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Family Genetic History
Guidelines and Grading Rubric
Purpose
This assignment is to help you gain
insight regarding the influence of genetics on an individual’s health and risk
for disease. You are to obtain a family genetic history on a willing, nonrelated,
adult participant.
Course
Outcomes
This assignment enables the student
to meet the following course outcomes:
CO #3: Utilize effective
communication when performing a health assessment. (PO #3)
CO #5: Explore the professional
responsibilities involved in conducting a comprehensive health assessment and
providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of
100 points.
Due Date
The Family Genetic History
Assignment is to be submitted at the end of Week 3. There is a MS Word document
form in Doc Sharing that you need to download, fill in, and submit to the
Family Genetic History Dropbox by Sunday, 11:59 p.m. MT at the end of Week 3.
Post questions to the weekly Q & A Forum. Contact your instructor if you
need additional assistance. See the Course Policies regarding late assignments.
Failure to submit your paper to the Dropbox on time may result in a deduction
of points.
Disclaimer
When taking a family genetic history
on an actual client, it is essential that the information is accurate. Please
inform the person you are interviewing that they do NOT need to disclose
information that they wish to keep confidential. If the adult participant
decides not to share information, please write, “Does not want to disclose.”
Directions
- Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram.
- Download the NR305_Family_Genetic_History_Form from Doc Sharing. You will document the adult participant’s family genetic history using this MS Word document.
- Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal “healthy” individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the Internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future.
This paper does not require APA
formatting, but you are expected to write clearly and use proper grammar and
spelling.
Developing a pictorial genogram
using symbols to identify certain relationships (e.g., divorced, sibling,
deceased, etc.), may provide more insight, however, drawing may be difficult to
accomplish with MS Word, therefore you are not expected to use symbols, lines,
or other drawing elements. Instead, describe the relationships among the
various people in the adult participant’s family’s genetic history. Remember,
the goal is not to learn how to draw with Word, but to gather information about
the family and recognize its significance to the adult participant and that
person’s health.
- Save the completed form by clicking on “Save as” and add your last name to the file name, e.g., “NR305_Family_Genetic_History_Form_Smith”.
- Submit the completed form to the Family Genetic History basket in the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 3. Please post questions about this assignment to the weekly Q & A Forums so the entire class may view the answers.
Grading
Criteria
|
Category
|
Points
|
%
|
Description
|
|
Family Genetic History
|
35
|
35
|
Develop a family genetic history
that includes the adult participant’s grandparents, parents, the adult
participant, the adult participant’s spouse or significant other, and any
children that the adult participant may have. You do NOT need to use symbols
or other drawing elements, but instead describe each person mentioned and
their relationships.
|
|
Evaluation of Family Genetic
History
|
25
|
25
|
Evaluate the impact of the
family’s history on the adult participant’s health. For example, if the
mother and both her sisters have diabetes, hypertension or cancer, what might
that mean for the future health of the adult participant?
|
|
Planning for Future Wellness
|
35
|
35
|
Plan changes based on the
evaluation of the adult participant’s family genetic history that will
promote an optimal level of wellness both now and in the future.
|
|
Scholarly writing
|
5
|
5
|
Use proper grammar, spelling, and
medical language.
|
|
Total
|
100 pts
|
100%
|
A quality paper will meet or
exceed all of the above requirements.
|
Grading
Rubric
|
Assignment Criteria
|
A
Outstanding or highest level of
performance
|
B
Very good or high level of
performance
|
C
Competent or satisfactory level
of performance
|
F
Poor or failing or unsatisfactory
level of performance
|
|
|
Family Genetic History
(35 pts)
|
All required criteria included; no
errors
(32–35 points)
|
Three or four generations included
in the history; information is provided about each person but lacks detail
about relationships and/or health information
(29–31 points)
|
Two generations included; no
relationships described or no health information provided
(26–28 points)
|
No history or fewer than two
generations included; no relationships described or no health information
provided
(0–25 points)
|
|
|
Evaluation of Family Genetic
History
(25 pts)
|
Evaluation complete; thoroughly
covers all required elements
(23–25 points)
|
Evaluation addresses only two of
apparent health risks within the history
(21–22 points)
|
Evaluation addresses only one of
apparent health risks within the history
(19–20 points)
|
Evaluation missing
(0–18 points)
|
|
|
Planning for Future Wellness
(35 pts)
|
Plan for wellness incorporates all
areas of risk within the family genetic history, demonstrating critical
thinking; answered all required questions
(32–35 points)
|
Plan for wellness demonstrated
basic understanding of the family genetic history; answered all but one of
the required questions
(29–31 points)
|
Plan for wellness demonstrated
basic understanding of the family genetic history answered two of the
required questions
(26–28 points)
|
Plan for wellness does not
demonstrate basic understanding of the family genetic history or is missing
(0–25 points)
|
|
|
Scholarly writing
(5 pts)
|
No grammar, spelling, or syntax
errors. Writes in complete sentences.
(5 points)
|
No more than two errors of any
type
(4 points)
|
Three or more errors of any type
(3 points)
|
APA, grammar, spelling and/or
punctuation contain multiple errors
(0–2 points)
|
|
|
Total Points Possible = 100 points
|
|
||||
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