of the total possible points for EACH DAY that the assignment is late.

Movie Family Assessment Target

50 points max

 Acceptable

At least 37 points

 Unacceptable

Less than 32 points
Introduction

(5 points)

 Introduction is present and forecasts content of the paper.

(4-5 points)

 Introduction is present and forecasts the content of the paper.

(2-3 points)

 Introduction is present , sketchy, or introduction is missing

(0-1 point)
Movie Setting and Story

(6 points)

 Complete description of each major character in the movie family, the setting, and the context of the story

(5-6 points)

 General description of the major characters in the movie family, the setting, and the context of the story

(3-4 points)

 Incomplete description of the major characters in the movie family, the setting, and/or the context of the story

(0-2 point)
Assessment of Movie Family
Family processes

(20 points)

 Complete description of each of these processes:

· Sociocultural

· Environment

· Communication

· Power/decision making

· Roles

(19-20 points)

 Complete description of 4 of these processes and general description of 1:

· Sociocultural

· Environment

· Communication

· Power/ decision making

· Roles

(11-18 points)

 General description of at least 2 processes and complete description of up to 3:

· Sociocultural

· Environment

· Communication

· Power/decision making

· Roles

(0-10 points)
Values

(6 points)

 Clearly describes the family values as demonstrated in the movie.

(5-6 points)

 Adequately describes the family values as demonstrated in the movie.

(3-4 points)

 Minimally describes the family values as demonstrated in the movie.

(0-2 point)
Socialization and Child Rearing

(6 points)

 Clearly describes the family dynamics of socialization and child rearing.

(5-6 points)

 Describes the family dynamics of socialization and child rearing.

( 3-4 points)

 Minimally describes the family dynamics of socialization and child rearing.

(0-2 point)
Healthcare Beliefs and Practices

(6 points)

 Clearly depicts the healthcare beliefs and practices of the family.

(5-6 points)

 Somewhat depicts the healthcare beliefs and practices of the family.

(3-4 points)

 Inadequately depicts the healthcare beliefs and practices of the family.

(0-2 point)
Adaptation

(6 points)

 Clearly shows the ability of the family to adapt to new situations.

(5-6 points)

 Adequately shows the ability of the family to adapt to new situations.

(3-4 points)

 Inadequately shows the ability of the family to adapt to new situations.

(0-2 point)
Genogram

(10 points)

 Represents a minimum of 2 generations;

Uses correct symbols to demonstrate relationships;

Includes symbol legend

(9-10 points)

 Represents 2 generations;

Uses mostly correct symbols to demonstrate relationships;

Includes symbol legend

(6-8 points)

 Fails to represent 2 generations, and/or

uses incorrect symbols to demonstrate relationships, and/or symbol legend is missing

(0-5 points)
Ecomap

(10 points)

 Identifies family relationships inside the middle circle;

Uses external circles to include representation from multiple formal and informal support systems;

Identifies the nature of relationships between family members and support systems;

Includes legend

(9-10 points)

 Identifies family relationships inside the middle circle;

Uses external circles to include representation from some formal and informal support systems;

Identifies the nature of some of the relationships between family members and support systems;

Includes legend

(6-8 points)

 Somewhat identifies family relationships inside the circle;

Lacks representation from formal and informal support systems;

Does not identify the nature of relationships between family members and support systems;

Lacks legend

(0-5 points)
Comparison to Beavers Systems Model

(10 points)

 Compares the movie family to the Beavers Systems Model addressing each of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(9-10 points)

 Compares the movie family to the Beavers Systems Model addressing 4-5 of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(6-8 points)

 Addresses fewer than 4 of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(0-5 points)
Summary and Conclusion

(5 points)

 Includes summary and conclusions

(4-5 points)

 Includes summary and conclusions

(2-3 points)

 Missing summary and/or conclusions

(0-1 point)
Format and Quality of Writing

(10 points)

 Error-free or almost error-free grammar, spelling, punctuation, APA format, and length is within guidelines

(9-10 points)

 Generally error-free grammar, spelling, punctuation, APA format, and length is within guidelines

(6-8 points)

 Error-filled grammar, spelling, punctuation, and/or APA format, and/or length not within guidelines.

