Course Number:	NU 550-WSO
Course Title:	Family and Community Context for Health Care
Course Credit:	Theory:  2.5 credit hours Practice Hours: 0.5 credit hours
Faculty:
Contact Information:	Email: Phone contact:(emergencies only)
Office Hours:	Request an appointment through email.
Class Times/Format:	Online, Asynchronous

Course Description:

This course addresses selected family, primary care, and community theories within the context of advanced practice nursing and clinical leadership roles. Emphasis is placed on family and community assessment strategies, the impact of culture upon the family and community systems, and the impact of various primary care-oriented health problems on family roles and functions. Relevant concepts and principles of epidemiology are applied to the current and emerging health status of families and communities. Students apply advanced clinical knowledge to the family system in a community setting. Students function interdependently with other health team members in the care of families and evaluate a plan of care using standards for advanced clinical practice.

Student Learning Outcomes:

Graduate Advanced Student Learning Outcomes

1. Translate into action knowledge from the philosophical and theoretical traditions
of nursing science and other disciplinary perspectives to facilitate the ethical
integration of evidence-based practice to advance nursing scholarship. (domain 1
& 4)
2. Lead collaboratively within the interprofessional team to develop and
evaluate plans of care with evidence-based, person-centered
care principles promoting quality and safety outcomes. (domain 2, 5, & 6)
3. Collaborate with strategic partners to implement health
policy while advocating for equitable and sustainable population health care.
(domain 3)
4. Integrate complex systems-based
practice to develop innovative and evidence supported equitable solutions to
improve health outcomes across the lifespan of diverse populations. (domain 7)
5. Apply best practices of informatics and communication technologies in diverse
care settings to collect, analyze, and synthesize data to promote quality and
safe health care outcomes. (domain 8)
6. Demonstrate professional behaviors reflecting current regulations, policies, and
practice integrating professional concepts including ethics, compassion, diversity,
equity, and inclusion. (domain 9)
7. Model leadership within the nursing profession that embraces self-care, a spirit of
inquiry, advocacy, change, mentorship, and service to others. (domain 10)

Domains = AACN The Essentials: Core Competencies for Professional Nursing
Education (2021)

Objectives: 

At the completion of this course, each student will:
1. Integrate primary care, family, and community theories for application to a family
plan of care using a systems and developmental approach. (SLO 1)
2. Demonstrate advanced nursing assessment skills within the community context.
(SLO 2)
3. Integrate the various components of culturally competent care into the design
and implementation of effective family and community plans of care. (SLO 2, 3)
4. Analyze the legal-ethical implications of advanced practice nursing and clinical
leadership in the care of families within the community context. (SLO 6)

5. Apply principles of epidemiology in an assessment relevant to family and
community health. (SLO 2, 3)
6. Demonstrates the utilization of interdisciplinary care and advanced clinical
practice in the assessment and plan of care of the family. (SLO 2)

Student Evaluation:

Class Discussion/ Weekly Topics	15% (OBJ# 1-6)
Special Populations Student Group Presentations	15% (OBJ# 1-6)
Ecomap and Genogram	10% (OBJ #1,2,3 & 6)
Environmental Assessment/Survey	10% (OBJ #1,2, & 5)
Family Assessment paper	25% (OBJ #1,2,3,5 & 6)
Community Assessment Poster Presentation	15% (OBJ #1,2,3,5 &6)
Family Identification Sheet	2% (OBJ #1,2)
Family visits with updated contracts #1, #2, #3	3% (OBJ #1,2)
Cultural Competence Certificate	5% (OBJ #1,2,3)
MSN FNP Assignment Checklist (Certificate students only)	Complete/Incomplete
Calculated Weighted Total Grade	100%

Topical Outline:

CLASS/WEEK DATE	TOPIC	REQUIRED READINGS & ASSIGNMENTS
01 1/6 - 12/2025	Today’s Families and Communities	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Post acknowledgement to read and respond in the discussion board.  Assignment: Post bio to Student Lounge. Assignment: Select a family whom you will work with and visit X3 this semester. Assignment: Enroll in Cultural Competence Course. This is a 9 hour course that must be completed by week 7.
02 1/13 – 19/2025	Family Theories and Assessment Strategies Part I	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Post to the week 02 discussion board, family nursing theory.  Assignment: Family Identification Sheet by Sunday 11:55pm EST Assignment: Cultural Competence Course. This is a 9 hour course that must be completed by week 7.
03 1/21-26/2025	Family Theories and Assessment Strategies Part II	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Post to the week 03 discussion board: Health Disparity Assignment: First Family visit should take place. Assignment: Cultural Competence Course. This is a 9 hour course that must be completed by week 7.
04 1/27 – 2/2/2025	Role of the APRN	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: First Family visit should be completed. Upload family contract by Sunday 11:55pm EST.  Assignment: Work with your group to post to the week 04 discussion board: Emergency Preparedness. All other students will post to the discussion board as directed in the discussion board assignment overview. Presentations should also be attached to the Special Populations Topics Group Presentation.  Assignment: Cultural Competence Course. This is a 9 hour course that must be completed by week 7.
05 2/3 –9/2025	Vulnerable Populations and Violence	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Work with your group to post to the week 10 discussion board: Violence. All other students will post to the discussion board as directed in the discussion board assignment overview. Presentations should also be attached to the Special Populations Topics Group Presentation. Assignment: Second Family Visit should take place.  Assignment: Cultural Competence Course. This is a 9 hour course that must be completed by week 7.
06 2/10-16/2025	Environmental Health	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Post to the week 06 discussion board: Environmental Health. Assignment: Second Family visit should be completed this week. Upload updated family contract by Sunday 11:55pm EST.  Assignment: Enroll in Cultural Competence Course. This is a 9 hour course that must be completed by week 7.
07 2/17-23/2025	Principles of Epidemiology	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Third Family Visit should take place.  Assignment: Cultural competence course should be completed. Upload certificate, due by Sunday 11:55pm
Week 08 2/24-3/2/2025	Community Theory, Assessment & Analysis	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Work with your group to post to the week 08 discussion board: Poverty. All other students will post to the discussion board as directed in the discussion board assignment overview. Presentations should also be attached to the Special Populations Topics Group Presentation. Assignment: Third Family visit should be completed this week. Upload completed family contract by Sunday 11:55pm EST.
Week 09 3/3-9/2025	Epidemiology – Outbreak Investigations	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Ecomap and Genogram due this week due by Sunday 11:55pm EST.
Week 10 3/10-16/2025	Organization of Family	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Environmental Assessment Survey due by Sunday 11:55pm EST.  **Certificate MSN/FNP Students only must complete the Clinical Compliance checklist by Sunday 11:55pm EST. See Blackboard for details.**
Week 11 3/17-23/2025	Primary Care and Rural Health	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Work with your group to post to the week 12 discussion board: Rural Health. All other students will post to the discussion board as directed in the discussion board assignment overview. Presentations should also be attached to the Special Populations Topics Group Presentation.
Week 12 3/24-30/2025	Implications of Genetics on the Family	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Family Assessment Paper Due Sunday 11:55pm EST.
Week 13 3/31 – 4/6/2025	Loss and Grief	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Work with your group to post to the week 04 discussion board: Loss and Grief. All other students will post to the discussion board as directed in the discussion board assignment overview. Presentations should also be attached to the Special Populations Topics Group Presentation.
Week 14 4/7 – 13/2025	Primary Care and Teen Pregnancy	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Work with your group to post to the week 14 discussion board: Teen Pregnancy. All other students will post to the discussion board as directed in the discussion board assignment overview. Presentations should also be attached to the Special Populations Topics Group Presentation.
Week 15 4/14-20/2025	Community Poster Presentation	Please see Readings & Resources in Course Content on Blackboard for detailed readings for this week that pertain to assignments due.  Assignment: Community Poster Presentation due by Wednesday 11:55pm.  Peer evaluation due by Sunday 11:55pm.

