Children - oldest on left: Female: Sperm Donor: Miscarriage or abortion (give year): 2010 Index/focus person: Male: Children - twins: Children - adopted: Marriage (M): Common-law (CL): (Male on left, Female on right, indicate year) M 2010 R 2010 S 2010 Marital separation: (indicate year) Reconciliation after separation: (indicate year) D 2010 Divorce: (indicate year) Death: (indicate year) 2010 2010 Title ABC/123 Version X 1 Informative Presentation COMM/110 Version 8 1 University of Phoenix MaterialInformative Presentation Worksheet Structure and Timing Please review the following guidelines for structuring a presentation outline; then use the information to complete the Informative Presentation – Part 2 below. Content Segment Content Elements Estimated Timing Introduction: The beginning of a speech typically encompasses these defined elements, though the order of their delivery may vary to improve the overall flow of the delivery. 1. Introduce yourself and your topic. 2. State the purpose of the presentation (thesis). 3. Provide background information or reasoning about why this topic is important to the audience. 4. Use of a “hook” to enhance audience interest and attention. 5. Give brief overview of topics to be explored. Approximately 15% of the overall required presentation time Body: The content of a speech should support the purpose of the presentation. Content should be arranged into 3 or more main points of relevant content or reasoning, and each of the main points should be supported by subtopics that offer the speaker’s own thoughts as well as research that corroborates and strengthens the credibility of the main topic. The order of topic delivery may be based upon chronology or upon relevance with the most important information being presented as the first topic. 1. Topic #1 in support of your purpose. · Subtopic A · Subtopic B 2. Topic # 2 in support of your purpose · Subtopic A · Subtopic B 3. Topic # 3 in support of your purpose · Subtopic A · Subtopic B 25% of the overall required presentation time 20% of the overall required presentation time 20% of the overall required presentation time Conclusion: This part of a presentation brings closure for the audience and gives the speaker one last chance to clarify and reinforce important points with the audience. 1. Restatement of purpose 2. Summary of main points 3. Sharing of insights gained 4. Opportunity for audience members to ask questions 20% Informative Presention – Part 2 Structure and Timing Using the above information as a guide, complete the MIDDLE COLUMN of this worksheet to create a custom outline for your Week 2 Informative Presentation. (If you prefer, you can create the outline as a separate document instead of filling in the column.) Content Segment My Custom Content Timing Introduction: Write out an opening paragraph with a thesis statement that captures all content elements of a g ...

1. Children - oldest on left:
Female:
Sperm Donor:
Miscarriage or abortion (give year):
2010
Index/focus person:
Male:
Children - twins:
Children - adopted:
Marriage (M):
Common-law (CL):
(Male on left, Female on right, indicate year)

2. M 2010
R 2010
S 2010
Marital separation: (indicate year)
Reconciliation after separation:
(indicate year)
D 2010
Divorce:
(indicate year)
Death:
(indicate year)
2010
2010
Title
ABC/123 Version X
1
Informative Presentation
COMM/110 Version 8

3. 1
University of Phoenix MaterialInformative Presentation
Worksheet
Structure and Timing
Please review the following guidelines for structuring a
presentation outline; then use the information to complete the
Informative Presentation – Part 2 below.
Content Segment
Content Elements
Estimated Timing
Introduction: The beginning of a speech typically encompasses
these defined elements, though the order of their delivery may
vary to improve the overall flow of the delivery.
1. Introduce yourself and your topic.
2. State the purpose of the presentation (thesis).
3. Provide background information or reasoning about why this
topic is important to the audience.
4. Use of a “hook” to enhance audience interest and attention.
5. Give brief overview of topics to be explored.
Approximately 15% of the overall required presentation time
Body: The content of a speech should support the purpose of
the presentation. Content should be arranged into 3 or more
main points of relevant content or reasoning, and each of the
main points should be supported by subtopics that offer the
speaker’s own thoughts as well as research that corroborates
and strengthens the credibility of the main topic.

