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NURS 304 > LEC 3: Family Nursing Interviews > Flashcards

LEC 3: Family Nursing Interviews Flashcards

1
Q

Family Nursing Interviews

A
  • Where, when, how, and why?
  • Reflect on your personal beliefs, professional experience, and relationships
  • Concepts that you use (PRAXIS) post modernism, systems theory, empowerment, engagment, strenghts, and resiliency based
  • Families possess the ability to solve their own problems and/ordiminish their suffering but often lack the confidence of belief in their strengths due to the oppression felt by families that often follows when illness arises
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2
Q

What are some considerations to think of when interviewing families?

A
  • Maxamize your time-effectivness
  • Strengths and problem focused
  • Multiple realitites, openness to differences, diversity
  • Skills and competencies need time to be developed (labs, clinical setting writing)
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3
Q

What are the 3 skills required of nurses for family interviewing?

A
  • Perceptual skills
  • Conceptual skills
  • Executive skills
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4
Q

What are the 4 stages of family nursing interviews?

A
  • Engagment
  • Assessment
  • Intervention
  • Termination
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5
Q

Stages of Family Nursing: Engagement

A
  • Invite all family memebrs who are concerned or involved to attend (especially important to involve both parents)
  • Explain the purpose, length, and structure of the interview
  • Start with introductions and structural assessment
  • Adress all attendees (including children)
  • Provide structure
  • Bring relevant resources
  • Context of change
  • Cultural sensitivity
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6
Q

What is the purpose of engagement?

A
  • To promote a positve nurse-family relationship
  • To establish a therapeutic rapport
  • To recognize the unique and resources that each family member brings to this relationship
  • To prevent future practitioner-family misunderstandings
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7
Q

Stages of family Nursing: Assessment

A
  • Explore the compnents of the CFAM to assess strengths and problem areas
    • Only assess the relevant aspects
  • Ask each family member to share their understanding of the presenting concern/issue/suffering
  • Inquire about differences between individuals experiences
  • Obtain verification of your understanding of strengths/problems, seek opinions about the most important issues
  • Obtain their commitment to work on the problem; know your limits
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8
Q

What is the purpose of an assessment?

A
  • Problem identification
    • Explore presenting concerns/issues/suffering
    • Creation of nursing diagnoses
  • Relationship between family interactions and their issue
    • Nurse explores how the health issue is affecting family life and relationships
  • Attempted solution
    • Exploration on solutions that have been attempted and their effects on the issue
  • Goal exploration
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9
Q

Assessment: Structural Assessment

A
  • Internal structure
    • Who is in the family, how are they conncected?
  • External structure
    • How is the family connected to outside members
  • Context
    • Relevant background information
  • Tools
    • Genogram and ecomaps
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10
Q

Assessment: Developmental

A
  • Stages of development (phases)
    • leaving home, marriage, young children, adolescents, later life
  • Tasks associated with the developmental phase
    • Refocus on midlife marital/carreer issues
  • Attachments between family members
    • Parents maintain marital bond and continue personal/adult conversations and child-centred
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11
Q

Assessment: Functional

A
  • Instrumental functioning
    • Routine activites/ ADLs
  • Expressive functioning
    • Communication
    • Problem solving
    • Roles
    • Influence/power
    • Beliefs
    • Alliances/coalitions
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12
Q

Assessment: Nursing Diagnoses Formulated from Patterns of Related Cues

A
  • You assess to gather some insight about the family
  • The data supports the conclusions/insights/opportunites
  • The faiagnosis targets a domain of functioning (CAB)
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13
Q

What are the types of diagnoses?

A
  • Actual nursing diagnoses
    • Problem exists, assessment data shows this, description supports conclusion
  • Risk nursing diagnoses
    • Not yet existing, data shows risk of developing
  • Wellness diagnoses
    • Client desires to attain a higher level of wellness
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14
Q

Stages of Family Nursing: Interventions

A
  • Encourage family memebrs to explore possible solutions
  • Plan cognitive, affective, and behavioural interventions
  • Provide information
  • Validate their emotional responses
  • Assign tasks or build skills aimed at improving family functioning
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15
Q

What is the purpose of interventions?

A
  • Validate emotional responses
  • Offer commedations
    • Something that is helpful, authentic, and real
  • Foster and support family functioning
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16
Q

Interventions: Skills and Ideas

A
  • Encourage family memebrs to explore possible solutions to problems
  • Plan interventions to address the 3 domains of family functioning
    • Cognitive domain: give information
    • Affective domain: hard to target; the information you give will effect the people
    • Behavioral domain
  • Provide information to enhance knowledge and facilitate problem solving skills
  • If appropriate, assign tasks aimed at improving family function
17
Q

Stages of Family Nursing: Termination

A
  • Know when to refer
  • Provide information
  • Mobilize supports
  • Summerize positive effots (commendations)
18
Q

What is cultural competence as an organization?

A

To provide services that demonstrate respect for diversity and culutral, ethnic, spiritual, emotional, and age-specific differences.

19
Q

What is culutral competence as an individual?

A

Respecting, understanding, and accomodating the needs of our patients.

20
Q

Cultural Desire

A

The motivation of the nurse or healthcare provider to want to, rather than have to, engage in the process of becoming culturally aware, culturally knowledgeble, culturally skullful, and familiar with culutral encounters.

21
Q

Culturally Competent Care

A

The abilite to provide care with a client-centered orientation, recognizing the significant impact of culutral values and beliefs as well as power and hierachy often inherent in clinical interactions, particularly between clients from marginalized groups and healthcare organizations.

22
Q

Cultural Safety: How to do it?

A

The concept of cultural safety is enacted through nirses’ self-reflection and critical analysis of their own beliefs, attitudes, values, and an awarness that their culutre and belif system has the potential to influence their interactions with patients and families.

23
Q

Culturally Safe Relational Practice with Families

A
  • Let the family take the lead
  • Inwuire abot the significan, meaning, and importance of issues
  • Actively listen
  • Acknowledge concerns
  • Seek learning experiences
  • Authentically be with: attend to lived experience rather than the planned intervention
  • May challeng you to reposition your role in theinterview
24
Q

Genogram

A
  • A diagram of the family constellation
    • Who is the immediate family?
    • Who is the “index person”
    • Seek information consistently
    • Additional/relevant information
25
Q

Index Person

A

Person with the health concerns

26
Q

What is the important information to gather in a genogram?

A
  • Age
  • Sex
  • Names
  • Health concerns
  • Occupation
  • Dates
  • Nature of relationship
27
Q

Ecomap

A

A diagram of connections to the outside world.

28
Q

What is the data that is collected for ecomaps?

A
  • Where do they seek outside help?
  • What community group are they involved in?
  • What roles do they play outside of your family unit?
  • Seek information consistently
29
Q

What is the important information to gather for an ecomap?

A
  • Community groups
  • School
  • Work
  • Healthcare organizations
  • Friends
  • Group involvment
  • Volunteering
  • Key additional infromation
    • Strength
    • Impact of each relationship
    • The flow of energy
30
Q

Why should genograms and ecomaps be done in a family interview?

A
  • A genogram placed on a chart is a reminder to “think family”
  • Engages families
  • Tools for family assessment, planning, and intervention

NURS 304 (25 decks)

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