The MSN/FNP course faculty are ultimately responsible and accountable for the oversight of the student in the practice setting. In collaboration with the preceptor, clinical advisor, (and clinical site visitor if required), the course faculty ensures that the course and student’s learning objectives are met and the evaluative process has been completed according to Davis & Henley College of Nursing policy. 

Grading System:

The Davis & Henley College of Nursing Grading System is posted in the Program’s Student Guide.  

Important information regarding grading for this course includes:

• For graduate students in the MSN Family Nurse Practitioner program track, the weighted cumulative average of all examinations within a course must be a 75. Those students who achieve an average cumulative examination grade of 75 will have the final grade calculated based on all course evaluation components identified in the syllabus, including quizzes, papers, required lab demonstrations, clinical, and other assignments. 
• If the cumulative average course examination grade is less than 75, the final course grade will be calculated solely on the cumulative examination grade, and the student will fail the course with a grade of C (if the grade is between 73-76) or F (if the grade is below 73).
• For those courses that include clinical and/or simulation lab: Clinical and Simulation Lab need to be successfully passed in order to pass this entire course. Clinical and Simulation Lab need to be successfully passed in order to pass this entire course. Failure of any clinical portion of the course, will result in a grade of F for the final course grade. Passing of the clinical/practicum requires a minimum course grade of “80” (B-), satisfactory final evaluation, and meeting/passing all clinical competencies if applicable to the course (examples include Telehealth, Virtual Simulations, Residency 2 or 3 competency skills (must be 80% or higher) and the APEA Predictor Exam (benchmark must be met)) as well as completing the required number of clinical hours.
• Email Etiquette and Naming Convention: Student’s last name, Course Number, Assignment. All assignments need a formal title page or title slide for PPT presentations.
• Assignment Submission: All assignments are submitted via Blackboard Assignment Manager unless directed differently by your course faculty. Assignments are considered late until they are submitted correctly. 

• This table shows the letter grade assigned to the final course score:

Grade	QP	Range
A	4.00	93 & above
A-	3.67	90-92
B+	3.33	87-89
B	3.00	83-86
B-	2.67	80-82
C+	2.33	77-79
C	2.00	73-76
C-	Not assigned in graduate courses	Not assigned in graduate courses
D	Not assigned in graduate courses	Not assigned in graduate courses
F	0.00	72 and below
P (Pass)	Not assigned in graduate courses	Not assigned in graduate courses
W (Withdrawal)	0.00
I (Incomplete)	0.00
NG (No Grade)	0.00

All Assignment Guidelines and Grading Rubrics are located at the end of Syllabus.

Required Texts/Readings: 

American Psychological Association [APA]. (2020). Publication Manual of the American

Psychological Association (7th ed.). 

DeNisco, S.M. (Ed.) (2023). Role development for the nurse practitioner (3rd ed).  Jones & Bartlett.

Shajani, Z. & Snell, D. (2023). Wright & Leahey’s nurses and families: A guide to family 

assessment and intervention (7th ed.). F.A. Davis Company. 

Recommended Texts/Readings:

U.S. Department of Health & Human Services, Centers for Disease Control and Prevention. (2016). Morbidity and mortality weekly report (MMWR).

U.S. Department of Health & Human Services, Office of Disease Prevention and Health Promotion. (2014). Healthy people 2020.

Course and Program Policies: 

See Student Nursing Guide for Policies.  You can access the Nursing Student Guide via the Davis & Henley College of Nursing website as it is an important document that provides information for your success in the program.  You can access the student guide from:  https://www.sacredheart.edu/academics/colleges--schools/college-of-nursing/student-resources/student-guides-and-guidelines/

• Late Assignments 

Each assignment listed on the course syllabus or in a learning contract is due at the time specified by the course instructor. Any assignments turned in to the instructor after the due date and time are considered late. All assignments must be submitted through Blackboard Assignment Manager unless otherwise specified by the course instructor. Unless the student made advance arrangements with the course faculty or in the event of an emergency, all late assignments will receive a reduction of 5 points for each day late.  After 5 days past the due date, assignments will receive a grade of zero. Advance arrangements with the faculty for late submission approval must be made in writing.

• Classroom Etiquette 

Respectful, professional communication is expected in all course interactions, either face-to-face, online discussions, emails, and group work.  

For on-ground course meetings, all cell phones and other electronic devices must be in the non-audio mode during class. Texting during class/clinical is prohibited.  Computers may be used in class for the purpose of personal note taking only (unless otherwise instructed.) 

If classroom etiquette guidelines are not followed, students will be asked to leave the course room. Professional warnings may result from such behaviors.

Per Sacred Heart University policy, Instructor permission is required for any audio recording of class. 

• Academic Integrity: 

Students are referred to the Sacred Heart University statement of Academic Integrity available on the Sacred Heart University website. Cheating, plagiarism, and other behaviors that constitute academic dishonesty will not be tolerated in this course. Students are advised to review this policy as published by Sacred Heart University and may ask for clarification if some aspect of this policy seems confusing. 

https://www.sacredheart.edu/offices--departments-directory/registrar/academic-integrity-policy/

• Student Guide: 

An important document that provides important information for your success in the program. Of particular note for this course is the policy on health requirements, uniforms, test-taking and progression. You can access the student guide from

https://www.sacredheart.edu/academics/colleges--schools/college-of-nursing/student-resources/student-guides-and-guidelines/ 

• A.P.A. Format: 

All written papers are to be typed and in A.P.A. 7th edition format using the Nursing Department Guideline as noted in the Student Handbook. Failure to adhere to these guidelines will result in up to 15 points deducted from the paper grade.

• Exam and Assignment Requirements:

Students must notify faculty of any extenuating circumstance or the need for assistance prior to taking an exam or submitting an assignment.

SHU Course Withdrawal Policy

Access information about the course withdrawal policy by clicking the following link: https://www.sacredheart.edu/offices--departments-directory/registrar/course-withdrawal-policy/

Please contact your faculty advisor and Student Services Coordinator to complete the necessary paperwork.

Americans with Disabilities Act (ADA) Policy Statement

The Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973 is a federal antidiscrimination statute that provides comprehensive civil rights protections for persons with disabilities. Among other items, this legislation requires that students with documented disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe that you have a disability requiring accommodation, please contact Kathy Radziunas, Director of the Office of Student Accessibility, This email address is being protected from spambots. You need JavaScript enabled to view it.,  

or Laurie Scinicariello, Assistant Director of the Office of Student Accessibility, This email address is being protected from spambots. You need JavaScript enabled to view it.. The Office of Student Accessibility https://www.sacredheart.edu/offices--departments-directory/student-success-center/office-of-student-accessibility/accommodations-process/

Statement on Diversity, Equity, and Inclusion

Sacred Heart affirms and strives to make available for every student a learning environment that is welcoming, equitable, and culturally sensitive and is supported by a curriculum that celebrates diverse voices, fosters agency, and encourages the capacity for self-advocacy. Although we at SHU know there is much work to be done, we will do what is needed to advance the cause of social justice on our campus and in the community as we learn together and from each other. To read more, visit the You Belong at SHU web page.