4. The order of topic delivery may be based upon chronology or
upon relevance with the most important information being
presented as the first topic.
1. Topic #1 in support of your purpose.
· Subtopic A
· Subtopic B
2. Topic # 2 in support of your purpose
· Subtopic A
· Subtopic B
3. Topic # 3 in support of your purpose
· Subtopic A
· Subtopic B
25% of the overall required presentation time
20% of the overall required presentation time
20% of the overall required presentation time
Conclusion: This part of a presentation brings closure for the
audience and gives the speaker one last chance to clarify and
reinforce important points with the audience.
1. Restatement of purpose
2. Summary of main points

5. 3. Sharing of insights gained
4. Opportunity for audience members to ask questions
20%
Informative Presention – Part 2
Structure and Timing
Using the above information as a guide, complete the MIDDLE
COLUMN of this worksheet to create a custom outline for your
Week 2 Informative Presentation.
(If you prefer, you can create the outline as a separate document
instead of filling in the column.)
Content Segment
My Custom Content
Timing
Introduction: Write out an opening paragraph with a thesis
statement that captures all content elements of a good
introduction and meets the time requirement for this segment of
the presentation.
1-2 Minutes
Body: Define 3 main topics you want to explore in support of
your thesis.
Conduct research on your main topics to develop your own
thoughts and substantiate your views. Organize your thoughts
and research into at least two subtopics under each main topic.
The outline can be taken to a 3rd level of depth if you want to
include detailed information that will help you meet the time
requirement for each topic.

6. (This portion of the outline does not have to be written in
sentence form. Bullet points are sufficient, as long as the
information you list prompts you to go into greater detail while
you are speaking.)
1. Topic #1 :
· Subtopic A
· Subtopic B
2. Topic # 2 :
· Subtopic A
· Subtopic B
3. Topic # 3 :
· Subtopic A
· Subtopic B
2-3 Minutes
2 Minutes
2 Minutes
Conclusion: Consider the type of speech you are giving and
write out a closing paragraph that includes all elements defined
for a good conclusion and meets the time requirement for this

7. segment of the presentation.
1-2 Minutes
Copyright © XXXX by University of Phoenix. All rights
reserved.
Copyright © 2017, 2016 by University of Phoenix. All rights
reserved.
2810NRS Child and Family Nursing Practice
Assessment 1, Trimester 2, 2017
Written assignment:
“Nursing Process applied to a Family”
2,000 words
Weighting: 40 %
Due Date: Monday 21st August, 2017 by 5.00 pm
Aim:
The aim of this written assessment item is to apply the nursing
process in providing family
centred care. When an infant, young child or adolescent
experiences a health or social issue,
the issue can impact upon all family members. Nurses working
in acute care and community

8. settings need to understand the functioning of the family unit so
they can care for and assist
the whole family.
This written assignment addresses course learning outcomes 2
and 3:
2. Demonstrate an understanding of the functioning of the
family unit using family
assessment models that enable families to make health
decisions;
3. Plan and evaluate evidence-based nursing for families across
the lifespan.
Instructions:
This 2000 word written assignment has two distinct parts that
you should address separately.
Please use headings for each part.
You do not need to provide an introduction or a conclusion for
the written assignment or any
of the parts.
There are two family scenarios for you to choose from; select
ONE scenario and use this for
your entire assignment.
Part 1 - Nursing Care of the Family: Assessment (500 words)
You must use the

9. PowerPoint slide which will be supplied to you within the
Assessment Folder on
[email protected] course site to create your genogram. Save the
slide as a picture file
(*.jpeg), and insert the picture into your document.
demonstrate your
understanding of the family assessment findings.
Guide (AFSNAG) to
identify and briefly describe two (2) strengths of the family you
are assessing.
2
Part 2 - Nursing Care of the Family: Planning, Implementing
and Evaluating (1,500
words)
or a member
of the family you have
selected. These issues may be identified by the nurse, family or
both. These can be
health, social, or developmental family issues/challenges e.g.,
breastfeeding, social
isolation, transition to parenting; they should not be ‘medical’
issues e.g., diabetes, high
blood pressure.

