FAMILY VALUES
DISCUSSION 1 It’s clear that in our current culture, good health has become a Core Value. In Part A of this Discussion, you will discuss an example in which the person(s) involved embraced this value.In Part B, you will discuss an example in which the person(s) involved did not embrace this value. Discussion reply 1-Holly Royer Module 3 Discussion 1: Family Values March 11, 2018 When I was younger, I had a close friend named Jane who was told by her physician that she was at high risk for developing type two diabetes if she did not lose weight. Jane was Caucasian, obese, and was in her early thirties. Jane’s family is middle class and growing up they ate out almost every meal. Jane liked to eat fast food and had a busy lifestyle. When the Physician gave Jane the news that she was likely to develop diabetes, Jane decided to get serious about her health. Jane joined a gym with a friend and rarely skipped workouts. Jane learned how to cook healthy meals and how to choose healthy choices at restaurants. She lost over sixty pounds and kept the weight off. Even after having a baby, Jane was able to maintain a healthy weight. Although Jane grew up with role models who did not mirror a healthy lifestyle, she chose to make healthy choices for herself and her family by exhibiting the American core values of being an active participant in her health. I recently had a Caucasian patient in her fifties that came to our emergency room which was quite the opposite of my friend Jane. This patient has been diagnosed with type two diabetes and is morbidly obese. The patient was unemployed and was of a low socioeconomic class. The patient stated that she had been diagnosed with diabetes but refused to change anything about her lifestyle. She declared that she sometimes took her medications but didn’t think she needed them. She was unable to tell me what medications that she was prescribed and showed no interest in the education provided by myself or other healthcare providers concerning her condition. The patient allowed me to give her insulin when she found out that her blood sugar was high. This patient represented a passive recipient of interventions. She showed no interest in the care provided for her, nor did she show an interest in improving her health. Discussion Reply 2-Angeline Sheridan Module 3, Discussion 1 Family Values March 14, 2018 From your professional and/or personal experiences, give one example of a person or family whose health-related behaviors appeared to have been driven by this American Core Value, and identify the social class, culture/ethnicity, and age range of the primary person(s) involved. I grew up in a Hispanic working-class family during a time when and in a place where promoting healthy lifestyles and preventative medical care were not on my family’s radar, nuclear or extended. Several years ago, my cousin’s middle son (J, now 35 years old) married a young lady of German-American descent (C). While a strong work ethnic was demonstrated and encouraged by J’s parents, little attention was given to preventative healthcare or higher education. As J matured, however, it became more and more evident that he was adopting behaviors that were more in line with American Core values (Friedman, Bowden, & Jones, 2003, p. 357) than that of his family of origin. J obtained his business and finance degree and works in San Francisco at a major financial institution. His wife is currently completing her Master’s degree at UC Davis. Early on, they made a conscious decision to have only one child (unheard of in our Hispanic family), in order to be able to offer her any and all advantages possible. The entire family, including seven-year-old A, is incredibly fit, as they routinely exercise (running, playing soccer, working out). Four years ago, they had their house custom-built, and now enjoy socializing with their upper middle class, like-minded neighbors. J and C have set a firm, healthy foundation for their family’s future health. From your professional and /or personal experiences, give one example of a person or family whose health-related behaviors appeared to have been driven by an alternativevalue in which healthcare intervention was passively received. Identify the social class, culture/ethnicity, and age range of the primary person(s) involved. As I stated above, I grew up in a working-class, Hispanic family. My parents grew up in large, relatively poor families. My father’s family health-related behaviors were limited to folk remedies. No one went to the doctor’s or hospital. Being healthy was not a right afforded to the poor. Lack of access to proper nutrition, preventative healthcare, and necessary medications/treatments were simply not available in rural Puerto Rico. Their only “drive” was to survive each day. He grew up in a culture that believed that high blood pressure, CVAs, CVD, and diabetes were a normal, inescapable part of life. Unfortunately, my father (now nearing 70) adopted the same mentality. Two years ago, he was diagnosed with diabetes. It has been excruciatingly difficult to help him understand that he actually has control over the outcomes of his disease…that he can prevent future complications