Wright State University-Miami Valley
College of Nursing and Health
Fall 2009
COURSE NUMBER: Nursing 716 Beacon
COURSE TITLE: Advanced Practice of Family Nursing
CATALOG DESCRIPTION: Family science and nursing theories are used as frameworks to
assess and analyze family functioning including health promotion and risk identification of
families experiencing health issues. Therapeutic interventions are discussed including multi
disciplinary approaches.
CREDIT ALLOCATION: 2 credits
TIME AND LOCATION: 10:10 AM-12:00 Noon 004 Hamilton Hall
PREREQUISITES: Graduate standing
FACULTY:
OFFICE HOURS:
Donna Miles Curry, PhD., RN.
102 University Hall
Phone: 775-2653
Email: donna.curry@wright.edu
Tuesdays 2-5pm by appointment
COURSE OBJECTIVES:
1. Use family and nursing theories and frameworks to analyze families.
2. Compare and contrast family structures and their impact on health.
3. Analyze the influence of risk behaviors, illness, culture and environment on the health of the
family.
4. Identify evidence-based health promoting strategies, interventions and community resources to
improve family functioning.
5. Examine the roles of health professionals in working with families.
6. Analyze ethical, legal, economic, political, social, technological, and environmental issues
from a global perspective to influence health care delivery, health policy, and the advancement
of the nursing profession.
REQUIRED TEXT:
Friedman, M.M., Bowden, V. R. & Jones, E.G. (2003). Family nursing: Research, theory &
practice. Prentice Hall: Upper Saddle River, NJ.
Also see readings on electronic course reserve at http://www.libraries.wright.edu/course
reserves.
TEACHING STRATEGIES: Lecture, discussion, papers, video clips, quizzes and web based
activities such as discussions boards.
COURSE REQUIREMENTS:
NOTE: All formal written assignments should be computer generated in Microsoft Word and
posted in the designated “drop boxes” as indicated. Papers will be graded with comments
inserted. To see graded paper with comments click on the version uploaded by the faculty
member and click on View and then click on Mark up.
1. Online Quizzes
Quiz 1 will be taken online via webct on assigned date. All other quizzes will be taken in
computer lab or class at the beginning of class time on their assigned dates. Once you start the
quiz, you have just the set time to complete. Each quiz will cover the course content (lecture,
readings and video clips) from the preceding weeks as indicated under Topical Outline later in
this syllabus. Quizzes will consist of 20-30 questions in various formats such as multiple choice,
matching and short answer. Grades will be posted on the web ct grade book..
2. Family Centered Care Evaluation Paper
Evaluate “Family Centered Care” in an agency/clinical setting where you work, used to
work, are doing clinical or in your community. I.e. if you are not working currently, you
might assess the setting where you currently are receiving health care). References for this
assignment can be found on the topical outline and also at
http://www.familycenteredcare.org
•
•
Describe the agency and its objectives (20%)
Evaluate the agency on the following key elements of family centered care (75 %):
1. Recognizing that the family is the constant in the person’s life while the service
systems and personnel within these systems fluctuate
2. People are treated with dignity and respect.
3. Health care providers communicate and share complete and unbiased information with
patients and families in ways that are affirming and useful (within HIPPA constraints).
4. Patients and families build on their strengths by participating in experiences that
enhance control and independence.
5. Collaboration among patients, family members and providers occurs in policy
and program development and professional education, as well as in the delivery of care.
-Complete the family centered-care agency evaluation form on the web ct page and base
parts of your critique using this instrument. Be sure to cite concrete examples or
observations specific to each of these five key elements.
•
This paper should be no more than 5 pages long, 5th Edition APA and use references. (5
%)
Complete the family centered-care agency evaluation form on the web ct page and base
parts of your critique using this instrument. Be sure to cite concrete examples or
observations specific to each of the five key elements.
Due: Friday, October 2
3. Family Issue presentation
The student will post this assignment in 2 locations on the web ct site. Post one version on the
designated web discussion board for this issue and the second on the designated assignment drop
box on the web ct site no later than 5pm on Monday, November 9. This presentation should be
no more than 10-15 slides and last no should take no longer than 10 minutes to read/view.

Students must select and have approved by the instructor the family issue topic. Students
can elect to do this in a pair, recognizing that it is a group grade. A list of suggested
topics is provided under Course Content and Related Materials link. No two students
(groups) can have the same topic but some variations might be presented, e.g. family with
a member with HIV/AIDS could focus on adults while another could focus on pediatric.
Criteria:
1.