10. (allow approximately
750 words per issue):
a) Describe the issue
o Use appropriate evidence from scholarly literature to describe
the issue and
discuss what is known about the issue/challenge.
b) Plan nursing care
o Provide a relevant nursing goal and justify the goal (explain
why it is relevant to
the issue) using appropriate evidence or policies.
c) Implement nursing care
o Outline one nursing intervention that supports the family to
achieve the goal.
Each nursing intervention should be supplemented by the
recommendation of an
existing online resource for the family and an appropriate
referral.
d) Evaluate nursing care
o Describe how you would evaluate the effectiveness of the
intervention to address
whether it met the planned goal of care.

11. 3
Other elements:
your assignment. You will
agree to the assignment submission statements when you submit
electronically.
for guidance on writing, and
referencing according to APA 6th style and presentation.
that you use relevant scholarly literature1 (digitised
readings, research articles,
relevant Government reports and text books) that has been
published within the last
seven (7) years. If you use literature older than 7 years, you
will need to justify why you
are not using recent literature. Please note it is preferable to
locate and use Australian
sources if you are describing the extent or magnitude of the
issue.
person.
marking criteria when writing your assignment.
This will assist you in
calculating the weightings of the sections for your assignment.

12. assignment title page.
rity.
Turnitin report (allow up to 24
hours for report generation). If you need more information
about Turnitin, make use of
the online resources.
instructions on the 2810NRS
[email protected] course site [Submit in the ‘Assessment’ tab].
submission.
1Some papers are of central importance to a research topic,
often because they report a major breakthrough,
insight, or a new and generative synthesis of ideas. This kind
of paper may describe a study that changes our
understanding of a topic, or describes and illustrates a new and
highly useful research method. These kinds of
articles are often referred to as seminal or classic papers.
2 Everyday language is predominantly subjective. It is mainly
used to express opinions based on personal
preference or belief rather than evidence. Written academic
English is formal. It avoids colloquialisms and

13. slang, which may be subject to local and social variations.
Formal language is more precise and stable, and
therefore more suitable for the expression of complex ideas and
the development of reasoned arguments.
https://sites.google.com/a/griffith.edu.au/griffith-health-
writing-and-referencing-guide/
https://www.griffith.edu.au/academic-integrity/information-for-
students
https://intranet.secure.griffith.edu.au/computing/using-learning-
at-griffith/students/assessment/turnitin
4
Family Scenario One:
The Williams Family
Parents:
● Hannah Williams, 29, operates a successful clothes boutique
business.
● Steven Williams, 32, is an electrician for an oil company in
Gladstone, Queensland. Steven is
away for four weeks, then returns home for two weeks leave.
Background:
● Steven and Hannah have been married for 3 years, following
Hannah’s bitter divorce from her
first husband, Barry. Steven has not been married before.

14. ● Hannah has a 5 year old son, Billy from her first marriage and
shares joint custody of her son.
● Hannah had an uneventful first pregnancy and a normal
delivery.
● Billy attends the local prep-school.
● Hannah has had trouble conceiving with Steven, but is now 32
weeks pregnant with her
second child.
● Hannah plans to stop working at 38 weeks gestation and
employ a manager to take care of her
business for six months following the birth. After this, Hannah
plans to return to work whilst
the baby will attend the local day care centre.
● The couple relocated to a larger three bedroom home in a
coastal suburb on the southern Gold
Coast at three months gestation, increasing their mortgage to do
so.
Extended family:
● Billy’s father (Hannah’s former husband) Barry (36) is a
lawyer and lives in a nearby suburb.
He is in a relationship with Jane (34), a primary school teacher.
Jane and her two children
(from a previous relationship) Ronan (12) and Emily (10), live
with Barry. Billy enjoys
spending time with his father.
● Hannah’s mother, Marion (52), had postnatal depression
(PND) after the birth of Hannah.
This remained undiagnosed and untreated until Hannah went to