by changing his diet and exercising. During a recent trip to the ED for a blood glucose >600, he again received and attentively engaged in extensive teaching on his condition. Sadly, he has yet to own his disease. Discussion Reply 3 LaVina Robinson Discussion 1 Module 3 Family Values According to (Friedman p 363) “most families value being an active and equal participant in their health care decisions as opposed to being a passive recipient of health care interventions”. In my nursing experience I have found this to be very true. For example, not to long ago I was caring for an elderly around 80 who was a Filipino male, who was probably middle class he was a retired vet, he had a wife and daughter who were heavily involved in this care. One instance was upon discharge. This family had so many questions and concerns that their discharge instructions took over 2 hours because they wanted to ensure that they would be able to take care of their loved one properly at home. They wanted him to receive the pneumonia vaccination but not influenza because he had never had it before and they felt like he would get sick. This family is a notable example of the American Core Value -quality of life and maintaining health. Elkin’s work (as cited in Friedman, 2003, p 370) states, “knowledge of family values is important data for the nurse to have in order to establish realistic goals and intervention strategies with the family”. But what about those who don’t seem to care. Unfortunately, I have seen on more than one or two occasions patients who take medications but don’t know the names of the medications and why they take them. Every morning on med pass, I make it a habit to go over the medications with patients. Many patients have said that they don’t know the medications they take. Furthermore, they have told me that they take the medications because the doctor prescribed them, and the doctor knows best. This gives me an opportunity to educate my patients and let them know their rights and how to use their voice because some of them just do what the doctor says. I have found this mostly in the older and elderly population and across all social and ethnic backgrounds. Discussion 2 Assessing Family Values In the textbook, the authors propose that nurses assess a family’s values by comparing and contrasting to those of the dominant American culture. In Part A, discuss one example of how you or another healthcare worker has used this approach. In Part B, discuss whether, in your professional opinion, this is an appropriate way of assessing family values. Disussion Reply 1Holly Royer Module 3 Discussion 2: Assessing Family Values March 17, 2007 Recently I had a patient; we will call Jane, that came to our emergency room who had a unique condition known as intersex also known as hermaphroditism. The patient had internal female sex organs, external male sex organs and brought up as a male. The patient stated that she felt like a woman and chose as an adult to live as a woman. I found it essential to evaluate the patient and families values to ensure that the patient was able to cope with her lifestyle. The patient verbalized that she grew up with conservative values and that the family did not support her choice to live as a woman. The patient did not have a job nor did she have many accomplishments, she contributed this to a debilitating car accident. At the time the patient was at our facility, she weighed nearly four hundred pounds. I was able to, through conversation with the patient, assess her and her families values including quality of life and maintaining health. The patient informed me that she spent her time playing video games and watching television. I used information provided to educate her on coping mechanisms and to evaluate the most effective health educational material to present to the patient. Comparing and Contrasting values is an effective approach to assess the family values related to health care practices. It is, however, less likely to be used in an emergency care setting, where the focus is on things that will immediately cause harm or death to a patient. In the case of emergent care, a more focused assessment in the area of family values may be more efficient. One possibility would be to utilize the most applicable values to assess that concerns the patient. Like with Jane, I focused on the values that applied more specifically to her current situation, such as tolerance of diversity and productivity. DISCUSSION POST 2 Angeline Sheridan Module 3, Discussion 2 Assessing Family Values March 14, 2018 In your work as a nurse or student nurse, describe one example of how you have used this approach or have seen another healthcare provider use this approach to assess the values of a patient or family related to healthcare practices. As a nurse, I have never “formally” used (or witnessed the use of) this approach to assess the values of a patient/family related to healthcare practices. At some conscious and subconscious levels, I have taken into consideration a patient’s social class, cultural background, education, work ethic, rationality, and quality of life, but never to the extent demonstrated by Friedman et