If you have any ideas about ways to enhance your success, please reach out to me. If you feel that you have been mistreated in any way, you should contact the SHU Bias Response Team. If you are experiencing challenges relating to access to food, housing, technology, or other resources that might affect your performance in this course, you are urged to contact the dean of students, Larry Wielk.

Writing Resources 

One of the hallmarks of a graduate degree-prepared nursing professional is the responsibility to disseminate the knowledge of the profession. In order to do this, one must be able to communicate effectively in writing. This is a challenge for many nurses who have been accustomed to documenting in phrases or clicking on a selection from a drop-down menu in an electronic medical record. Assignments in this course require scholarly writing demonstrating use of correct grammar, spelling, and syntax. Academic writing has specific standards and guidelines, and the nursing profession has chosen to utilize the American Psychological Association (APA) ‘rules.’ As a result, students are expected to be proficient in using the current edition of the Publication Manual of the American Psychological Association. This content is not reviewed in courses so you will have to access and learn this information from the publication manual, websites, and/or video tutorials on your own.

In the Davis & Henley College of Nursing, all written assignments must be typed and formatted according to the current edition of the Publication Manual of the American Psychological Association; citations and references must also be formatted according to APA guidelines. Failure to do so will result in significant point deduction as specified in each assignment rubric. We encourage you to review the American Psychological Association website (apastyle.apa.org), the Purdue Online Writing Lab website (owl.english.purdue.edu) as well as the APA Resources in our library’s Nursing Research Guide (https://library.sacredheart.edu/nursingresearch) 

Technology Requirements

You do not have to be technologically sophisticated to study online. You do need to be able to troubleshoot with assistance of others. We will provide technical support by phone and email for using the course software, but you will need support for problems with your own hardware. Back up plans for when or if your computer crashes is recommended! This might include your children’s, spouse’s or relative’s computer or using your computer at work. However, some students experience problems using their work computer due to firewalls at the work site. If this is a problem for you, you may not be able to use your work computer.

The second area of assessment is your comfort with technology and your tolerance when things go wrong. Generally, you will need a computer that is no more than 3- 4 years old. You will need basic skills in sending and receiving e-mail, searching the Internet and having some basic understanding of Internet protocols (if you can order a book from Amazon.com or clothes from your favorite store, you know what is needed to take this course!), and basic skills in word processing.

Modifications needed to be successful: At this point you should make some minor modifications to your existing computer.

These are the technical requirements necessary for your online courses to run properly. Please read this information carefully, as you must ensure that your computer is properly configured. If you have any questions or problems, please call the university Personal Support Center. The most important thing you can do to ensure your system functions properly to update your browser at the start of each term. Here you will find a link to the Blackboard “Browser Checker” (https://en-us.help.blackboard.com/Learn/9.1_2014_04/Student/015_Browser_Support/Browser_Checker). Click the link and Blackboard will instantly indicate if your browser is supported.

Please note that if using Internet Explorer, the browser checker may give false “Ok”. Students should NOT use Internet Explorer due to Sacred Heart, specific issues.

Hardware

Any computer that is capable of running the following Operating Systems (OS):

• Windows 10
• Windows 8
• Mac OSX 10.7 or above

1.      More memory (RAM) will allow for more applications, such as your online course and Microsoft Word, to be open and will speed up your computer in general.

2.      A High Speed/Broadband Internet connection.

3.      For use in courses with multimedia, you may wish to purchase a microphone, either standalone or with a set of headphones and have a computer with a built-in camera or auxiliary webcam. These would be for the times that you may need to do Voice-Over-IP chats, Voice-Over-PowerPoint presentations or video recording.

Supported Browsers

(Assignment viewer requires the most update version of browser. It is important to do updates when suggested.)

Find detailed information regarding browser compatibility and computer operating system at Blackboard Support.

The following web browsers are supported and tested:

Chrome ** 36+ (** Google Chrome versions 42+ does not support NPAPI-type plug-ins including Java plug-ins and many media browser plug-ins. Blackboard doesn't support these browsers for use with the Virtual Classroom and Lightweight Chat tools, the multiple-file upload interface, or embedded media that require NPAPI plug-ins for viewing.)

Firefox 31+

Safari 6+ (MacOS only, not tested for Windows)

Tested Operating Systems (OS)

Windows 8, Windows 10, MacOS 10.8, MacOS 10.9 MacOS 10.10, Chrome OS

Note: Strongly discouraged browsers have compatibility issues with the online course's LMS/CMS (Learning Management System/Course Management System). These browsers are Internet Explorer, and Microsoft EDGE. Some mobile device browsers do work, but will render (display) your course system in odd ways. It is best practice to have multiple browsers available for use. Google Chrome is a recommended browser but as mentioned above there are issues NPAPI-type plug-ins causing difficulty with multimedia elements in your course.

Cookies Must Be Enabled on your Browser

A cookie is a small file that is placed on your computer by the server. Cookies are a very common Internet technology used by many websites, such as Amazon or eBay. Your browser has a setting that allows you to control whether you allow cookies or not.

Since cookies are so common, your browser probably already has cookies enabled. If you are unsure whether your browser is set up properly, please call the Personal Support Center.

It is important to verify your version of Java is up to date. Read more about Java in the Suggested Plug-ins document linked below.

Download a list of Suggested Plug-ins and Software.

*Videotaping and audio recording of students may be a required component for successful completion of courses offered in Davis & Henley College of Nursing programs. 

TOPICAL OUTLINE AND DUE DATES ARE SUBJECT TO CHANGE

Course Assignments

 Discussion Board (15%)

Discussion Post Naming:

When you post your discussions, please label your discussion post with your first and last name and the week number (e.g. “Smith Week 1 Discussion") with replies labeled (e.g. “Smith Week 1 reply 1), or the appropriate number of the reply. This helps when reading your posts and your responses both within the threads and by individual student for grading. When grading, all of your posts are read in context and then collected by student. For students who do not follow the request to place their first and last name in the post title, after the 2nd offense, 5 points will be deducted from the discussion post grade.

Keep in mind that the discussion board is your interactive classroom. You are required to post a minimum of three posts (one initial and two responses). These should not be three short essays, but rather substantive conversation among the class. Be sure to check back to your initial thread to respond to any questions or comments that your instructor or your classmates have posted on your thread. Only the required three posts need to be referenced but be sure to keep your discussion posts scholarly for the best learning experience.  You will also utilize this rubric to reply to the special group presentations. 

Rules for Discussion Postings:

1. Students are to name discussion posts beginning with your first and last name and the week number:  Smith - Week 1
2. Please name follow up postings beginning with your first and last name, week number, and reply number:  John Smith - Week 1 - reply 1 (or 2, 3, 4, etc.).
3. Discussion posts to your classmates are to be interactive - you should be commenting on your classmate’s original post, adding additional material, or clarifying a point. Out of professional curiosity you should respond to your classmates and faculty who ask questions or post additional material adding to your post.
4. Discussion posts are to be professional and contribute to class material being discussed.  Informal comments such as great job and I really like your post are not appropriate and will be graded a zero. 
5. Discussion posts must include evidence-based references per the rubric to support your discussion. Primary sources should be written at the level of the health care provider versus to the lay public. For example, lay public sites would be sites such as mayoclinic.org or medlineplus.gov. 
6. Students are required to post three evidence-based responses - one initial response to the question of the week and two peer responses to different classmates unless the assignment designates different guidelines. Responding to faculty question(s) does not meet a required peer response; however, response to faculty will add support to your original discussion and extend further learning.  Ability to view fellow learner responses will be available after you post your initial response.
7. Students should follow the due dates as listed in the assignment for the initial post and peer posts for each week it is assigned. Initial post should be posted by Wednesday of each week at 11:55pm EST and peer responses are due by Sunday at 11:55pm EST. 
8. No posts will be accepted after the end of the weekly discussion is over and will be graded zero.
9. Discussion posts are to be comprehensive and concise. The initial posting is to be 250-350 words. Peer responses are to be 150-200 words.  
10. All postings must be respectful and demonstrate and/or promote significant learning.  
11. Refer to rubric for grading criteria.
12. Students in the MSN/FNP online program are not permitted to edit discussion board posts. Credit will not be given for any edited posts including responses and replies.  

