Appendix 33 - Family Assessment Case Study Assignment
NURS432 Community-Based Care for Vulnerable Populations
Family Assessment/Case Study Assignment
200 points
Objectives of this specific assignment:
• Demonstrate observation skills and the ability to understand families and
individuals and how they function within their communities
• Analyze how the community supports and/or creates challenges that impact the
health of individuals and families
• Practice assessing families and/or individuals to understand strengths and
challenges around health concerns using a community orientation; understanding
families/individuals within the context of a community setting.
• Provide a logical and descriptive assessment report of your findings using a case
study format.
Overview
Community health nursing practice focuses on individuals and families where they live,
work, and go to school. Nurses may care for clients in their homes, in agencies and in
schools. In this experiential project students practice doing assessments of individuals
and families as they live, work and play in the community. Students are expected to think
critically about the clients, family configurations and interactions, socio-cultural and
economic backgrounds, the community that supports the clients, and the resources
available to them. Note that assessment information may differ depending on the type and
location of the setting and the family/individual.
Specific Instructions: assessment and write up
This activity is to be done individually. Students choose a family or an individual living
in the community and ask for permission to do a family/case study health assessment.
This assessment must take place with an appropriate client in a community setting-- at
home, a coffee shop, community center, etc. You may use a friend, however do not
complete the assessment by interviewing another health professional or a family
member. You may find that your fieldwork agency may allow you to do this exercise;
however, the agency & practice experience instructor have not been prepared for this
request.
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Read Nies and McEwen, Chapter 20. “Family Health,” pp. 380-401.
Use the following tools to assist you in your assessment. You may need to adapt these
forms depending on the family/individual/situation; but they provide a basic reference
to help you get started.
• Nies: Guidelines for making a genogram and family health tree (pp.391-93)
• Nies: Guidelines for making an ecomap (p. 393-394)
Pick a client who you think might like to work with you for this assignment. Often
the best clients are people who could use a little extra attention in their lives. Very
busy people may not be the best choice.
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Ask the client for permission to practice your verbal assessment skills by working
with you on a family assessment/case study. Some clients will say they don’t have a
family—reassure them that many types of configurations are a family and that their
“family” may be their friends, their family of origin, etc. Inform them that this
process may take 1-2 hours. If they tire easily, you may have to do this in 2 sessions.
Be sensitive to your clients. For example, if you choose a busy new mother, figure out
what would work best ahead of time. If the client does not want to continue the
interview, let it go. You will be able to work with the information you have gathered.
This is not unusual in a community setting.
It is often a good idea to begin the assessment by drawing a basic genogram with
your client. Be sure to come prepared with large paper and pens, although you can
draw a quick genogram on any sheet of paper. Clients often have fun with helping
you make the drawing. This process is non-threatening, and helps to set a good tone
and develop trust for the remainder of the interview.
You can gather eco map information while you build the genogram and as you
interview the person.
If a client seems reluctant to answer a particular question, rephrase and try again. If
the client is still hesitant, move on to another question. Review your assessment tool
ahead of time and plan for rephrasing of difficult or intrusive questions.
Include a discussion of the client’s strengths, supports, and resources in your
discussion.
Remember, in the community, the clients are in control. Their privacy must be
respected. Use initials or pseudonyms and remove any identifying information.
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Writing Your Paper:
Use the Family/Case Study Assessment Rubric to guide writing your paper.
Also see pp. 399-401 in Nies and McEwen for an example of a family case study writeup. Depending on the person or family you have chosen find examples at the end of
several appropriate chapters. Use these case studies as models for your write up. If you
are interviewing a new parent, see that chapter’s case study; if you are interviewing a
senior, check out the case study on senior health, a person with mental illness—review
that case study, etc.
Important: You will want to include a Plan of Care to meet the needs of the person
or family you assessed. Be sure to include Long and Short Term Goals for the
person(s) at the individual, family and community levels as described on p. 400 in
Nies and McEwen.
Remember that an assessment in the community is usually done over time. You will only
be able to do as much as is possible in a short period of time. Contact the theory
instructor with any questions by e-mail.