al. (2003, p.371). Consideration of family values in relation to healthcare practices is an incredibly important part of our nursing assessment. We, however, must remain cognizant of other influencing factors, and not mistake a lack of resources (money, transportation, childcare) as a lapse in core values. In your professional opinion, as a current or future healthcare provider, is this an appropriate way to approach the assessment of family values? Is this an effective way to assess family values related to healthcare practices? Can you suggest an alternative approach? As the immigrant population of the United States continues to grow by leaps and bounds, I hesitate to agree that comparing/contrasting a family to the “American Core Values” in order to evaluate its well-being is an effective tool. The assumption in using this tool is that the “American” way of doing things is the best way, and any divergence from the outlined standards is aberrant. Friedman et al. illustrate this in the example of the Asian-American adolescent who chooses to adopt the values of independence, individualism, and assertiveness (2003, p. 355). While these qualities are praised as American values, the same qualities can serve as signs of disrespect and the disintegration of the Asian-American family that prizes interdependence, family members functioning as one unit, and respect of their native culture/elders. These conflicts of values can cause great disturbances in the stability and well-being of a family. While using the above-mentioned tool can help the healthcare worker in attempting to contextualize data and practices, it does not serve to give an accurate view of the family in question. However informative and well-written our textbook, it is incredibly outdated/incorrect in its statistical information and supporting references. I would propose using updated approaches when creating such a tool to evaluate family values as they relate to health care practices. The tool/approach must consider the sub-culture of the family in context of itself, and not assume that “different” is erroneous. DISCUSSION POST 3 Kristen Spiegelhoff Discussion—Assessing Family Values 3/14/2018 Nearly every day I work, I am comparing my patients to what Friedman labels “America’s Core Values” (Friedman, Bowden, & Jones, 2003, p 357). Upon admission, our patients go through an incredibly in depth interview. (Depending of course, upon the health stability of the patient) The admission interview we ask very detailed questions regarding their family values. Some of these questions include the following: Are you currently employed outside of the home? Can you list some personal achievements? What is your highest education level achieved? What are your long term health goals? All of these questions can be directly associated with what Friedman lists as “Major Value Orientations” (Friedman, et al., 2003, p 356). To be completely honest in my evaluation of this practice, I have to admit I am unsure it is necessary or best. If we are utilizing Friedman’s definition of family to include anyone who identifies themselves as being in said family (Friedman, et al., 2003, p 10), then why would we compare them to standard values they don’t necessarily identify as values they hold? For example, do we need to know the education level of a master mason to know how to care for him? Does it matter that he never attended traditional schooling beyond 12th grade? Should we routinely ask an Amish woman if she works outside of the home just for the sake of asking? No. I feel we first need to identify what each individual patient values in life and adjust our cares to help them achieve their personal goals as opposed to making them feel as though we “expect” differently from them. N3352 Legacy of the Family Discussion – Assessing Family Values Post your responses by 2359 Wednesday of Post your replies to peers by 2359 Saturday Topic On page 370 of your textbook, Friedman et al. propose that nurses assess a family’s values by contrasting and comparing the values of a family to those of the dominant American culture (see American Core Values, page 355), by looking at value congruency within the family, and by analyzing how the family’s values affect the health status of the family. A. In your work as a nurse or student nurse, describe one example of how you have used this approach or have seen another healthcare provider use this approach to assess the values of a patient or family related to healthcare practices. B. In your professional opinion, as a current or future healthcare provider, is this an appropriate way to approach the assessment of family values? Is this an effective way to assess family values related to healthcare practices? Can you suggest an alternative approach? November 2016 Page 1 of 3 N3352 Legacy of the Family Rubric 5 Points will be deducted for EACH DAY late. No credit will be given for late Peer Responses Discussion Response Submitted on time* (10 points) Length of Response (10 points) Exceptional Superior Acceptable Response is posted by due date/time for each question Response is posted by due date/time for each question Response is NOT posted by the due date and time for each