UNIVERSITY OF NORTH CAROLINA AT WILMINGTON
School of Nursing

COURSE SYLLABUS

Course: Nursing 389, Family Health Nursing Practicum
Credit Hours: 2 Semester Hours
Time Allocation: 6 Clinical Practicum Hours per Week
Placement: Fall Semester
Prerequisites: NSG 215
Corequisite: NSGL 389
Course Description: A clinical course for registered nurses which focuses on use of the nursing process with families across the lifespan. The course emphasizes comprehensive family assessment using the Calgary Family Assessment Model (CFAM) or Realms of Family Health Nursing (RFHN). A clinical organizing framework is applied with selected client families. Nursing roles of care provider, coordinator, client teacher and advocate are implemented. Ethical dilemmas in practice settings are examined.


Course Objectives
Upon completion of the course, the student will: 		RN Level Objective:
1. Perform nursing asssessment of families, incorporating factors such as primary and secondary prevention, developmental status, and nutrition. 1, 2, 5, 10, 11
2. Incorporate principles of primary and secondary prevention into planning and carrying out family-focused health care. 1, 4, 5, 6
3. Analyze the need for change within family systems, respecting the right to choose. 11, 13, 14
4. Implement teaching related to primary and secondary prevention with assigned families. 3, 4, 6, 9
5. Test application of a clinical conceptual framework with families. 4, 11, 12, 14
6. Recognize the impact of ethical dilemmas on families and the nurse. 8, 13
7. Explore opportunities for client advocacy with assigned families. 7,8
8. Examine need for change in health care to more effectively meet family health needs. 14
9. Evaluate own learning activities directed toward meeting self-identified learning needs. 9, 13

Units of Instruction

UNIT I. The Nursing Process in Family Nursing Related to Course Objective
1. Examine concepts used in family nursing. 1, 2, 4, 5, 6, 7, 9, 11
2. Assess structure and function of families. 1, 4, 5
3. Explore ways nursing concepts can be used to influence family function. 2, 6, 7, 11, 13, 14
4. Evaluate the impact of values held by nurses and families on family nursing. 4, 9, 12
5. Relate a nursing classification or vocabulary sytem to family care. 1, 2, 6, 7, 12
6. Apply a clinical framework to family nursing. 8
7. Examine family dilemmas occurring in family nursing. 9, 13, 14
UNIT II. Conceptual Frameworks in Family Nursing Related to Course Objective
1. Develop a clinical framework for family nursing. 5, 6, 8, 11, 12
2. Compare prevention and health promotion approaches to family nursing. 2, 7, 11
3. Evaluate the effect of culture, ethnicity, and beliefs on family function. 1, 4, 9
4. Use role theory to explain family communication patterns and social interaction. 1, 2, 4, 5
5. Evaluate the impact of family development on family function. 2, 3, 10, 11
6. Determine coping mechanisms families use for managing stress and crisis. 1, 2, 4, 7
UNIT III. Issues in Family Nursing Related to Course Objective
1. Explore family nursing with families vulnerable to abuse or addictive behaviors. 1, 2, 3, 9, 10
2. Evaluate the contribution of spirituality to family life. 1, 3, 4, 7
3. Classify nursing involvement with family health policy. 5, 10, 11, 12

Teaching Methods:

This is an independent clinical practicum. Students are expected to evaluate their own learning needs, plan strategies for meeting those needs, and evaluate meeting their needs. The clinical instructor will assist students in meeting their individual learning needs.

Clinical Assignments

Distribution of Clinical Time
Activity Hours
one visit per family (2) per week 3
clinically related classroom discussion 1
journal maintenance and preparation 2
TOTAL 6 hours

Family Assignment

  1. Location of Family
    Students may select two families from acquaintances attending churches, working settings, etc.
    Suggested families include:

  2. Self-Evaluation
    Students are expected to evaluate their own competencies before selecting families. According to students' self-evaluation, a student may select a vulnerable family or a non traditional family for the clinical practicum. However, novice nurses about family health nursing are recommended to choose healthy families.

    i.e., Ask about: Do I have sufficient experiences or skills for the families? What skills do I need to work with these families? How can I learn what I need to work with these families?

