Running head: FAMILY NURSING CARE PLAN CHN: Family Nursing Care Plan (name) (school) (date) CHN Project: Family Nursing Care Plan Assessment Profile of selected family The Smith family (pseudonym) is made up of Mr. and Mrs. Todd (52 years old) and Evelyn (45 years old) Smith, parents to four children: Susan, living at home, (20 years old), Todd, Jr…
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In his absence, the mother Evelyn has more or less similar functions for the family. The family is Caucasian and belongs to the Methodist religion. (Profile - brief - who are the family members & ages and family type (1), other characteristics, e.g. culture (1) Approach to family . a) Description of introduction and how confidentiality was addressed (paper (1), access(1), and consent (1) When I got to the Smith family’s home, I was greeted by the mother. I introduced myself to her, gave my full name, told them that I was a student nurse from George Brown College, and explained my purpose for being there. After they checked my credentials (school ID and letter from the university), I was invited into their home and was introduced to the rest of the family members by the mother. I was welcomed with open arms. During the time I spent with the Smith family, I maintained respect for their home and family at all times by being polite and allowing them to set the tone during each session. I addressed the issue of confidentiality by not using their real names in this project. I also assured the family that their confidentiality would be protected at all times, and that any information gathered would be used for academic purposes only (Bomar, 2004). The family gave their consent through a signed consent form. I assured them that no other individual, aside from me and Gail would have access to this information and that their consent form will be in a separate envelope. 2 b) Identification of 1 non-verbal communication skill (1), with brief evaluation included (1) My non-verbal communication skill was used early in my relationship with the family. The use of facial expressions were used when appropriate such as smiling, or showing indications of sadness, happiness, as well as avoided displays of disgust, anger, or apathy (White, 2009). By smiling, I exuded friendliness and made them feel at ease. I noticed that it was easier for me to break the ice with the family by maintaining a friendly demeanor. This allowed me to develop rapport with and ease the other elements and stages during the interview (White, 2005). During the introductory phase of the relationship, I had the following initial conversation with Mrs. Smith (Bomar, 2005). Student: “Hello, Mrs. Smith. You can call me ____(first name). What would you like me to call you?” Mrs. Smith: “You may call me Evelyn”. Student: “Hello, Evelyn. I like your home, it’s very cozy. And the roses outside are lovely, very colorful”. Mrs. Smith: “Thank you. They do look lovely, don’t they?” Student: “Yes, they do, Evelyn. What beautiful children you have, Evelyn. How old are they?” Mrs. Smith: “Why, thank you ____. Well, Susan is 20, Todd, Jr. is 17, Adriana, is 12, and there’s Roger who’s 7.” Student: “Good spacing too, I might say.” Mrs. Smith: “Thank you, we planned it that way.” (Quotation marks) During this exchange, I made an effort to smile and exude a friendly demeanor. By smiling and by using the appropriate facial expressions, the family saw me as a friendly face, and when coupled with ‘small talk’ provided a gradual process to ease the interview into asking personal questions regarding their health (Williams and Davis, 2005). These efforts are part of the process of building rapport and establishing trust with the family. In any family interaction in the community setting where rapport is gradually
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