Identify the health problem/issue and how it impacts families. [Remember the focus is
family health which is conceptualized as family functioning.] (20%)
2.
Discuss a global perspective to this problem. This discussion can focus for example : on
particular and unique impact on family functioning in that region of the world (i.e. IVH in
Africa in contrast to the family here in U.S.); health care delivery variations in comparison
to the United States; and political or social initiatives by either a specific organization or
the World Health Organization related to the health problem. (10%).
3.
Detailed discussion of community resources available locally and critique of how
supportive it is of families. (20%)
4.
Identify and discuss health care (social) policy related to this family issue/problem (10%)
5.
Discuss cultural implications for the families that have a family member with this problem
particularly for the nurse working with this family (20%)
6.
Conclude with at least two discussion questions to which the rest of the class will respond.
(5%)
7.
Demonstrated use of course content, readings, additional library. Include a slide with
references. (5%)
4. Class participation activities
Weekly activities in class or online have a 1 point/week value. The average of these
scores will determine the number of course points you receive for this item. There is no
make-up for these activities should a student not complete the activity during the assigned
week. The activity for week 10 will be to view the presentation for your assigned group
discussion board and respond to the questions raised by the presenter.
EXTRA CREDIT OPTION: Family Paper (Maximum worth- 10 points)
Due: Friday, November 13
It should demonstrate satisfactory levels of mastery of the content for this course. The
student will need to recruit a family to interview or work with to complete this paper and
should be based on one family. Student must earn at least a 70% of the points to receive
any extra credit.
Criteria for Family Paper:
_____ Description of family, family history, genogram, developmental stage and
identification of a family health problem. (10%)
_____ A description of the health problem. Discuss current multi disciplinary treatment
of the patient with this problem. (5%)
_____ Select a family theory, explain and apply as a basis of assessment (data collection
and analysis) of the family. (5%)
_____ Select and explain a family assessment instrument.
Use it with the family (note you can kill two birds with one stone if your
instrument is based on the theory selected.) (8%)
_____ Do a short evaluation of the instrument/strategy/approach. (5%)
_____ Choose and describe one other instrument that measures the same construct and
identify what the benefits of that instrument might have been. Compare and
contrast the two instruments. (5%)
_____ Draw conclusions based on the family assessment, identifying at least one
FAMILY nursing diagnosis. (7% points)
_____ Describe appropriate family nursing interventions. One of the references must be
a research article related to the intervention. (10%)
_____ Plans should include the family and the supra system. (5%)
_____ Discuss community organizations or support groups that could be involved with
the health care of the patient and family. (5%)
_____ Identify beliefs and values of selected population groups in relation to health care
for this specific family. (5%)
_____ Identify strategies for implementing culturally sensitive nursing care for this
family citing relevant research findings related to culturally sensitive care.
(5%)
_____ Identify the family’s particular folk practices? (5%)
_____ Discuss an ethical or legal issue related to care of care of this family. (5%)
_____ Identify areas for further family research derived from your review of the
literature related to the care of this family. (What don’t we know and need
to know? What were you not able to find research on?) (5% )
_____Document fiscal responsibility of care (including but not limited to SS, BCMH,
CHIPS, Medicaid, Medicare). (5%)
_____Use 5th edition APA format. Paper should reflect use of course content, readings,
and additional library research. (5% )
_____ Total (10 points possible)
EVALUATION:
Required Assignment
Family Centered Care Paper
Class participation and
activities
Presentation
Quizzes
GRADING SCALE:
90-100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
Below 60 = F
20 points
10 points
20 points
50 points
Topical Outline
Week/Date
Week 1
9/8
Lecture Topic
Orientation
Overview of Family theories
family nursing
Readings
Readings:
Friedman, Bowden & Jones Ch 1 & 2 (p3-60)
Dokken, D. & Ahmann, E. (2006). The many
roles of family members in “family-centered
care-Part 1, Pediatric Nursing, 32(6), 562-5.
Assignments
Theoretical Concepts and
Models for Family Nursing
Nursing Process Assessment
Instruments
Family Theories
Friedman, Bowden & Jones Ch 3, 4, 7(59-95,
171-206
Bomar Ch 8 171-193
Supplemental resources on electronic reserve:
Hanson (2001) Appendix C (FS3I) & D
(Friedman Family Assessment Form)
Wright & Leahy (2000) Ch 8 How to
do a 15- minute (or shorter) Family
Interview
Class Activity1
Family Type
Genogram/ecomap
Advanced strategies for
promoting family health
Multi disciplinary approaches
From Week 2 also…
Vaughan-Cole, Ch 5 Interviewing the
Family Unit
View on electronic reserve Wright & Leahy
video on families.