The faculty of the College of Nursing at Sacred Heart University strongly suggest that you use the above list as a checklist to ensure that you have met all criteria for successful discussion postings.

Of special note:

Students are required to conduct scholarly research to support their initial response to the weekly discussion prompt and peer responses to classmate postings.  Evidence should be gathered from additional peer-reviewed resources.  Evidence collected should be summarized and paraphrased using the student’s own words.  Very limited use of direct quotations is allowed. Correct citation in standard American Psychological Association (APA) 7th edition format is required.  Students are referred to APA textbook.

Sacred Heart University (SHU) and the faculty of the Davis & Henley College of Nursing (DHCON) comply with the University policy on plagiarism and take this matter very seriously. The faculty of the DHCON strongly recommend that students bring questions of APA format directly to the SHU writing center and/or to the faculty teaching your course. Students are strongly encouraged to read and understand the University policy.

Discussion Grading

Students are expected to read the grading rubric carefully and understand the expectations for successful discussion board participation.

The rubric is designed to facilitate a creative and lively scholarly dialogue online by encouraging substantive writing in discussion posts and comments. The criteria will be used for the evaluation of each student’s posts and comments.

Discussion Board Rubric:

Criteria	Well-Done	Above-Average	Acceptable	Unacceptable
	45-43	42-36	35-24	23-0
Initial Response 45 %	Critiques course concepts, theories, and materials using examples or supporting evidence. Evidence is documented utilizing two peer-reviewed reference (<5 years) to support discussion.  Initial post is on time.	Analyzes course concepts, theories and materials using examples or supporting evidence.   Evidence is documented utilizing two peer-reviewed reference (<5 years) to support discussion.  Initial post is on time.	Explains course concepts theories and materials and applies using examples or supporting evidence. Evidence is documented utilizing one peer-reviewed reference (<5 years) to support discussion. Initial post is on time.	Defines course concepts, theories and materials. Fails to use examples or supporting evidence. Does not utilize peer-reviewed references (<5 years) to support discussion. Initial posting is late or no initial posting.   0 credit will be given for any edited posts including responses and replies.
	20-18	17-14	13-9	8-0
Peer Response #1 20 %	Critiques fellow learners’ initial discussion.  Appraises relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue.  Response is respectful, demonstrates and/or promotes further learning. Utilizes minimum of one to three peer-reviewed reference (<5 years) to support discussion.  Peer response is on time.  Posted on a separate day from other posts.  Responded to faculty if appropriate.	Analyzes fellow learners’ initial discussion.  Compares relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue.  Response is respectful, demonstrates and/or promotes further learning. Utilizes a minimum one to three peer-reviewed reference (<5 years) to support discussion. Peer response is on time.  Posted on a separate day from other posts.  Responded to faculty if appropriate.	Explains fellow learners’ initial discussion.  Reports relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences.  Response lacks respect, limited demonstration and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion.  Peer response is on time.  Posted on a separate day from other posts.  Responded to faculty if appropriate.	Recalls fellow learners’ initial discussion.  List relationships between topics/concepts; fails to introduce new examples from professional, personal, or real-world experiences to extend the dialogue.  Response is disrespectful, does not demonstrate and/or promote of further learning. Does not utilize peer-reviewed reference (<5 years) to support discussion.  Peer response is late or no peer response. Posted on the same day as another post. Did not respond to faculty if appropriate. 0 credit will be given for any edited posts including responses and replies.
	20-18	17-14	13-9	8-0
Peer Response #2 20 %	Critiques fellow learners’ initial discussion.  Appraises relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue.  Response is respectful, demonstrates and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion.  Peer response is on time.  Posted on a separate day from other posts.	Analyzes fellow learners’ initial discussion.  Compares relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences to extend the dialogue.  Response is respectful, demonstrates and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion.  Peer response is on time.  Posted on a separate day from other posts.	Explains fellow learners’ initial discussion.  Reports relationships between topics/concepts; introduces new examples from professional, personal, or real-world experiences.  Response lacks respect, limited demonstration and/or promotes further learning. Utilizes a minimum of one to three peer-reviewed reference (<5 years) to support discussion.  Peer response is on time. Posted on a separate day from other posts.	Recalls fellow learners’ initial discussion.  List relationships between topics/concepts; fails to introduce new examples from professional, personal, or real-world experiences to extend the dialogue.  Response is disrespectful, does not demonstrate and/or promote of further learning. Does not utilize peer-reviewed reference (<5 years) to support discussion.  Peer response is late or no peer response. Posted on the same day as another post.
	15-13	12-10	9-7	6-0
Scholarly Writing, APA guidelines, Grammar, and Mechanics 15 %	Writing is clear, accurate, and concise without errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.   Supporting references are evidence based, primary source, peer reviewed literature or websites ending in .org, .gov or .edu and source is <5 years old. Sources support viewpoint and are rephrased in your own words. No quotes utilized.	Writing is clear, accurate, and concise with no more than 1-3 types of errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.   Supporting references are evidence based, primary source, peer reviewed literature or websites ending in .org, .gov or .edu and source is <5 years old. Sources support viewpoint most is rephrased in own words with minimal use of direct quotation.	Writing is not clear, accurate, or concise with no more than 4-5 types of errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.   Supporting references may not be evidence-based, may be secondary source or may be website ending in .com Minimal in supporting viewpoint and rephrasing into own words with some use of direct quotation.	Writing is not clear, accurate, or concise with 6 or more types of errors in punctuation, grammar, spelling, sentence structure, and APA publication guidelines.   Supporting references are not evidence based. Posts relies heavily on the textbook or other non-peer reviewed reference as primary source.  Minimal to no rephrasing into own words with excessive use of direct quotation.

 Student Group Presentation on Special Populations (15%)

Purpose

Students will work in assigned groups to lead discussions on the impact of physical, psychological, and social variables on the family unit. The discussions will begin in Week 4 and conclude in Week 14.

Assignment Directions

1. Group assignments and topics

At the end of week 1 of the course, the instructor will post the table below along with group assignments. 

Group 1	Week 4	Emergency Preparedness
Group 2	Week 8	Poverty
Group 3	Week 10	Violence
Group 4	Week 11	Rural Health
Group 5	Week 13	Loss and Grief
Group 6	Week 14	Teen Pregnancy

2. Roles

Your group should decide who will be responsible for the following roles to ensure fair distribution of workload:

• Manage the schedule to get the work done and post articles and PowerPoint to the discussion board on time
• Create the PowerPoint, based on input from all group members.
• Editor to review and post the Powerpoint after receiving approval from the entire team.
• Other roles as you deem appropriate.

