Taking a family history is an important step in determining current and future health needs and education.

DNP 810 Week 3 Family History

Taking a family history is an important step in determining current and future health needs and education.

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Genetic and genomic training is a very important aspect of nursing. Nurses should be able to know the genetic family history of their clients to enable accurate recognition, prevention, and treatment of some diseases. This is because, genetic family history enables them to identify some patterns of health and illness experience within the family (Kaakinen et al., 2018). This paper will assess the genetic family history of Mr. and Mrs. Queen as an example to show the importance of genetic family history assessment. It will consider three generations of the family, analyze its genetic health risks, and recommends the appropriate intervention strategies.

Mr. and Mrs. Queens are African Americans parents with two children, 7-year-old Lisa and a 3-year-old Robert. The family lives in Chicago with the parents of Mr. Queen who are both alive. Mrs. Queen’s father died eight years ago and her mother is currently living in Virginia with her second husband. Mr. is 41 years old while Mrs. Queen is 38 years old. Mr. and Mrs. Queen visited our genetic clinic after being referred to us by their local pediatric geneticist. Their would-be second daughter was diagnosed with a lethal unbalanced chromosome rearrangement and died in the intensive care shortly after being born. As a result, the clinic decided to conduct a full genetic assessment of the family to check for any chromosomal imbalanced arrangement in the family.

On the first day of the assessment, Mr. Queen’s mother, Mora – now 68 years old, join them and the doctors were to

surprise to see her since she was one of our patients with Huntington disease. Further genetic assessment found out that Mr. Queen’s brother, Terry, and uncle, Raphael had a rare balanced reciprocal translocation. This gave the possibility that future pregnancies for Mrs. Queen could result in Huntington disease and the chromosomal translocation. The couple also reported that their son, Robert, was diagnosed with sickle cell anemia and he has been under treatment. When Mrs. Queen’s mother, Felicity, was called in, she confirmed that her elder brother and a cousin died of sickle cell anemia at ages 22 and 26 respectively. The couple seemed concerned for their future generation and were hoping for any intervention which could remedy the situation. They know their children were at risk of sickled anemia from Mrs. Queen Family but were unaware of any chromosomal abnormality.

. In case of any heritable diseases in the family lineage, couples may weigh their options on having children. For instance, in the case of Mr. and Mrs. Queen, it is evidenced that their children and descendants are at a risk of conducting sickle cell anemia and Huntington disease. With this knowledge, the nurse would recommend that they see a genetic counselor for more help on prevention and reproduction options (Moyer, 2014). Sickle cell anemia and Huntington disease are genetic problems that are hard to prevent from being inherited by offspring once the parents have such genes (Bouchghoul et al., 2016). However, parents can explore other options such as not to have children, adopt children, or screening in the early stages of the pregnancy (Hershberger et al., 2016). According to Bouchghoul et al. (2016), the detection of sickle cell in the fetus during pregnancy is important because other options that can prevent the disease’s severity are available. For example abortion or blood transfusion in the case of sickle cell anemia.

Parents need to understand their families’ genetic health history. This enables a couple to know any genetic problem that may be in the family. Consequently, they will have the opportunity to make informed decisions on the options they have. Doctors can also advise such patients on the best treatment options and recommend the best interventions. Therefore, nurses should have genetic and genomic knowledge as well.

Reference

Bouchghoul, H., Clément, S. F., Vauthier, D., Cazeneuve, C., Noel, S., Dommergues, M., & Durr, A. (2016). Prenatal testing in Huntington disease: after the test, choices recommence. European Journal of Human Genetics, 24(11), 1535-1540.

Hershberger, P. E., Gallo, A. M., Molokie, R., Thompson, A. A., Suarez, M. L., Yao, Y., & Wilkie, D. J. (2016). Perception of young adults with sickle cell disease or sickle cell trait about participation in the CHOICES randomized controlled trial. Journal of advanced nursing, 72(6), 1430-1440.

Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. Philadelphia, PA: FA Davis.

Moyer, V. A. (2014). Risk assessment, genetic counseling, and genetic testing for BRCA-related cancer in women: US Preventive Services Task Force recommendation statement. Annals of internal medicine, 160(4), 271-281.

Details:

Taking a family history is an important step in determining current and future health needs and education. There are many tools available to complete a comprehensive health history. The Surgeon General’s Family Health History tool is part of the larger Family Health History Initiative that encourages people to talk about and write down health issues that seem to run in the family, bringing a larger focus on this important issue. This assignment allows the learner to use the tool and become familiar with this initiative.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

• You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
• Use the Surgeon General’s Family History Tool at (http://www.hhs.gov/familyhistory/portrait/index.html) to complete this assignment.

Directions:

Use the Surgeon General’s Family History Tool (http://www.hhs.gov/familyhistory/portrait/index.html) to document your own family history.

Designate a proband for the pedigree with a disease or condition of interest.

Write a 750-1,000 word summary of your findings. Include the following information:

1. Discussion of the heredity patterns discovered.
2. Evaluate the risk of transmission to other/new family members.
3. Propose the feasibility of using this tool in your own practice.

Portfolio Practice Hours:

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Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the student, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.

To earn portfolio practice hours, enter the following after the references section of your paper:

Practice Hours Completion Statement DNP-810

I, (INSERT NAME), verify that I have completed (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I have also tracked said practice hours in the Typhon Student Tracking System for verification purposes and will be sure that all approvals are in place from my faculty and practice mentor.

Family History  

	1 Unsatisfactory 0.00%	2 Less Than Satisfactory 74.00%	3 Satisfactory 79.00%	4 Good 87.00%	5 Excellent 100.00%
70.0 %Content
25.0 %Discussion of the Heredity Patterns Discovered	Discussion of the heredity patterns discovered is not present.	Discussion of the heredity patterns discovered is present but incomplete.	Discussion of the heredity patterns discovered is present but done at a perfunctory level.	Discussion of the heredity patterns discovered is clearly present and convincing. Information presented is from scholarly though dated sources.	Discussion of the heredity patterns discovered is clearly present and insightful. Information presented is from current scholarly sources.
25.0 %Evaluation of the Risk of Transmission to Other/New Family Members	Evaluation of the risk of transmission to other/new family members is not present.	Evaluation of the risk of transmission to other/new family members is present but incomplete.	Evaluation of the risk of transmission to other/new family members is present but done at a perfunctory level.	Evaluation of the risk of transmission to other/new family members is clearly present. Discussion is convincing. Information presented is from scholarly though dated sources.	Evaluation of the risk of transmission to other/new family members is clearly present. Discussion is insightful. Information presented is from current scholarly sources.
20.0 %Proposal of the Feasibility of Using This Tool in Your Own Practice	Proposal of the feasibility of using this tool in your own practice is not presented.	Proposal of the feasibility of using this tool in your own practice is presented but incomplete.	Proposal of the feasibility of using this tool in your own practice is presented but done at a perfunctory level.	Proposal of the feasibility of using this tool in your own practice is clearly presented. Discussion is convincing. Information presented is from mostly current scholarly but some outdated sources are used.	Proposal of the feasibility of using this tool in your own practice is clearly presented. Discussion is insightful and detailed. Information presented is from current scholarly sources.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Paper Format (Use of appropriate style for the major and assignment)	Template is not used appropriately or documentation format is rarely followed correctly.	Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	Appropriate template is used. Formatting is correct, although some minor errors may be present.	Appropriate template is fully used. There are virtually no errors in formatting style.	All format elements are correct.
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)	No reference page is included. No citations are used.	Reference page is present. Citations are inconsistently used.	Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.	Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.	In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 %Total Weightage