(0-5 points)

Instructions

Review the Rubric to guide your work on the Movie Family Assessment, using appropriate subheadings in your work. Write in the text boxes provided, then copy/paste images of your genogram and ecomap on the final two pages. (You may need to scan or photograph your genogram/ecomap and save it to your computer as an image if you did not create it in a Word document.)

Your page count begins on the next page and does NOT include your genogram and ecomap.

Introduction

Movie Setting and Story

Assessment of Movie Family

Comparison to Beavers System Model

Summary and Conclusion

Here is the reading for assigments

Family Nursing: Research, Theory, and Practice (5th ed.) Chapters 1, 2, 3, 5, 8, 9, 10

Citation: Friedman, M. M., Bowden, V. R., & Jones, E. G. (2003). Family nursing: Research, theory, and practice (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Class Notes – Overview

Class notes are provided by your instructor to highlight and extend topics in your textbook readings.

Class Notes – Beaver Systems Model

Class Notes – Family Sociocultural Assess Ch. 8

Class Notes – Family Environmental Data Ch. 9 and Family Communication Ch. 10

Class Notes- Family Genogram and Ecomap

· Examine health patterns and practices transmitted across generations.

Rubric

NOTE: All assignments must be submitted on time. Assignments submitted after the deadline will be accepted with a penalty of 5 points of the total possible points for EACH DAY that the assignment is late.

Movie Family Assessment Target

50 points max

 Acceptable

At least 37 points

 Unacceptable

Less than 32 points
Introduction

(5 points)

 Introduction is present and forecasts content of the paper.

(4-5 points)

 Introduction is present and forecasts the content of the paper.

(2-3 points)

 Introduction is present , sketchy, or introduction is missing

(0-1 point)
Movie Setting and Story

(6 points)

 Complete description of each major character in the movie family, the setting, and the context of the story

(5-6 points)

 General description of the major characters in the movie family, the setting, and the context of the story

(3-4 points)

 Incomplete description of the major characters in the movie family, the setting, and/or the context of the story

(0-2 point)
Assessment of Movie Family
Family processes

(20 points)

 Complete description of each of these processes:

· Sociocultural

· Environment

· Communication

· Power/decision making

· Roles

(19-20 points)

 Complete description of 4 of these processes and general description of 1:

· Sociocultural

· Environment

· Communication

· Power/ decision making

· Roles

(11-18 points)

 General description of at least 2 processes and complete description of up to 3:

· Sociocultural

· Environment

· Communication

· Power/decision making

· Roles

(0-10 points)
Values

(6 points)

 Clearly describes the family values as demonstrated in the movie.

(5-6 points)

 Adequately describes the family values as demonstrated in the movie.

(3-4 points)

 Minimally describes the family values as demonstrated in the movie.

(0-2 point)
Socialization and Child Rearing

(6 points)

 Clearly describes the family dynamics of socialization and child rearing.

(5-6 points)

 Describes the family dynamics of socialization and child rearing.

( 3-4 points)

 Minimally describes the family dynamics of socialization and child rearing.

(0-2 point)
Healthcare Beliefs and Practices

(6 points)

 Clearly depicts the healthcare beliefs and practices of the family.

(5-6 points)

 Somewhat depicts the healthcare beliefs and practices of the family.

(3-4 points)

 Inadequately depicts the healthcare beliefs and practices of the family.

(0-2 point)
Adaptation

(6 points)

 Clearly shows the ability of the family to adapt to new situations.

(5-6 points)

 Adequately shows the ability of the family to adapt to new situations.

(3-4 points)

 Inadequately shows the ability of the family to adapt to new situations.

(0-2 point)
Genogram

(10 points)

 Represents a minimum of 2 generations;

Uses correct symbols to demonstrate relationships;

Includes symbol legend

(9-10 points)

 Represents 2 generations;

Uses mostly correct symbols to demonstrate relationships;

Includes symbol legend

(6-8 points)

 Fails to represent 2 generations, and/or

uses incorrect symbols to demonstrate relationships, and/or symbol legend is missing

(0-5 points)
Ecomap

(10 points)

 Identifies family relationships inside the middle circle;

Uses external circles to include representation from multiple formal and informal support systems;

Identifies the nature of relationships between family members and support systems;

Includes legend

(9-10 points)

 Identifies family relationships inside the middle circle;

Uses external circles to include representation from some formal and informal support systems;

Identifies the nature of some of the relationships between family members and support systems;

Includes legend

(6-8 points)