Bomar Ch 11 (p.262-303)
Class Activity 2
Family Function
and Strategies for APNs
Role of the Advanced Practice
Nurse with Families
The Changing Family
Week 2
9/15
Week 3
9/22
.
View the video clip “Holly”
Week 4
9/29
Stress, Coping and Social
Support
Family Roles
Community Resources for
Families
Guest Lecturer: Dr. Judy
Ribak
Friedman, Bowden & Jones Ch 6, 12, 17
Quiz 1- on content from
Week 1-3. – WEB CT
Week 5
10/6
Communication/Values
Culture/ethnic diversity of
families
Friedman, Bowden & Jones Ch 8, 10, 13
Friedman Ch 18 Latino Family, 19 African
American Family, 20 AsianAmerican Family
Rehm, R. R. (1999). Religious faith in
Mexican-American families dealing
with chronic childhood illness. Image,
31(1), 33-38.
Family Center Care Paper
Due
Class Activity 3: Family
values
View the video clip
“Hospice”
Week/Date
Week 6
10/13
Week 7
10/20
Week 8
10/27
Week 9
11/3
Lecture Topic
Family Units Across the
Lifespan
Parenting as a Paradigm
Social and Health Policy for
Families
Acute and Life-Threatening
Illness and the Family
Readings
Friedman, Bowden & Jones Ch 5, 14, 15
Recommended:
Price, Mc Kenry & Murphy Ch1 Families
Across Time, Ch 14 Parent-Child relations
across the life course &
16 Family systems in flux
Anderson- Fathering Promotion pp7797 (in Craft-Rosenberg & Denehy)
Denehy - Parenting Promotion pp99117 (in Craft-Rosenberg & Denehy)
Friedman, Bowden & Jones Ch 16
Hanson Ch 6
Wooley, N. Crisis theory: a paradigm of
effective intervention with families of critically
ill people. Journal of Advanced Nursing, 15,
1402-1408.
Assignments
Class Activity 4
Developmental stage and
tasks for family
View the video clip
“Maureen”
Quiz 2 on Week 4-6- Meet
in computer lab at 10:10
Recommended:
Vaughan-Cole Ch 6 Care of
child/adolescent in an ambulatory
setting, Ch 7 Family with a child in
the pediatric acute care setting, Ch 15 Elderly in
an acute care setting
Chronic Illness and the Family Friedman, Bowden & Jones p336-339
Class Activity 5
Family Caregiving
Hanson Ch 16 Families with Chronic Illness
413-434
Doka Ch9 in Caregiving and Loss
Knafl, Deatrick & Kirby 373-388 (in
Craft-Rosenberg & Denehy)
Poirier & Ayers Ch 61
High Risk Family
Families in Crisis
Selected readings on high risk states in
parents (single parent, adolescent,
abusive parent, chronically or
terminally ill parent)
Class Activity6
Friedman, Bowden & Jones p 466
Price, Mc Kenry & Murphy Ch 8 A Life
Course Approach to Family Violence
Rosquist, P.R. & Krugman, R.D.
(1999). Child abuse and neglect, in Wallace,
H.M., Green, G. Jaros, K.J., Paine, L.L. and
Story, M. (Eds). Health and welfare for families
in the 21st century. Jones and Bartlet:
Sudbury, MS. Pp189-195.
Sherman, P. & Redlener, I. (1999).
Homeless women and their children. in
Wallace, H.M., Green, G. Jaros, K.J., Paine,
L.L. and Story, M. (Eds). Health and welfare
for families in the 21st century. Jones and
Bartlet: Sudbury, MS. 205-218.
Reminder:
Post your Family Issue
presentation by 5pm on Nov.
10
Week/Date
Week 10
11/10
Lecture Topic
Readings
Assignments
Quiz 3 on Week 7-9
Meet in computer lab
WebCT : View assigned
Family Issue presentations
and respond to discussion
questions by midnight
Sunday, November 15
Course evaluation
Optional extra credit
Family Paper due end of
this week.
* Indicates this reading is optional.