15. school.
● Two years ago Marion retired to the northern Gold Coast. She
is very supportive of Hannah
and is looking forward to helping more with her grandchildren.
● Hannah’s father, Sam (59), lives and works in the Philippines.
He has a new Filipino wife,
Ariel (39) and they visit Australia twice a year.
● Steven’s father, Henry, died last year at 64 years of age from
coronary heart disease. He and
Steven’s mother, Mavis (59) had been married for 39 years.
Mavis lives in Sydney, and is
trying to cope with the loss of her husband. Steven and family
do not see her very often.
Steven describes his father as a harsh disciplinarian who was
not warm and hit him with a belt
occasionally if he misbehaved as a child.
Current situation:
● Hannah gave birth to a baby girl, eight weeks premature.
Hannah was discharged from
hospital six weeks ago, and has been visiting her baby every
day in the Special Care Nursery
in the hospital. The baby is now breast feeding, having been
tube fed expressed breast milk
for the first week of life. The baby will be discharged from
hospital tomorrow, into Hannah
and Steven’s care. Hannah is planning to breastfeed the baby for
the first six months before
she returns to work. She also plans to paint and make new
curtains for the baby’s bedroom,

16. the lounge and dining areas to save some money. She likes to
keep fit and hopes to join a new
parents walking group to meet other new mums.
● Due to work commitments over recent years and with the new
move, Hannah and Steven
have not met many people on the Gold Coast, except for a small
group of mothers met
through Billy’s prep-school. Since moving to the Gold Coast
Steven has taken up golf during
5
his time off work. He has joined the local Golf Club and plans
to take the family there for
lunch soon, declaring that this might be a good place to meet
some people.
● Due to Hannah’s caesarean section delivery, she has declined
to resume any form of sexual
relationship with Steven, which he says he understands. He is
anticipating that they will be
able to resume sex within a week or two, stating that ‘things
will be back to normal again
soon’. He adds that because Hannah is taking time off work he
thinks she will be rested, more
relaxed and willing to resume their sexual relationship.
● Steven is a little concerned about how they will manage
financially during the first six
months, while a paid manager is looking after Hannah’s
business, so is keen for Hannah to

17. return to work full time. When asked about how he will manage
being woken up by the baby
early in the mornings he says that, ‘Hannah can sort that as I
will go for an early round of
golf in the mornings when I’m home. And besides, she has done
this all before when Billy was
a baby’. He adds that he still plans to help with the cooking in
the evenings when he is home.
In the weekends he is looking forward to family time as long as
the baby ‘doesn’t cry too
much’.
● Hannah is concerned how she will cope with two small
children, especially when Steven is
away working his four week rotation.
As the Child and Family Health nurse, the Midwife has notified
you about Hannah and her
baby’s impending discharge. You meet the family at the home
visit when they are discharged
from hospital.
6
Family Scenario Two:
The Jenson Family
Parents:
● Sheila Jenson, 24, is a stay-at-home mum, and Scott Jenson,
38, is an accountant. They have

18. been married for 2 years.
Background:
● Sheila met Scott while she was undertaking a TAFE course
studying accountancy. Sheila has
completed a Diploma in Accounting but has not been employed
since finishing this
qualification.
● They have one daughter Jessie (2 years old) and a newborn
son Grant (4 weeks old).
● Scott has been married twice before and has three sons (10, 8
and 6 years old) from his prior
marriage to Shelly and no children from his first marriage to
Lydia.
● Sheila stays at home with the children as Scott prefers Sheila
to be able to have quality time
with the children before they go to school. Sheila would like to
work part time as a teacher in
the future however she will have to study again to do this. She
might look for part-time
bookkeeping work when Grant is older.
● They recently moved to a four bedroom house set on 20
hectares of property 40 km from
town.
Extended family:
● Sheila’s parents Mary (55) and Keith (60) live over 2 hours
away although they visit