question (10 points) (10 points) (0 points) Response is 101–200 words. Response is 51– 100 words. Response is less than 50 words. (7-10 points) (4-6 points) Response is a minimum of 50 words. Response is posted by due date/time for each question (10 points) Unacceptable (0 points) (1-3 points) Incorporates Key Concepts (20 points) Includes Specific Examples (10 points) Response is substantive and incorporates N3352 key concepts and principles. Response briefly refers to some N3352 key concepts and principles. Response refers to only one N3352 key concept or principle. (11-15 points) (1-10 points) Response includes specific, personal, or professional examples Response includes specific ,personal, or professional examples Response includes a general, personal, or professional example (6-8 points) (1-5 points) Replies are posted to 2 peer comments. Replies are posted to 1 or 2 peer comment(s). (9-10 points) Replies to Peers Quantity of Replies (10 points) Exceptional Replies are posted to more than 2 peer comments Superior (6-8 points) (9-10 points) Timely Posting of Replies * (10 points) Length of Reply (10 points) (0 points) Response does not include a personal or professional example (0 points) Unacceptable Reply is NOT posted to a peer’s comments (0 points) (1-5 points) Reply is posted on time. Reply is posted on time. Reply is posted on time. (10 points) ( 10 points) ( 10 points) Reply is NOT posted to a peer’s comments o n t im e . (0 points) Each reply is over 50 words. (8-10 points) November 2016 Acceptable Response refers to no N3352 key concepts or principles. Each reply is a minimum of 50 words. At least one reply is a minimum of 50 words. Replies are unacceptable length. (6-7 points) (1-5 points) (0 points) Page 2 of 3 of N3352 Legacy of the Family November 2016 Page 3 of 3 N3352 Legacy of the Family Relates to Content ( 20 points) Each reply relates substantively to the peer’scom m ent and incorporatesN3352 key concepts and principles. Each reply relates to the peer’s comment and refers briefly to N3352 key concepts andprinciples. Reply relates to the peer’scomments. Replies do not relate to the peer’s comments. ( 1-10 points) (0 points) ( 11-15 points) (16- 20 points) November 2016 Page 4 of 3 N3352 Legacy of the Family Discussion – Family Values Post your responses by 2359 Wednesday Post your replies to peers by 2359 Saturday Topic One of the terms we often see in the media is “family values.” In Chapter 13, page 353 of the textbook, Friedman et al. define family values as “a system of ideas, attitudes, and beliefs about the worth of an entity or concept that consciously and unconsciously bind together the members of a family in a common culture (Parad & Caplan, 1965).” Clearly, the true meaning of “family values” is complex. However, one thing is clear: family values serve as general guides to behavior and they shape the family’s patterns of behavior related to health care. Beginning on page 355, there is a detailed discussion of American Core Values. One of these values (see page 363) relates to quality of life and maintaining health. Friedman et al. indicate that maintaining health is becoming a major value within the American culture along with people actively participating in their healthcare decisions rather than passively receiving healthcare intervention. a) From your professional and/or personal experiences, give one example of a person or family whose health-related behaviors appeared to have been driven by this American Core Value, and identify the social class, culture/ethnicity, and age range of the primary person(s) involved. b) From your professional and /or personal experiences, give one example of a person or family whose health-related behaviors appeared to have been driven by an alternative value in which healthcare intervention was passively received. Identify the social class, culture/ethnicity, and age range of the primary person(s) involved. November 2016 Page 1 of 3 N3352 Legacy of the Family Rubric Late Initial Discussion responses will be penalized 5 points for every day late. There will be no credit given for late peer responses. Discussion Response Submitted on time* (10 points) Exceptional Superior Acceptable Response is posted by due date/time for each question Response is posted by due date/time for each question Response is posted by due date/time for each question (10 points) (10 points) (10 points) Unacceptable Response is NOT posted by the due date and time for each question (0 points) Length of Response (10 points) Incorporates Key Concepts (20 points) Response is 101–200 words. Response is 51–100 words. Response is a minimum of 50 words. Response is less than 50 words. (10 points) (5 points) (3 points) (0 points) Response is substantive and incorporatesN3352 key concepts and principles. Response briefly refers to some N3352 key concepts and principles. Response refers to only one N3352 key concept or principle. Response refers to no N3352 key concepts or principles. (10 points) (0 points) Response includes a general, personal, or professional example Response does not include a personal or professional example (15 points) (20 points) Includes Specific Examples (10 points) Response