3. The presentation must include:

• Discuss and analyzes the impact of topic on families and communities

• Statistics to support the topic 
• Risk factors 
• Risk population 

• Discusses and analyzes the role advanced practice nursing on the family and community related to the topic 
• Identifies community resources to assist families

• Implications for community (social, economic)
• Resources available 

• Composes 5 questions for class discussion 
• References (APA format)

4. Presentation and discussion

Note the week which your group is assigned to present and manage the discussion, following the steps below.

By Sunday at 11:55pm ET	Your group’s designated team member posts two evidence-based articles on the assigned topic to the Discussion Board.
By Monday at 11:55pm ET (of the week assigned).	Your group’s designated team member posts the Special Topics PowerPoint presentation to the Discussion Board.
By Wednesday at 11:55pm ET (of the week assigned).	Your classmates must respond to at least one discussion question.
Thursday through Saturday at 11:55pm ET (of the week assigned).	Your group manages the discussion board by answering questions, clarifying as needed based on your research on the topic. Your classmates must respond to at least two posts.

Rubric:  Student Group Presentation on Special populations 

Criteria		Well Done		Above Average		Acceptable		Not Acceptable
		5		4		3		2-0
Post 2 articles on schedule By Sunday at 11:55pm EST Weight: 5% Supports course objective # 4		Articles are peer reviewed literature not more than 5 years old. Articles address the special populations topic assigned.		Articles are peer reviewed literature not more than 5 years old. Articles address the special populations topic assigned.		Articles are peer reviewed literature more than 5 years old. Articles address the special populations topic assigned.		Articles are not peer reviewed literature are more than 5 years old. Articles do not specifically address the special populations topic assigned.
		5		4		3		2-0
Post PowerPoint on schedule By Monday at 11:55pm ET Weight 5%		Powerpoint is posted by Monday at 11:55PM.		Powerpoint is posted by Monday at 11:55PM.		Powerpoint is posted by Monday at 11:55PM.		Powerpoint is not posted on time.
		50-47		46-38		37-26		25-0
	PowerPoint content includes: Discusses and analyzes the impact of topic on families and communities Statistics to support the topic Risk factors  Discusses and analyzes the role advanced practice nursing on the family and community related to the topic  Identifies community resources to assist families Implications for community (social, economic) Resources available Composes a minimum of 5 questions for discussion Weight 50% Supports course objectives 1,2,3,4,5,		Offers detailed discussion regarding the impact of topic on families and communities (includes statistics, risk factors, risk population). Offers 3 discussion points related to the role of the advanced practice nurse regarding the topic proposed. Identifies >2 community resources. Compose 5 discussion questions that ask for more information on the topic. High level critical thinking is demonstrated.		Offers detailed discussion regarding the impact of topic on families and communities (includes statistics, risk factors, risk population). Offers 2 discussion points related to the role of the advanced practice nurse regarding the topic proposed. Identifies 2 community resources. Compose 5 discussion questions that ask for more information on the topic. Moderate to High level critical thinking is demonstrated.		Offers discussion regarding the impact of topic on families and communities (may include statistics, risk factors, risk population). Offers 1 discussion point related to the role of the advanced practice nurse regarding the topic proposed. Identifies 1 or >1 community resource. Compose 5 discussion questions that ask for more information on the topic. Critical thinking is demonstrated.		Offers discussion regarding the impact of topic on families and communities (does not include statistics, risk factors, risk population). Offers 1 discussion point related to the role of the advanced practice nurse regarding the topic proposed. Identifies1 community resource. Compose 5 discussion questions that are easily addressed. Critical thinking is poorly demonstrated.
		23-25		22-19		18-12		11-0
Team members lead the discussion for the week. Ask questions of the classmate’s postings Submit new information to clarify questions raised in discussion. Weight: 25% Supports course objectives 2,3,4		All Team members are actively involved in leading the discussion and submit new information in answer to questions that is based on research and evidence for practice. Team members display engagement with the material at a high level of critical thinking.		Most team members are actively involved in leading the discussion, while others are not. New information is being submitted to clarify questions that is based on research and evidence for practice. Team members display a moderate amount of engagement with the material and display moderate to high level critical thinking.		Many team members are actively involved in leading the discussion, while others are not. New information is being submitted to clarify questions that is not clearly based on research and evidence for practice. Team members display engagement that is representative of critical thinking.		Few team members are actively involved in leading the discussion, while others are not. New information is not being submitted to clarify questions. Team members display engagement that does not represent critical thinking.
		15-13		12-10		9-7		6-0
References, APA format /15%		PowerPoint should consist of a minimum of 10 slides excluding Title and Reference slides. PowerPoint follows APA 7th edition rules for PowerPoint. Slides should allow enough white space. A title slide and reference slide should be included. There are no errors in Spelling and grammar.		PowerPoint should consist of a minimum of 10 slides excluding Title and Reference slides. PowerPoint follows APA 7th edition rules for PowerPoint. Slides should allow enough white space. A title slide and reference slide should be included. There are 1 to 2 errors in Spelling and grammar.		PowerPoint should consist of a minimum of 10 slides excluding Title and Reference slides. PowerPoint follows APA 7th edition rules for PowerPoint. Slides should allow enough white space. A title slide and reference slide should be included. There are >3 errors in Spelling and grammar.		PowerPoint should consist of less than 10 slides excluding Title and Reference slides. PowerPoint follows APA 7th edition rules for PowerPoint. Slides do not allow enough white space. A title slide and reference slide should be included. There are >5 errors in Spelling and grammar.

Family Assessment Paper Assignment (25%)

Purpose

This paper enables you to practice assessing a selected family to thoroughly evaluate their health needs and challenges in a family and community context.

IMPORTANT: This assignment is scaffolded throughout the course with assignments that are relative to the paper and that will help you create a better paper. 

Instructions

To complete the paper with all required components, follow the steps each week, as noted in the table that appears below. This is a complex project, so plan your time wisely to stay on pace.

This paper is a 10 to 15 page (not longer, no exceptions) written analysis and narrative of the family. Note, length does not include title page, references or appendices. Use A.P.A. 7th edition style for format. Analyze your chosen family’s needs using the following tools: Bowens Family Systems theory, the Calgary Family Assessment Model (CFAM), The Calgary family Intervention model (CFIM) and a community resource that you identify as supporting the health and integrity of your chosen family. (Please see the rubric for all requirements). This paper includes a written analysis and narrative of the community in which the family resides. You will list the problems identified in your family and you will list your proposed interventions. Finally, this paper contains the results of an interview with the chosen community agency (Please see the rubric for all requirements)

When you submit your paper, please name your file appropriately e.g., NU549_JonesM_Family and Community Assessment and Referral Paper. Failure to submit your .doc file named in this way will result in 2 points being deducted from your grade. 

When you submit your paper, please include the following revised (per instructor feedback) components as appendices (5 in total). These should be part of the paper and should not be separate submissions. 

1. Family Identification Sheet 

2. Revised Genogram 

3. Revised Ecomap 

4. Revised Environmental Assessment

5. Copy of Signed Student Family Contract 

Family Assessment - Selecting Your Chosen Family

• Select a family in your geographic location by the end of Week 2 using the following criteria:

• Family is willing to allow 3 home visits per timeline required for the course

• May have an identified member with a health problem. May be known to the student in another context (part of clinic, practice population) but not a friend or family member.
• Family may not be a relative or friend.
• You can contact your priest, minister or Rabbi for a family that needs some help and is willing to work with you. They have been helpful to students in the past.  If you are employed in a hospital, social services can help you locate a family.

