In this course, engaging with families, promoting partnership, and reflecting on relational practice is the focus of discussion. Concepts and essential content that will be addressed relative to these topics are listed below. In addition, the core curriculum concepts are integrated in this course.
- Social trends and issues affecting families
- Health and health promotion
- Common, predictable and emerging health challenges and transitions
Theoretical foundations and tools
- Family systems theory
- Family developmental theory
- Structural-functional theory
- Family assessment and intervention models
- Genogram and ecomap
- Family-centered care
- Family (systems) nursing
- Family as context
- Models of cultural assessment
- Cultural competence
- Cultural safety
- Cultural humility
- Social determinants of health
- Stigma and shame
- Emotional labour
- Shared meaning
- Family power hierarchy and decision-making
- Affective family functioning (conflict, stress)
- Health care system
- Nursing’s position
- Agency and action of client and nurse
- Mindful leadership
- Family communication patterns and processes
- Nonviolent communication (e.g. promoting civility)
It is the intent of faculty to facilitate student learning, and promote critical inquiry, reflection and analytical reasoning through a variety of learning processes such as group discussion, role-play and interaction analysis, client care studies, and reflexive exercises.
The course evaluation is consistent with Douglas College Evaluation Policy. A course evaluation schedule and other course evaluation information are provided on the Instructor’s Course Outline which is available to students at the beginning of each semester. This is a graded course.
At the end of this course, successful students will be able to:
- Demonstrate awareness of issues and trends relevant to family nursing and consider implications for their practice with families.
- Demonstrate an awareness of how historical, social, economic, political, cultural and other personal and contextual factors shape families’ experiences of health and health care.
- Critically examine barriers or challenges to enacting relational nursing practice with families/family members.
- Demonstrate an understanding of how various family theories inform the provision of safe, competent and compassionate nursing care with families/family members.
- Apply knowledge, skills and attitudes to facilitate the development of nurse-family partnerships for promoting health and preventing illness/injury using a relational perspective.
- Employ critical reflection to examine own development of relational practice with clients and families.
Textbooks and Materials to be Purchased by Students:
A list of recommended textbooks and materials is provided on the Instructor’s Course Outline which is available to students at the beginning of each semester.
Students in the BSN program are required to maintain a passing grade of 65% (C+) in all courses in order to progress in the program.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|There are no applicable transfer credits for this course.|