includes specific, personal, or professional examples Response includes specific, personal, or professional examples (10 points) (10 points) Unacceptable Replies are posted to 2 peer comments. Replies are posted to 1 peer comment(s). Reply is NOT posted to a peer’s comments (8 points) (5 points) (0 points) Replies * (10 points) Reply is posted on time Reply is posted on time Reply is posted on time Reply is NOT posted on time (0 points) (10 points) (10 points) ( 10 points) ( 10 points) Length of Reply Each reply is over 50 words. Each reply is a minimum of 50 words. At least one reply is a minimum of 50 words. (10 points) (7 points) (5 points) Quantity of Replies (10 points) Timely Posting of (10 points) Substantive replies are posted to 2 o r more peer comments Superior (0 points) Acceptable Replies to Peers Exceptional (7 points) Replies are of unacceptable length. (0 points) November 2016 Page 2 of 3 N3352 Legacy of the Family Relates to Content ( 20 points) Each reply relates substantively to the peer’s comment and incorporates N3352 key concepts and principles. Each reply relates to the peer’s comment and refers briefly to N3352 key concepts and principles. Reply relates to the peer’s comments. Replies do not relate to the peer’s comments. ( 10 points) (0 points) ( 15 points) ( 20 points) November 2016 Page 3 of 3 N3352 Legacy of the Family Discussions: Reading Response and Replies A) Response and B) Replies Headings: For each assignment, please include your name, the title of the assignment, and due date at the top of the Discussion page. Description: Students will engage in an online discussion in response to the textbook readings and Class Notes. The electronic discussion has two parts: A) student’s original response to text and Class Notes, B) student’s replies to peers. Part A: Response– Students will submit to the Group Discussion Board a reading response summarizing and linking the textbook and other assigned readings (as indicated in the schedule) as well as personal reactions to the material. Students should make ONLY ONE posting for each discussion question set no matter how many chapters/articles read. Mark the posting with the following label: Response #1, etc. Part B: Replies– Following response posting, students will return to the discussion board to read and reply to your peers’ initial responses. Think of “in class” discussions in face-to-face courses you have taken or teach. Your replies should be frequent and keep the discussion going. (See the grading rubric on the next page.) November 2016 Page 1 of 3 N3352 Legacy of the Family Rubric 5 Points will be deducted for EACH DAY late. No credit will be given for late Peer Responses Discussion Response Submitted on time* (10 points) Exceptional Superior Acceptable Response is posted by due date/time for each question Response is posted by due date/time for each question Response is posted by due date/time for each question (10 points) (10 points) (10 points) Unacceptable Response is NOT posted by the due date and time for each question (0 points) Length of Response (10 points) Incorporates Key Concepts (20 points) Response is 101–200 words. Response is 51–100 words. Response is a minimum of 50 words. Response is less than 50 words. (8-10 points) (4-6 points) (1-3 points) (0 points) Response is substantive and incorporates N3352 key concepts and principles. Response briefly refers to some N3352 key concepts and principles. Response refers to only one N3352 key concept or principle. Response refers to no N3352 key concepts or principles. (14-10 points) (0 points) Response includes a general, personal, or professional example Response does not include a personal or professional example (11-15 points) (16-20 points) Includes Specific Examples (10 points) Response includes specific, personal, or professional examples Response includes specific, personal, or professional examples (9-10 points) (8-10 points) Unacceptable Replies are posted to 2 peer comments. Replies are posted to 1 peer comment(s). Reply is NOT posted to a peer’s comments (6-8 points) (1-5 points) (0 points) Replies * (9-10 points) Reply is posted on time Reply is posted on time Reply is posted on time Reply is NOT posted to a peer’s on ti me (10 points) (10 points) ( 10 points) ( 10 points) (0 points) Quantity of Replies (10 points) Timely Posting of November 2016 Substantive replies are posted to 2 more or more peer comments Superior (0 points) Acceptable Replies to Peers Exceptional (1-7 points) Page 2 of 3 N3352 Legacy of the Family Length of Reply (10 points) Each reply is over 50 words. Each reply is a minimum of 50 words. At least one reply is a minimum of 50 words. (9-10 points) (6-8 points) (1-5 points) Replies are of unacceptable length. (0 points) November 2016 Page 3 of 3 N3352 Legacy of the Family Relates to Content ( 20 points) Each reply relates substantively to the peer’s comment and incorporatesN3352 key concepts and principles. Each reply relates to the peer’s comment and refers briefly to N3352 key concepts andprinciples. Reply relates to the peer’scomments. Replies do not relate to the peer’s comments. ( 1-10 points) (0 points) ( 11-15 points) (16- 20 points) November 2016 Page 4 of 3