Relevant Documents:

• Family Identification Sheet 
• Family Student Contract 
• Family visit sheets 
• Please note, Appendices should be included as part of your paper and not posted as separate files. Two points will be deducted for each appendix that is posted as a separate document or that is not included. 

Assignments for family visits:

1. First visit: Complete a family assessment using the Calgary Family Assessment Model.
2. Second visit: Review the assessment with the family and plan on interventions using the Calgary Family Interventions Model (CFIM) for future course. 
3. Third visit: Review the discussed interventions from the second visit and make recommendations regarding community resources to be used by the family. 
4. As needed, students may meet with faculty to discuss challenges encountered with the chosen family.  
5. Student will be responsible for having the family sign the contract. The original copy of the contract should be scanned and included as an Appendix to the Family Assessment Papers.

Family Assessment and Community Referral paper is due on Sunday of Week 12 at 11:55PM EST. 

Key Components in Detail - Review the requirements for key components, provided here in more detail.

Genogram and Ecomap (Revised)

1. Read the Genogram and Ecomap Resource Guide (in Course Documents in the course menu) which provides the detailed instruction for the assignment.
2. Create a genogram going back at least three generations.
3. Create an ecomap including all members of the chosen family and their “outer circles” in the community, such as schools, work, friends, recreation, health care, religion, etc.
4. Include a key for both Genogram and Ecomap.
5. Write a short narrative of 200-250 words that explains the genogram and ecomap in your own words. (this must be in APA 7th edition format). Summarize your findings and potential health impact on your chosen family. Write up your assessment including the following:

• How your chosen family’s county stacks up. Apply your findings to your chosen assessment family’s community. Discuss the community and the issues for your chosen assessment family’s community as it compares to other counties.
• Identify the “top” polluter in the county in which your chosen family resides and discuss interventions that can be used by your family to guard against the effects of the pollutant.
• Identify one “top” chemical released in your/family county and how this chemical can pose health risks for your family. Discuss interventions that can assist your chosen assessment family to maintain health.
• % of houses with “high risk” of lead hazards. Discuss the age of your family’s home as well as possible lead hazards in the home. Discuss interventions that can help the chosen assessment family
• Write up the narrative of your assessment as follows: In 200-250 words summarize your findings and potential health impact on your chosen family.

6. Both the genogram and ecomap are required to be computer-generated not hand drawn. See resources in blackboard for software suggestions. Please do not submit hand created drawings.

Environmental Assessment/Survey (Revised)

1. Search pollution for your chosen family’s community and state. There is a site in your websites for CT. If your family is located outside of CT, search the website for that state.
2. Refer to the rubric that appears in the syllabus regarding grading for this assignment. 
3. How does your chosen family’s county stacks up. Discuss the community and the issues for your chosen assessment family’s community as it compares to other counties. 
4. Identify the “top” polluter in the county in which your chosen family resides and discuss interventions that can be used by your family to guard against the effects of the pollutant.
5. Identify one “top” chemical released in your family county and how this chemical can pose health risks for your family. Discuss interventions that can assist your chosen assessment family to maintain health.
6. Discuss the percentage of houses with “high risk” of lead hazards. Discuss the age of your family’s home as well as possible lead hazards in the home. Discuss interventions that can help the chosen assessment family
7. Write up the narrative of your family environmental assessment as follows: In one to two pages,  summarize your findings and potential health impact on your chosen family. 
8. Follow APA formatting 7th edition with a Title page, double-spacing, and a reference page. 
9. Submit to the Assignment Manager

DUE DATE SCHEDULE FOR THE FAMILY ASSESSMENT PAPER

The table below recaps what is due when, so you may plan accordingly. Note that all documents must be submitted as MS Word files, scanned documents will be submitted as PDF files.  No JPEG files will be accepted. 

Timeline for the Family Assessment Paper Deliverables
Week	Tasks to Stay on Pace	Due by Sunday of corresponding week at 11:59PM EST:
1 & 2	Family Selection	Family Identification Sheet
3 & 4	Family Visit #1  Complete a family assessment using the Calgary Family Assessment Model. Be sure to get Family-Student Contract signatures for the first visit.	Family Contract Sheet
5 &6	Family Visit #2 Review the assessment with the family, create a problem list, and plan Interventions using CFIM. One intervention should include a community resource for your chosen family. Be sure to get Family-Student Contract signatures for the second visit.	Updated Family Contract Sheet
7& 8	Family Visit #3  Review the interventions proposed and whether they are successful, more time is needed or whether the proposed intervention requires revision. Be sure to get Family-Student Contract signatures for the third visit.	Completed Family-Student Contract
9		Genogram and Ecomap
10		Environmental Survey
12		Family Assessment Paper Appendices include (these must all be a part of your document and not separate files): Family Identification Sheet Revised Genogram  Revised Ecomap  Revised Environmental Assessment Copy of Signed Student Family Contract. This must be submitted as one document. Please do not submit appendices as separate documents

Family Identification Sheet

Please Note: Please submit a copy of this document in the assignment manager located in the Blackboard in the week 3 content folder.

Family Demographics

Student Name:

Family Name:

Address:

City: State: Zip:

Telephone:

Reason for selection:

Family Student Contract

A completed copy must be submitted to the Assignment Manager on weeks 4,6, & 8 in the content folder in the Blackboard. In addition, a scanned copy of this document must be attached as an Appendix to your Family and Community Assessment and Referral Paper due in week 12.

Student Name:

Family Name:

Purpose of the Home Visits

DESCRIBE THE PURPOSE OF EACH HOME VISIT:	TIME SPENT
Visit #1
Visit #2
Visit #3

Student Responsibilities

Add the list of student responsibilities here:

Visit #1

Visit #2

Visit #3

Family Responsibilities

Add the list of family responsibilities here:

Visit #1

Visit #2

Visit #3

Family Members Names and Signatures

Add all family Members who were part of each visit and each must sign their name for each visit
Visit	#1
Date
Family Members (Signatures)
Student (Signature)
Visit	#2
Date
Family Members (Signatures)
Student (Signature)
Visit	#3
Date
Family Members (Signatures)
Student (Signature)

