Think Family: Engaging undergraduate nurses in family assessment
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Presenter: Ms Valda Frommolt1, Dr Elisabeth Coyne1, Ms Hazel Rands1
1Griffith University, Brisbane, Australia
Date of presentation: 28th October 2016
Abstract
Aim
The inclusion of family as a unit of care is an important aspect of achieving family centred care. Family assessment increases the nurses’ ability to provide family centred care. A literature review identified that there were limited nursing educational strategies engaging students in family assessment.
Students are introduced to models of family assessment in a second year subject Child and Family Nursing in the Bachelor of Nursing program. Using family case studies and family assessment models, students are required to develop a family care plan. However, students often struggle to recognise family strengths and translate this into practice. To meet this gap in education, four family vignettes were developed to enhance tutorial activities engaging students in family communication.
Method
A mixed method approach was used to investigate the students’ perception of family assessment and engagement of family.
Results
Providing family vignettes during tutorials as context for identifying strengths in families, assists student understanding of family nursing and the associated assessment task and increases their preparedness for working with families.
Conclusions
The opportunity to observe and evaluate a family assessment in the non-threatening classroom environment, allows students to identify and understand the inherent strengths of families. Introducing nursing students to family assessment and developing their ability to think family increases their understanding of the role of the nurse in family assessment and support.