INSTRUCTOR’S POLICY ON DUE DATES
While no penalty is listed in the syllabus of late assignments you need to know that these dates
are set with a workload management plan. When students run late, it trickles over on to the
instructor’s ability to get things done in a timely fashion. You are asked that if you are unable to
make a due date that you discuss this with me via email and that it will remain the instructor’s
prerogative to give a zero grade for a late assignment. I will check my email definitely every
Monday and most weekdays if I am in town. The exception will be September 27-30 when I will
be out of town. Do not panic if you do not hear back from me immediately. I will consider the
fact based on the date your email is sent to me when considering specific situations.
REFERENCE LIST
BOOKS
Doka, K. J. (2001). Chapter 9 Grief, Loss and Caregiving. In Caregiving and Loss. Washington,
D. C.: Hospice Foundation of America pp215-232.
Craft-Rosenberg & Denehy, J. (Eds). (2001). Nursing Interventions for Infants, Children and
Families. Thousand Oaks, CA: Sage.
Feetham, S.L., Meister, S.B., Bell, J.M., & Gilliss, C.L. (1993). The Nursing of Families.
Newbury Park: SAGE Publications.
Friedman, M.M. (2003). Family Nursing: Research, Theory, & Practice (5th Ed.). Stanford,
Conn.: Appleton & Lange.
Hanson, S.M.H., Gedaly-Duff, V. & Kaakinen, J. R. (2005). Family Health Care Nursing:
Theory, Practice and Research (3rd Ed.). Philadelphia: F.A. Davis
Hymovich, D.P. & Hagopian, G.A. (1992). Chronic Illness in Children and Adults.
Philadelphia: W.B. Saunders Company.
Johnson, S.H. (1986). Nursing Assessment and Strategies for the Family at Risk (2nd Ed.).
Philadelphia: W.B. Saunders Company.
McCubbin, M.A. and Thompson, A.I. (1991). Family Assessment Inventories for Research and
Practice. Madison: The University of Wisconsin - Madison.
McKenry, P.C. & Price, S.J.(Eds.) (1994). Families and Change. Newbury Park: SAGE
Publications.
Poirier, S. & Ayres, L. (2002). Stories of Family Caregiving. Indianapolis: Center Nursing
Publishing.
Price, S. J., McKenry, P.C., & Murphy, M. J. (2000). Families across time: A life course
perspective. Los Angeles: Roxbury.
Vaughan-Cole, B., Johnson, M.. J., Malone, J.A., & Walker, B. L. (1998). Family Nursing
Practice. Philadelphia: W.B. Saunders.
Wallace, H.M., Green, G. Jaros, K.J., Paine, L.L. and Story, M. (Eds). (1999). Health
and welfare for families in the 21st century. Sudbury, MS: Jones and Bartlet.
Wegner, G.D. & Alexander, R.J. (1993). Readings in Family Nursing. Philadelphia: J.B.
Lippincott Company.
Wright, L.M. & Leahey (2000). Nurses and Families: A Guide to Family Assessment and
Intervention (3nd Ed.). Philadelphia: F.A. Davis Company.
ARTICLES
Ahman, E. (1994). Family-centered care: Shifting orientation. Pediatric Nursing, 20 (2), 113117
Anderson, K.H. & Thomlinson, P.S. (1992). The family health system as an emerging
paradigmatic view for nursing. Image: Journal of Nursing Scholarship, 24(1), 57-63.
Austin, J. (1990). Family adaptation to a child’s chronic illness, In J. Fitzpatrick, R. T. & A.
Jacox (Eds.), Annual Review of Nursing Research, 9, pp 103-120. New York: Springer.
Hanson, J. L.. & Randall, V. F. (1999). Evaluating and improving the practice of family
centered-care. Pediatric Nursing, 25(4), 445-449.
Knafl, K.A. & Deatrick, J.A. (1986) How families manage chronic conditions: An analysis of the
concept of normalization. Research in Nursing and Health 9, 215-222.
McCubbin, H.I., Thompson, E.A., Thompson, A.I., McCubbin, M.A. & Daston, A.J. (1993).
Culture, ethnicity and the family: Critical factors in childhood chronic illness and
disabilities. Pediatrics, 91(5), 1063-1070.
Meleski, D.D. (2002). Families with Chronically ill children: A literature review examines
approaches to helping them cope. American Journal of Nursing, 102(5), 47-54.
Newton, M.S. (2000) Family-centered care: Current realities in parent participation. Pediatric
Nursing, 26(2), 164-168.
Rehm, R. R. (1999). Religious faith in Mexican-American families dealing with chronic
childhood illness. Image, 31(1), 33-38.
*This list includes several books and articles not on the required reading list. These references
were used for lecture or on the list in the past. It is hoped this list might provide some additional
resources for the student.
March 7, 2016