Family Assessment Paper Rubric

Criteria	Well Done (90-100%)	Above Average (80-89%)	Acceptable (70-79%)	Not Acceptable (Below 70%)
Content and Analysis	Comprehensive and insightful analysis of the family using family theory, CFAM, and community resources. Integrates theoretical concepts effectively and demonstrates critical thinking.	Thorough analysis with minor gaps in critical thinking or integration of family theory, CFAM, and community resources.	Satisfactory analysis but lacks depth or critical thinking. Limited integration of family theory, CFAM, or community resources.	Minimal or no analysis. Weak or incorrect application of family theory, CFAM, or community resources.
Organization and Structure	Information is logically organized with a clear introduction, body, and conclusion. Flows smoothly with strong transitions.	Well-organized overall but may lack smooth transitions or a compelling structure.	Adequate organization with some inconsistencies or gaps in flow	Poorly organized, difficult to follow, or lacks a logical structure.
Use of APA 7th Edition	Flawless adherence to APA 7th edition formatting, including citations, references, and paper structure.	Few minor errors in APA 7th edition formatting.	Several errors in APA formatting but does not impede comprehension.	Significant APA errors that hinder comprehension or professionalism.
Clarity and Precision	Writing is clear, concise, and error-free. Professional and academic tone maintained throughout.	Writing is clear with minor errors. Professional tone is consistent with few lapses.	Writing is understandable but contains noticeable errors. Tone may occasionally deviate from professional standards.	Writing is unclear, contains numerous errors, or lacks professionalism.
Critical Use of CFAM	Detailed and nuanced application of CFAM with clear connections to family needs and health dynamics.	Good use of CFAM, though some analysis may lack depth or connection to family dynamics	Basic use of CFAM with limited analysis or application to family health.	Inadequate or incorrect application of CFAM, with minimal relevance to family health.
Application of Family Theory	Insightful use of family theory, showing strong understanding and relevance to the family’s needs and structure.	Adequate use of family theory, demonstrating understanding but lacking depth.	Limited or superficial application of family theory with basic understanding	Inappropriate or absent use of family theory, showing lack of understanding. ntegration of Community Resources
Integration of Community Resources	Excellent identification and analysis of a community resource, highlighting its role in supporting family health and integrity.	Relevant community resource identified, with good analysis of its role in supporting family health.	Community resource identified but analysis lacks depth or clear relevance to family health.	Community resource is irrelevant or missing, or analysis is inadequate.
Visual Presentation (For Poster)	Engaging and professional design with excellent use of visuals, layout, and legible text. Effectively supports the content family health and integrity.	Clear and professional design, though visuals or layout could be more engaging..	Basic design, but may lack visual appeal or professionalism.	Poorly designed, unprofessional, or difficult to read.
Length and Coverage	Stays within page limits while covering all required elements comprehensively.	Slightly exceeds or falls short of page limits but covers required elements.	Meets page limits but omits some elements or includes unnecessary information.	Exceeds page limits or fails to include key elements of the assignment.

The Community Assessment Presentation (15%)

The Community Assessment Poster Presentation is a poster presentation that you will present to your peers through a voice over power point. This is an analysis of the community in which the family resides. Note that the presentation must be in 7th edition APA style for format. Analyze your chosen family’s community based on its geopolitical context, geographical boundaries, climate, economy, employment, general services, and health services. Also assess the strengths and weaknesses of the community in supporting the needs of the family. Please see rubric below regarding the requirements of this assignment. You will be required to utilize this rubric and pick 2 peer’s posters who you will review.  If you do not complete the review a deduction of 5 points will be made from your grade for this assignment. 

Community Assessment Poster Presentation Rubric

Criteria	Well Done (90-100%)	Above Average (80-89%)	Acceptable (70-79%)	Not Acceptable (Below 70%)
Content and Analysis	Comprehensive and insightful analysis of the family using family theory, CFAM, and community resources. Integrates theoretical concepts effectively and demonstrates critical thinking.	Thorough analysis with minor gaps in critical thinking or integration of family theory, CFAM, and community resources.	Satisfactory analysis but lacks depth or critical thinking. Limited integration of family theory, CFAM, or community resources.	Minimal or no analysis. Weak or incorrect application of family theory, CFAM, or community resources.
Organization and Structure	Information is logically organized with a clear introduction, body, and conclusion. Flows smoothly with strong transitions.	Well-organized overall but may lack smooth transitions or a compelling structure.	Adequate organization with some inconsistencies or gaps in flow	Poorly organized, difficult to follow, or lacks a logical structure.
Use of APA 7th Edition	Flawless adherence to APA 7th edition formatting, including citations, references, and paper structure.	Few minor errors in APA 7th edition formatting.	Several errors in APA formatting but does not impede comprehension.	Significant APA errors that hinder comprehension or professionalism.
Clarity and Precision	Writing is clear, concise, and error-free. Professional and academic tone maintained throughout.	Writing is clear with minor errors. Professional tone is consistent with few lapses.	Writing is understandable but contains noticeable errors. Tone may occasionally deviate from professional standards.	Writing is unclear, contains numerous errors, or lacks professionalism.
Critical Use of CFAM	Detailed and nuanced application of CFAM with clear connections to family needs and health dynamics.	Good use of CFAM, though some analysis may lack depth or connection to family dynamics	Basic use of CFAM with limited analysis or application to family health.	Inadequate or incorrect application of CFAM, with minimal relevance to family health.
Application of Family Theory	Insightful use of family theory, showing strong understanding and relevance to the family’s needs and structure.	Adequate use of family theory, demonstrating understanding but lacking depth.	Limited or superficial application of family theory with basic understanding	Inappropriate or absent use of family theory, showing lack of understanding. ntegration of Community Resources
Integration of Community Resources	Excellent identification and analysis of a community resource, highlighting its role in supporting family health and integrity.	Relevant community resource identified, with good analysis of its role in supporting family health.	Community resource identified but analysis lacks depth or clear relevance to family health.	Community resource is irrelevant or missing, or analysis is inadequate.
Visual Presentation (For Poster)	Engaging and professional design with excellent use of visuals, layout, and legible text. Effectively supports the content.family health and integrity.	Clear and professional design, though visuals or layout could be more engaging..	Basic design, but may lack visual appeal or professionalism.	Poorly designed, unprofessional, or difficult to read.
Length and Coverage	Stays within page limits while covering all required elements comprehensively.	Slightly exceeds or falls short of page limits but covers required elements.	Meets page limits but omits some elements or includes unnecessary information.	Exceeds page limits or fails to include key elements of the assignment.

Genogram and Ecomap (10%)

Purpose

Genograms, used to describe and gain insight into relationships and roles within the family unit; and Ecomaps are used to document the family unit's relationship to the outside system.

Instructions for Completing a Genogram: According to data collected during the family virtual interview:

1. Begin by diagramming the members of household. Symbols describe the sex of the individual. A male is indicated by a square; a female is indicated by a circle.

A triangle is used to indicate if the sex of the person is unknown (i.e. the sibling of a great-grandparent or a still-born child whose sex is unknown).

An "X" through a figure indicated the person is no longer living.

2. Draw connecting lines between these symbols to describe the composition of the family system. (See Figure 2 on the next pages).

Marital separation is indicated by a single slash along the connecting line; a divorce is indicated by two slashes.

Location of the slashes on the connecting line denotes which parent has custody of the children. See the genogram in Figure 1. The slashes on the marital line indicate the couple is divorced. The location of the slashes set the father off from the children and indicates the mother has custody of the children.

Additional lines are drawn between the symbols to describe the emotional quality of the relationships. (See Figure 3).

3. Children born to the couple are drawn below the parents and the child's symbol is connected to the line between the parents, starting with the oldest to the left.

Twins are connected to one another and a single line connects their line to their parent's line.

Again, additional lines are drawn to describe the type of relationship that exists between the children and the parents or between the siblings.

4. A dotted line drawn around the group of individuals denotes the household composition.

5. Repeat the process vertically and horizontally to include persons in the extended family.

Grandparents are connected and diagrammed above the parents

(vertically). Connecting lines extend from the grandparent's line to the parent.

Repeat the process horizontally, as needed, to include the aunts, uncles, and cousins of the children.

6. Upon obtaining the skeletal structure of the family, it is important to fill in the diagram with identifying and historical information, such as:
   1. Names, birthdates, and death dates should be written next to the person figures;
   2. The age of the individual can be written inside the person figure for quick reference;
   3. Include marriage dates and dates of separation and divorce write next to the connecting lines between the individuals.
   4. Include occupations, interests, and descriptive characterizations, health condition, etc., next to the individual.
   5. Include information that further describes the family unit, such as race, income, religion, ethnic or cultural influences family in the border.

