NR 305 Week 3 Family Genetic History Recent
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 (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 100 points.
Due Date
The Family Genetic History Assignment is to be submitted at the end of Week 3. 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 3. 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.”
Directions
Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram.
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.
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 with MS Word, therefore you are not expected to use symbols, lines, or other drawing elements. Instead, describe the relationships among the various people in the adult 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.
Save the completed form by clicking on “Save as” and add your last name to the file name, e.g., “NR305_Family_Genetic_History_Form_Smith”.
Submit the completed form to the Family Genetic History basket in the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 3. Please post questions about this assignment to the weekly Q & A Forums so the entire class may view the answers.
People spend an entire lifetime developing wealth and belongings; during end-of-life considerations, people usually determine who shall receive which wealth and belongs. When an unexpected death occurs, or even a known death, but at an unexpected time, there is only one sure thing, death will occur, and the intentions of a loved one are typically the primary focus. Intentions aside, when determining the best approach to making decisions for a loved one who passed or a loved one who is unresponsive and under medical interventions, the legal aspect of who can make what decisions and the options available to be determined become tricky rather quickly. A living will is a document that allows a person to make decisions on behalf of another person; there are multiple types and limitations of living wills, and people must take careful considerations when determining the best approach to creating a living will (Pevey, 2003). Making a durable power of attorney for health care (DPAHC) allows medical professionals to have the information required to provide the desired level of care to a patient during a time when the patient cannot contribute to the decision (Pevey, 2003). The family of a patient that has a DPAHC can make decisions on behalf of the patent; the intentions of the patent are stated within the document, such as when to be taken off life support, to perform life-saving interventions, and other medical-related intentions of the patient (Pevey, 2003).
Ownership rights to a person’s property when they pass becomes a vital topic immediately following their death. There are many responsibilities of the recently passed who shift ownership to a new person; whether it’s financial, material, or nonmaterial, the transfer of ownership is outlined within a will help to alleviate problems that occur (Bryant &Snizek, 2003). Contingency arrangements outlined within a living will describe the deceased person’s intentions and final wishes, allowing the family and friends the information to plan accordingly. Creating a living will is an excellent approach to ensuring your intentions are known and can be carried out as best they can because friction occurs when people leave the living wills outdated. Creating and updating your living will is critical to ensuring your loved ones are provided a little bit of relief during an already difficult time.
References:
Bryant, C., & Snizek, W. (2003). The last will and testament: A neglected document in sociological research (pp. 926-933). SAGE Publications, Inc.,
Pevey, C. (2003). Living wills and durable power of attorney for health care. In C. Pevey Living wills and durable power of attorney for health care (pp. 891-898). SAGE Publications, Inc.,
Grading Criteria
Category Points % Description
Family Genetic History 35 35 Develop a family genetic history that includes the adult 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 25 25 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 35 35 Plan changes based on the evaluation of the adult participant’s family genetic history that will promote an optimal level of wellness both now and in the future.
Scholarly writing 5 5 Use proper grammar, spelling, and medical language.
Total 100 pts 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
(35 pts)
All required criteria included; no errors
(32–35 points)
Three or four generations included in the history; information is provided about each person but lacks detail about relationships and/or health information
(29–31 points)
Two generations included; no relationships described or no health information provided
(26–28 points)
No history or fewer than two generations included; no relationships described or no health information provided
(0–25 points)
Evaluation of Family Genetic History
(25 pts)
Evaluation complete; thoroughly covers all required elements
(23–25 points)
Evaluation addresses only two of apparent health risks within the history
(21–22 points)
Evaluation addresses only one of apparent health risks within the history
(19–20 points)
Evaluation missing
(0–18 points)
Planning for Future Wellness
(35 pts)
Plan for wellness incorporates all areas of risk within the family genetic history, demonstrating critical thinking; answered all required questions
(32–35 points)
Plan for wellness demonstrated basic understanding of the family genetic history; answered all but one of the required questions
(29–31 points)
Plan for wellness demonstrated basic understanding of the family genetic history answered two of the required questions
(26–28 points)
Plan for wellness does not demonstrate basic understanding of the family genetic history or is missing
(0–25 points)
Scholarly writing
(5 pts)
No grammar, spelling, or syntax errors. Writes in complete sentences.
(5 points)
No more than two errors of any type
(4 points)
Three or more errors of any type
(3 points)
APA, grammar, spelling and/or punctuation contain multiple errors
(0–2 points)
Total Points Possible = 100 points
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Also Read:
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.