  3. Reporting & Negotiating Mutual Agreement with Prospective Families
    After selecting the families, students are to report the results to the faculty (by September 8, 1997, via E-mail or mail [NO TELELEPHONE!]). The following information of the selected family should be included: (a) Family composition, (b) reason of the selection and criteria [you must have curiosity], and (c) any relevant information (if a family does not meet the criteria.)

    The families are generally to meet the following criteria:
    1) A healthy family.
    2) A family is willing to participate in 10 session of family visits
    3) A student should has curiosity about the family.
    4) A student judges that sheor he can establish rapport and maintain therapeutic relationship with the family
    5) Most of the time, all members of the family can participate during the family visit sessions.

    After receiving reports from students about the families they wish to follow, the course coordinator and instructor will review the information about the chosen families for final approval. Instructor will notify the result on Monday class, Sep. 8

    * If a student cannot find any suitable families, faculty will arrange families. This arrangement will be at Monday, September 8, 1997, class.

    Notes.

    1) Prepare lists of interview questions and activities relevant to the purposes of visit in every session

    2) This is a general guideline for family visits. Students do not have to follow the guideline exactly. According to the individual needs and competency, flexible schedules are recommended. However, at least 10 sessions of family visits are required to meet grading criteria.

    2) Stage 3 (Intervention stage) may be initiated during the late assessment stage. Even though the stage 3 may not required (if a family refuse or if a student feels inappropriate), intervention activities are part of self-evaluation criteria. (See the course objectives)

    Journal

    Weekly visit journal

    1. Students may develop your own format. It generally includes: a) date/time, b) family members present, 3) purpose of visit and your preparation, 4) your feelings/ reactions including how visit related to classroom content or make you aware of further learning needs.

    2. Students don't have to document in detail ( "A journal is not a report of a family visit. It is a reflection of your learning or skills." ). Rather, journal are continuous or on-going care plans.

    3. Students are required to submit their weekly journals (one journal for each of two families) via E-mail before Monday class. The clinical instructor will give you feedback on weekly basis (1 point per each weekly journal for each family).

    4. Exceptions: Students may bring the journal on Monday classes or submit bimonthly basis.

    5. Total grading 20 points (10 + 10 = 20)

    Summary Journal

    1. Students are to submit summary journal and self-evaluation form on December 1, 1997. The journal will be the primary means of determining that a student has met the course objectives for NSG 389-51. Students are encouraged to review the course objectives and insure that they address each other major areas.

    2. Total grading ( 5 + 5 = 10)

    3. Journal activities are worth a TOTAL of 30 points:

    weekly journals 20 points
    Summary Journal 10 points

    Clinical Evaluation

    Activity Grade Allocation
    Clinical Attendance
    1 point per visit for ten visits
    with two families     		20 points
    Journals 30 points
    Clinical Conceptual Framework Paper 30 points
    Final Clinical Self-evaluation 20 points
    TOTAL 100 points

    Grading Scale

    See Student Handbook.
    In order to progress in the nursing concentration, a student must receive a grade of "C" or above in each nursing course.

    Attendance

    Clinical attendance is mandatory. Absences from clinical may result in a failing grade.

    Required Textbooks:

    Bomar, P. (1996). NURSES AND FAMILY HEALTH PROMOTION: CONCEPTS, ASSSESSMENT, AND INTERVENTIONS. 2nd ed. Philadelphia: W.B. Saunders.

    Wright, L.M. & Leahey, M. (1994). NURSES AND FAMILIES: A GUIDE TO FAMILY ASSESSMENT AND INTERVENTION. 2nd ed. Philadelphia: F.A. Davis Company.

    Clinical Faculty: Yeon Soo Kim

    NSG 389 Coordinator: P. Allen Gray, Jr.

    last updated: 19 AUG 1997
    Return to NSG 389 Homepage