• Ecomap templates https://templatelab.com/ecomap/#What_is_an_ecomap

• Genogram templates https://www.mywordtemplates.org/printables/template399.html

Steps for Diagramming Family Structure

Genogram Written Narrative on family:

Household family consists of :  Father , born in

  . Mother , born in .  They were married in . Their relationship is a  

Their marriage has produced ; male and female. Continue the narrative by describing all the family members and their relationships as depicted on the family genogram.

Diagramming Emotional Relationships:

Family Ecomap

Resource: http://www.genogramanalytics.com/

Genogram and Ecomap Grading Rubric

	Well Done 93-100	Above Average 87-92	Acceptable 80-86	Unacceptable >80
Family Genogram Objectives 1,2,3&6 Total 30 points	Genogram contains 3 generations, birth/death dates and relationships are clearly marked. Illnesses as well as health-related behaviors clearly identified	Genogram contains 3 generations, birth/death dates and relationships may/may not be marked. Illnesses as well as health-related behaviors may/may not be identified	Genogram contains limited information for generations, birth/death dates and relationships. Illnesses as well as health-related behaviors not identified	Genogram is not well executed and is not clearly marked and identified
Family Ecomap Objectives 1,2,3&6 Total 25 points	Ecomap depicts all family and social interactions. All relevant relationships identified	Ecomap depicts family and social interactions. Some relationships identified	Ecomap depicts some family and social interactions. Relationships not identified	Ecomap is not well executed and is not clearly marked and identified
Narrative Explaining the Genogram and Ecomap Objectives 1,2,3&6 Total 30 points	Content is comprehensive, accurate and fulfills required items. Major points are clearly stated and well-supported	Content is accurate and fulfills most required items. Major points are stated and supported	Content is not comprehensive. Major points are stated and but not well-supported	Content is incomplete. Major points are not stated with little to no support presented
Execution of Documents: Formatting, Sequencing of Information, Layout Total 15 points	Presentation of design is carefully planned and executed. Readability is high, organization is clear and easy to understand	Presentation of design adequately planned and executed. Readability is good, organization is easy to understand	Presentation of design is poorly planned and executed. Readability is poor and, organization is difficult to understand	Presentation is poorly formatted with no clear plan for organization of information

Environmental Assessment/Survey (10%)

In this assignment, we look at the environment of the community in which your family lives. The outline for this assignment is as follows:

Environmental Assessment Survey Outline

1. Search pollution for your chosen family’s community and state. There is a site in your websites for CT. If your family is located outside of CT, search the website for that state.
2. Refer to the rubric that appears in the syllabus regarding grading for this assignment. 
3. How does your chosen family’s county stacks up. Discuss the community and the issues for your chosen assessment family’s community as it compares to other counties. 
4. Identify the “top” polluter in the county in which your chosen family resides and discuss interventions that can be used by your family to guard against the effects of the pollutant.
5. Identify one “top” chemical released in your family county and how this chemical can pose health risks for your family. Discuss interventions that can assist your chosen assessment family to maintain health.
6. Discuss the percentage of houses with “high risk” of lead hazards. Discuss the age of your family’s home as well as possible lead hazards in the home. Discuss interventions that can help the chosen assessment family.
7. Write up the narrative of your family environmental assessment as follows: In one to two pages, summarize your findings and potential health impact on your chosen family. 
8. Follow APA formatting 7th edition with a Title page, double-spacing, and a reference page. 
9. Submit this assignment to the assignment manager by Sunday at 11:59pm EST of the week due. See blackboard for due dates. This assignment will also be submitted as an appendix with your final Family/Community paper.

Environmental Assessment Survey Grading Rubric

	Well Done 93-100	Above Average 87-92	Acceptable 80-86	Unacceptable >80
Content 1* Identify how your family’s environment compares to others. Is the environment healthy? Identify issues and discuss 2. Identify “top polluter” in the environment 3. Identify “top chemicals” identified and explain danger to family’s health 4. Identify percentage of houses with “high risk of hazards” including the house itself Objectives 1,2&5 Total 60 points	All elements of assignment are accurately defined. There is in-depth discussion of all elements which goes beyond criteria. Many examples and good supporting evidence are provided. High level of critical thinking is present	Elements of assignment are accurately defined. There is good discussion of elements which satisfies criteria. Good examples and supporting evidence are provided. Moderate level of critical thinking is present	Elements of assignment are defined. There is adequate discussion of elements barely satisfies criteria. Minimal examples and supporting evidence are provided. Moderate level of critical thinking is present	Elements of assignment poorly defined. The information presented poorly reflects this assignment. No additional information or supporting evidence are provided. Low level of critical thinking is present
Analysis of Content: Include summary of findings of potential health impacts of environment and identify ways family can improve Total 25 points	Paper is thorough, in-depth and contains well-developed ideas and responses to questions posed. High level of analysis and synthesis. High level of critical thinking is present	Paper is in-depth and contains good ideas and responses to questions posed. Good level of analysis and synthesis. Moderate level of critical thinking is present	Paper has thoughtful responses to questions posed. Lack of analysis and synthesis. Moderate level of critical thinking is present	Paper lacks adequate responses to questions posed. Lack of analysis and synthesis. Low level of critical thinking is present
APA Style 7th Edition  Quality of Work Total 15 points	Excellent use of current APA style format and structure. Page limit is met, not exceeded	Good use of current APA style format and structure. Page limit is met, not exceeded	Adequate use of current APA style format and structure. Page limit is not met, not exceeded	Multiple errors with APA style which demonstrates a lack of knowledge. Work is not clear and page limit is not met

Cultural Competence Certificate – (5%)

Cultural Competence Certificate

Cultural Competence is an underlying factor in delivering good medical care. In order to ensure that you have met the criteria for cultural competence, you are required to complete a Cultural Competence Course, which will provide you with a Cultural Competence Certificate of Completion. Click on the following link and register to take this course: A Physician’s Guide to Culturally Competent Care.  You must complete this course by Week 7. This is a nine-hour course and you may start the course and pause and return as many times as you wish in order to complete it, so plan your time accordingly. Submit your Cultural Competency Certificate of Completion to the Assignment Manager. 

MSN FNP Assignment Checklist (Certificate students only)

Instructions: This assignment is for CERTIFICATE students in the Online MSN: Family Nurse Practitioner (MSN/FNP) program.

The PMHNP students, please reach out to the PMHNP program director, Dr. Melissa Scollan-Koliopoulos for more specific information regarding clinical compliance.

In preparation for your clinical experience in Primary Care NU 561 next semester, you are required to have completed the necessary compliance requirements.

You will need to monitor your eValue account for any compliance requirements that are due for renewal and meet the due date.

As a reminder, these compliance requirements must be CLEARED in your eValue account by their respective due date(s).

Please note background checks must be completed annually until you graduate from your program.

ALL of your compliance requirements (CPR, insurance, physical etc) must remain compliant during your clinical rotations. Unfortunately, if you do not remain compliant, the compliance policy for your program will be followed.

If you have not done so already, please reach out to your academic advisor with your request for preceptor and site approval. Please email your academic advisor with any questions regarding your preceptor/site.

You will receive a clearance letter for every site & preceptor you are cleared to work with by the Clinical Placement Compliance Coordinator. You will not be able to attend clinical until you have received this. Please note these letters do not start to go out until about 2 weeks before the start of the semester in which you are completing clinical hours.

Due Date:

You must upload a screenshot of your eValue account showing all items are still in the “Met” status to the drop box before or during Week 10 of the semester.

The screenshot should include your name and all requirements (there are 18 in total), and look similar to the screenshot below: