Family assessment guideline each student will perform a family as

1. Family Assessment Guideline
Each student will perform a family assessment on a family in
their community. The family is to be chosen during the
community rotation.
After completion of the Family Assessment each student is to
determine one family nursing diagnosis and develop a care plan
for this diagnosis.
Use the following outline and table to gather and record your
data.
1. Family profile
a. Personal characteristics of each of the identified family
members
1) Initials
2) Age
3) Sex
4) Marital status
5) Ethnic orientation
6) Religious orientation
7) Educational level
8) Language
9) Occupational history (type of job, duration)

2. 10) Interest, hobbies, recreational activities
b. Current health orientation
1) What each family member considers to be healthy about
him/herself
2) What health goals each family member has
c. Family characteristics
1) Type of family form
2) Family structure
a) Role structure (Include the roles of each family member,
satisfaction with the role, presence of role strain, role flexibility
b) Value systems (Include what the family values are regarding
education, work, health, and religion, and presence of conflicts
of value in this family system)
c) Communication pattern (Include whether the communication
between family members is clear, open and specific, whether
emotions are expressed, and whether there are areas not open
for discussion)
d) Power structure (Include how decisions are made in this
family, especially regarding health issues, household matters,
and raising children. Also include who makes the decisions)
2. Biophysical considerations
a. Water
1) Identify the family's source of water supply

3. 2) Identify the family patterns of fluid intake
3) Identify whether there are any difficulties in meeting fluid
requirements for any of the family members and how is this
managed
b. Food
1) Usual family dietary pattern
2) Appropriateness of dietary pattern based on food groups
3) Dietary modifications necessary for any of the family
members due to cultural, religious, or medical reasons for any
of the family members
4) How food is prepared and by whom (Identify whether the
food budget for the family is adequate)
5) Family members' weight gain/loss patterns
c. Elimination
1) Address family members' bodily hygiene (i.e., adequacy,
problems with elimination)
d. Activity and rest
1) Family members' activity patterns: Address means of
ambulation (safety concerns), level of activity (home, work,
leisure), regular exercise programs
2) Family members' sleep/rest patterns: Address circadian
rhythms, time and duration of sleep, use of supportive aids
(sedatives, alcohol) or devices (reading, music)

4. 3) Activities the family engages in as a group
4) Acceptable and accessible resources for this family to meet
recreational, cultural, transportation, child care, and respite care
needs
3. Safety Assessment
a. Describe the family members' personal safety practices
b. Address social habits (i.e., level of use by family members of
drugs, alcohol, tobacco, coffee/tea/cola)
c. Family related to accident prevention and protection,
protection from acts of violence, and protection from
communicable disease
4. Health Practices Assessment
a. Health resources used (e.g., medical, dental, vision and
hearing, screening and immunization programs, and counseling)
b. Personal health practices by family members (e.g.,
stress/anxiety management, meditation, relaxation techniques,
breast self-exam, and well-child checkups, etc.)
c. Adequacy of family members' mental health (Address
affect/mood, thought processes, sensorium and reasoning, locus
of control, and suicidal or homicidal ideation)
5. Developmental Assessment
a. Identify what developmental stage of the family life cycle
this family is at (Ericson for pediatrics and Duvall for
obstetrics)

5. b. Identify conditions that promote or prevent normal
development for family members (i.e., life events, poor health,
education)
6. Current Health Assessment
a. Family's perception of current sources of stress or concern
b. Coping mechanisms
c. Concurrent stresses (life events) in the family system as a
result of the current stresses, concerns, or other health
deviations (Address psychological, physiological, and financial
changes)
d. Family perception of the health situation
1) Family's own perception of its strength to engage in self-
care.
2) Identified area of health for enhancement and development in
this family system (health promotion, health maintenance)
3) Family’s receptiveness to engage in health promotion /
maintenance activities
Family Assessment Data
Family Profile
Initials
Gender/
Age

6. Marital status
Ethnic orientation
Religious orientation
Educational level
Language
Occupational history
Hobbies, Recreation
Current Health Status

7. Family Characteristics
Family form
Role structure
Communication pattern
Power structure
Value system
Biophysical Considerations

8. Water
Food
Elimination
Activity pattern
Rest
Family Practices and Developmental Stage
Safety practices
Health practices
Developmental stage
Current Health Assessment
(narrative format)

9. Family Nursing Diagnosis
Family Plan of Care
Nursing
Diagnosis
Family Goals and
Desired Outcomes with projected Date:
Planned Interventions
with Rationales
Family Responsibilities
Nurse Responsibilities
#1
#2
#3
#1
#2
#3
#1

10. #2
#3
Describe how you plan to evaluate the effectiveness of each
intervention.
#1
#2.
#3
Identify Strengths and Weaknesses of the Family that may hel p
or hinder implementation of the plan of care. (Identify at least 3
strengths and weaknesses.)
#1.
#2
#3.
Clinical Evaluation Tool (CET) 2017
Clinical Evaluation Tool (CET) 2017
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeProfessional
Role
view longer description
threshold: 1 pts
Satisfactory- Consistently provides safe, skilled client care;
accountable for practice; maintains confidentiality; organized
and functions as a client advocate

11. 2 pts
Needs Improvement- Acknowledges limitations through self-
reflection and analysis to improve consistent assumption of a
professional role
1 pts
Unsatisfactory- Does not acknowledge limitations; failed to
provide safe, skilled care. Or, arrived late to clinical not
assuming responsibility for actions; demonstrated
unprofessional behavior at clinical site
0 pts
--
This criterion is linked to a Learning OutcomeCritical Thinking
view longer description
threshold: 1 pts
Satisfactory- Utilizes best practice standards to provide safe,
effective care; Adheres to nursing process and demonstrates
appropriate problem solving strategies; Draws accurate
conclusion
2 pts
Needs Improvement-Acknowledges limitations through self-
reflection and analysis to improve critical thinking for clinical
decisions; identifies resources and processes to assist in
drawing accurate conclusions in the future
1 pts

12. Unsatisfactory- Does not acknowledge limitations; failed to
provide safe, skilled care through assessment data analysis and
nursing process. Demonstrated faulty clinical decisions placing
clients/peers/ staff’s safety at risk.
0 pts
--
This criterion is linked to a Learning OutcomeCollaboration/
Communication
view longer description
threshold: 1 pts
Satisfactory- Consistently provides unbiased, therapeutic
communication with clients/ families/staff. Respectful at all
times; Verbal, nonverbal, and written communication accurate,
clear, age appropriate; Provides health promotion education
2 pts
Needs Improvement- Acknowledges limitations through self-
reflection and analysis to improve communication and
collaboration skills. Needs more than normal assistance with
patient/client health promotion education and communication
processes
1 pts
Unsatisfactory- Does not acknowledge limitations; failed to
provide clear appropriate communication with staff/
client/families; Demonstrated inaccurate verbal/nonverbal/
written communication. Failed to teach client/family as
instructed
0 pts

13. --
Total Points: 0
1. Prof. Lennart Van der Zeil’s theorem says that any
programming language is complete if it can be used to write a
program to compute any computable number.
a. What is a computable number?
b. What is a non-computable number?
c. If all existing programming languages are complete why do
we need more than one?
2. Two methodologies are used to transform programs written in
a source language (also known as a programmer-oriented
language, or a horizontal language, or a high-level language)
into a target language (also known as a machine language, or a
vertical language, or a low-level language). There is a static
method called translation and a dynamic method called
interpretation. Yet FORTRAN while 98% static ., uses
interpretation for the Formatted I/O statement, similarly
COBOL uses interpretation for the MOVE and MOVE
CORRESPONDING statements; on the other hand, Java is fully
interpretative except that in some programs and certain data sets
it may invoke a JIT (Just In Time) compiler to execute a bit of
static code. Why do language designers mix these modalities if
either is complete? Hint: This is a long question with a short
answer.
3. C and C++ store numerical arrays (matrices) in row major
order and each index range must begin with 0; whereas
FORTRAN stores arrays in column major order and the
(default) index range starts (almost always) with 1. Engineers
and scientists are often faced with the problem of converting a
working program, or much more often a subroutine, from one
language to another. Unfortunately, due to the index range
difference (0 to n-1) in C/C++ and (1 to N) in FORTRAN,
viewing one array as simply the transpose of the other will not

14. suffice. What steps would you take to convert such a subroutine
to compute the product of two matrices A(N,M) and B(M,N) to
produce C(N,N) from FORTRAN to C++?
4. What was the major reason Jim Gosling invented Java? Did
he succeed?
5. What are the four major features of C++ that were eliminated
in Java? Why were they taken out? Why do we not miss them?
6. What was Kim Polese’ role at SUN Microsystems and why
did she think Java should be positioned as a general purpose
computer programming language? How did she accomplish this
truly incredible feat, not done since Captain (later Admiral)
Grace Murray Hopper, USN standardized COBOL in the early
1960s.
7. Describe briefly the role of women in the development of
computer programming and computer programming languages.
(Ada Lovelace, Betty Holberton, Grace Hopper, Mandaly
Grems, Kim Polese, Laura Lemay)
8. What are the pros and cons of overloaded operators in C++?
Java has only one, what is it?
9. State your own arguments for allowing mixed mode
arithmetic statements. (See Ch 7)
10. What is BNF and why are meta-languages like BNF and
EBNF used?