19. whenever they can.
● Mary and Keith would like to come and help Sheila more
often but they prefer to come when
Scott is not home as he is not always welcoming. They
generally come on weekends as they
are both still working so this makes it difficult. They adore
Jessie but find her temper
tantrums difficult, particularly since the birth of Grant.
● Scott’s mother Brydey, 79, lives alone in an assisted living
unit two hours away, but does not
feel settled there and is becoming increasingly forgetful and
agitated. She moved there after
her husband Robert passed away suddenly two years ago from
bowel cancer at 84. The only
time Sheila has met Scott’s parents was at her wedding to Scott.
Current situation:
● Sheila is finding it quite difficult having a toddler who does
not sleep much, who is not toilet
trained and still in nappies, in addition to a new baby. Sheila is
feeling rather isolated,
particularly as they only have one car and Scott needs the car to
drive to work. They live one
kilometre away from the closest bus stop which makes it
difficult to go anywhere.
● Scott regularly comes home late from work and often brings
work home with him. Scott
expects the house to be immaculate and dinner ready on the
table when he arrives home from
work. Sheila has found this very difficult particularly with the
arrival of Grant.

20. ● Sheila is feeling very tired and discusses this with you when
you attend a newborn home visit.
Grant is breast fed although Sheila says he cries all the time.
Sheila has not had much sleep
over the past 4 weeks.
● Sheila is also worried about Jessie and would like to have her
toilet trained. Jessie does not
sleep well and is eating very little. Jessie is also quite
withdrawn and Sheila would like to take
her to day care but this is too far away by public transport. Her
tantrums are also annoying
Scott who gets very cross with her. You notice that Jessie is
still sucking her thumb.
● Sheila raises some concerns about the children when you do a
home visit. Sheila discusses
Jessie’s increasing temper tantrums and not being toilet trained
in addition to her poor
7
sleeping. She is also unsure about getting Grant immunised, as
Scott’s other children were
not immunised.
● You refer to the hospital discharge notes regarding Grant's
pre-term birth and notice that there
had been some complications and Sheila had an emergency
lower segment caesarean section
[LSCS] for foetal distress during her labour at 34 weeks.

21. ● His APGAR scores at birth were 3 at one minute, and 6 at five
minutes.
● He was in Neonatal Intensive Care Unit (NICU) on CPAP for
24 hours and spent two weeks
in Special Care Nursery (SCN) prior to discharge.
As the Child and Family Health nurse, you check Grant’s
progress and notice that he is
tracking along the 10th percentile line for weight, length and
head circumference measurements
since discharge from hospital.
8
MARKING CRITERIA POSSIBLE MARK
Nursing care of the family: Assessment
into the
body of the assignment.
s text and symbols to visually represent the
family and
creates an accurate, comprehensive genogram.
10

22. understanding of the family assessment findings
5
ibes two family strengths using
the AFSNAG 5
Nursing care of the family: Planning, Implementing and
Evaluating
For each issue: Issue 1 Issue 2
a) Description of issue/challenge
members
issue/challenge
10 10
b) Planning nursing care
(why it is
relevant to the issue)
5 5
c) Implementing nursing care
goal
intervention
online

23. resource for the family and providing an appropriate referral
10 10
d) Evaluating nursing care
this nursing
intervention and whether it met the planned goal of care
5 5
All parts – REFERENCING and USE OF EVIDENCE
fewer than
10 different sources
-
text to
provide relevant evidence to support the point/s made
eferencing (in-text citations and reference list entries)
strictly adheres
to APA Style 6th Edition guidelines.
10
All parts - PRESENTATION and STRUCTURE
tting
Guidelines
assignment

24. submission cover sheet)
well-
constructed sentence and paragraph structure
throughout
10
Total marks 100
https://sites.google.com/a/griffith.edu.au/nursing-writing-and-
referencing-guide/apa-referencing-guidelines
https://sites.google.com/a/griffith.edu.au/nursing-writing-and-
referencing-guide/apa-referencing-guidelines
https://sites.google.com/a/griffith.edu.au/griffith-health-
writing-and-referencing-guide/Assignment-Presentation-
Formatting-Guidelines