 Somewhat identifies family relationships inside the circle;

Lacks representation from formal and informal support systems;

Does not identify the nature of relationships between family members and support systems;

Lacks legend

(0-5 points)
Comparison to Beavers Systems Model

(10 points)

 Compares the movie family to the Beavers Systems Model addressing each of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(9-10 points)

 Compares the movie family to the Beavers Systems Model addressing 4-5 of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(6-8 points)

 Addresses fewer than 4 of these components:

· Family structure

· Mythology

· Goal-directed negotiations

· Autonomy

· Family affect

· Global appraisal of the family’s level of development or functional competency (Severely disturbed, Borderline, Mid-range Adequate, or Optimal)

(0-5 points)
Summary and Conclusion

(5 points)

 Includes summary and conclusions

(4-5 points)

 Includes summary and conclusions

(2-3 points)

 Missing summary and/or conclusions

(0-1 point)
Format and Quality of Writing

(10 points)

 Error-free or almost error-free grammar, spelling, punctuation, APA format, and length is within guidelines

(9-10 points)

 Generally error-free grammar, spelling, punctuation, APA format, and length is within guidelines

(6-8 points)

 Error-filled grammar, spelling, punctuation, and/or APA format, and/or length not within guidelines.

(0-5 points)

Instructions

Review the Rubric to guide your work on the Movie Family Assessment, using appropriate subheadings in your work. Write in the text boxes provided, then copy/paste images of your genogram and ecomap on the final two pages. (You may need to scan or photograph your genogram/ecomap and save it to your computer as an image if you did not create it in a Word document.)

Your page count begins on the next page and does NOT include your genogram and ecomap.

Introduction

Movie Setting and Story

Assessment of Movie Family

Comparison to Beavers System Model

Summary and Conclusion

Here is the reading for assigments

Family Nursing: Research, Theory, and Practice (5th ed.) Chapters 1, 2, 3, 5, 8, 9, 10

Citation: Friedman, M. M., Bowden, V. R., & Jones, E. G. (2003). Family nursing: Research, theory, and practice (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Class Notes – Overview

Class notes are provided by your instructor to highlight and extend topics in your textbook readings.

Class Notes – Beaver Systems Model

Class Notes – Family Sociocultural Assess Ch. 8

Class Notes – Family Environmental Data Ch. 9 and Family Communication Ch. 10

Class Notes- Family Genogram and Ecomap

The Role of the Nurse Informaticist in Systems Development and Implementation

/in /by

Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support

Evidence-Based Practice and the Quadruple Aim

/in /by

Assignment: Evidence-Based Practice and the Quadruple Aim

Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

To Prepare:

  • Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
  • Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
  • Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

  • Patient experience
  • Population health
  • Costs
  • Work life of healthcare providers

Rubrics:

Write a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:

 ·   Patient experience
·   Population health
·   Costs
·   Work life of healthcare providers–

Levels of Achievement:  Excellent 77 (77%) – 85 (85%)    Good 68 (68%) – 76 (76%)    Fair 60 (60%) – 67 (67%)    Poor 0 (0%) – 59 (59%)

Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)

Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)

Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)

Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict.

/in /by

Directions

To Prepare:

· Read Finkelman (2016), Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution, section on Negotiation and Conflict Resolution, pp. 324-333 (see attached chapter 13 in word document).

· Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care. Decide if delegation was an issue in the conflict. This should be from your practice setting or prelicensure experiences.

· Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

· Identify the type of conflict. Explain your rationale for selecting this type.

· Outline the four stages of conflict, as described in our text, and how they relate to your example.

· Propose strategies to resolve the conflict. Search scholarly sources in the library and the Internet for evidence on what may be effective.

· Discuss if delegation was an issue in the conflict. Be specific.

· Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict.

· Describe the rationale for selecting the best strategy.

· Provide a summary or conclusion about this experience or assignment and how you may deal with conflict more effectively in the future.

· Type your paper using Microsoft Word 2010 or later.

Write a 5-7-page paper due today 1/21 before midnight (not including the title or References pages) using APA format and at least four scholarly references no older than 5 years that includes the following level one headings:

1) Start your paper with an introduction ending with a purpose statement (e.g. “the purpose of this paper is…”)

2) Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict.

3) Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

4) Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific.

5) Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites the course textbook and three scholarly sources.

6) Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future.