FAMILY HEALTH CARE NURSING
Rowe Kaakinen, Family Health Care Nursing, 5e
Instructor's Guide 5TH EDITION
1
INTRUCTOR'S GUIDE Introduction to the Instructor’s Guide
Author: Deborah Padgett Coehlo, PhD, RN
Contributors: Diane Bauer, MS, RN; Kari Firestone, RN, MSN; Kathleen Bell, RN, MSN, CNM,
AHN-BC; Jane Palmieri, MSN, RN
This instructor’s guide is designed to provide strategies for teaching family nursing to
undergraduate and graduate nursing students, and to already practicing professional nurses who
are learning to be more family focused in their nursing care. The editors of this textbook and
instructor’s guide believe that the best nurses are those who expand their scientific knowledge
through creative and reflective thought, behavior, and experiences using evidence-based
practices. The authors of the Family Health Care Nursing: Theory, Practice and Research, fifth
edition, Instructor’s Guide utilize the University of British Columbia (UBC) model of teaching
(Thorne, Chillings, Ellis, & Perry, 1992), which incorporates activities for understanding,
reflection, behavioral experiences, and growth throughout this manual. This UBC model,
originally designed for nursing care of individuals, has been adapted for the instructor’s guide to
be applied to families, recognizing the uniqueness of each individual family and the nursing role
in providing care during critical periods in the family life cycle. Family nurses’ many roles assist
families in strengthening their abilities, enhancing protective strategies, sustaining strengths, and
developing positive coping strategies through therapeutic communication and holistic care. By
helping nursing faculty teach and guide undergraduate and graduate nursing students, as well as
practicing professional nurses, to explore individual and family meanings attached to health
events, the fifth edition textbook and instructor’s guide can help shape ideas, develop trust, and
nurture therapeutic relationships between the health care system and families.
Copyright © 2015. F.A. Davis Company
,Rowe Kaakinen, Family Health Care Nursing, 5e 2
Instructor's Guide
Five primary theoretical approaches are introduced and used throughout Family Health
Care Nursing: Theory, Practice and Research, fifth edition: family systems theory, family life
cycle theory, family health and illness cycle model, bioecological theory, and family assessment
and intervention model. These five theoretical approaches are applied to several case studies
within the text, to help nursing faculty demonstrate clinical applicability of critical concepts.
The instructor’s guide is written to be adaptable into a wide range of curricular
frameworks, which include family nursing, such as stand-alone family nursing courses, and
family nursing concepts and theory as integrated within other nursing courses. In the textbook
foreword, you will note that the fifth edition of this text can be used to teach several levels of
nursing students (undergraduate or graduate), as well as practicing or graduate nurses.
Each chapter in the instructor’s guide is similarly organized according to the following
components:
Introductory paragraph summarizing the contents of the chapter
Critical Concepts
Review of Key Terms
Quiz and Exam Questions (most chapters)
Reflection Questions
Student Learning Activities
Case Study (or multiple case studies) and Discussion Questions (most chapters)
Additionally, there are a number of appendices for the instructor’s convenience:
Appendix A in the textbook contains the complete Family Stressor-Strength
Inventory (FS3I) tool and directions for administration and scoring.
Copyright © 2015. F.A. Davis Company
,Rowe Kaakinen, Family Health Care Nursing, 5e 3
Instructor's Guide
Appendix B in the textbook contains the Freidman Family Assessment Model (short
form)
Appendix C included in this instructor’s guide contains a versatile assignment for
each chapter designed as a student learning activity that can be used in multiple
settings.
Appendix D included in this instructor’s guide is a media resource appendix that
includes both classic and current book and movie titles that instructors can use
creatively throughout the course to facilitate learning, as well as useful internet
resources that instructors can use across chapters or units in the text. Most of these
sites adhere closely to evidence-based practice, and the editors intend inclusion to
help students and nurses understand the difference between information gleaned
from popular media and evidence-based professional information to support their
practice.
Instructors using this guide are encouraged to read the chapters in the text of Family
Health Care Nursing: Theory, Practice and Research, fifth edition, before using the teaching
strategies described herein. A skeleton PowerPoint presentation has been created for each
chapter in the text and can be found on the F.A. Davis Web site connected to the fifth edition
textbook. The editors strongly recommend that faculty modify and personalize the PowerPoint
presentations to flesh them out and adapt them to fit both your personal teaching styles and your
students’ needs.
PowerPoints are organized according to the following components:
Introduction
Copyright © 2015. F.A. Davis Company
, Rowe Kaakinen, Family Health Care Nursing, 5e 4
Instructor's Guide
Chapter content highlights (in the order the text covers content, with some notes for
the instructor)
Discussion Questions
Activity (some are classroom activities)
Assignment (slide is left blank to add your own—e.g., student learning activity
contained on the text Web site)
Case Study Introduction of Family Members
Case Study Reflection Questions
Critical Concepts
The suggested student learning activities target a range of learning, from preoperational
cognitive knowledge (i.e., quiz questions and definitions of terms) to higher-level formal
cognitive understanding (i.e., analysis and critique of case studies and other readings, and
synthesis of concepts into broadening topics from an individual family perspective to a global
application). Each chapter is designed to provide faculty many options to accommodate both
individual learner needs and different systems of learning. The editors also highly recommend
that faculty choose at least one of the following overarching student learning activities for
inclusion in the course as it unfolds. This choice is best made at the very beginning of the course.
1. Before any formal content is covered in the course, have students write down and then
discuss their own definition of family. Have students save this definition until the end of
the course, and then ask them to redefine family, considering what they have learned—
and to reflect on and compare their initial definition and final definitions.
2. Consider one’s own family. As a starting point and at various points through the course,
students should be asked to think about whom they consider family members. Ask
Copyright © 2015. F.A. Davis Company
Rowe Kaakinen, Family Health Care Nursing, 5e
Instructor's Guide 5TH EDITION
1
INTRUCTOR'S GUIDE Introduction to the Instructor’s Guide
Author: Deborah Padgett Coehlo, PhD, RN
Contributors: Diane Bauer, MS, RN; Kari Firestone, RN, MSN; Kathleen Bell, RN, MSN, CNM,
AHN-BC; Jane Palmieri, MSN, RN
This instructor’s guide is designed to provide strategies for teaching family nursing to
undergraduate and graduate nursing students, and to already practicing professional nurses who
are learning to be more family focused in their nursing care. The editors of this textbook and
instructor’s guide believe that the best nurses are those who expand their scientific knowledge
through creative and reflective thought, behavior, and experiences using evidence-based
practices. The authors of the Family Health Care Nursing: Theory, Practice and Research, fifth
edition, Instructor’s Guide utilize the University of British Columbia (UBC) model of teaching
(Thorne, Chillings, Ellis, & Perry, 1992), which incorporates activities for understanding,
reflection, behavioral experiences, and growth throughout this manual. This UBC model,
originally designed for nursing care of individuals, has been adapted for the instructor’s guide to
be applied to families, recognizing the uniqueness of each individual family and the nursing role
in providing care during critical periods in the family life cycle. Family nurses’ many roles assist
families in strengthening their abilities, enhancing protective strategies, sustaining strengths, and
developing positive coping strategies through therapeutic communication and holistic care. By
helping nursing faculty teach and guide undergraduate and graduate nursing students, as well as
practicing professional nurses, to explore individual and family meanings attached to health
events, the fifth edition textbook and instructor’s guide can help shape ideas, develop trust, and
nurture therapeutic relationships between the health care system and families.
Copyright © 2015. F.A. Davis Company
,Rowe Kaakinen, Family Health Care Nursing, 5e 2
Instructor's Guide
Five primary theoretical approaches are introduced and used throughout Family Health
Care Nursing: Theory, Practice and Research, fifth edition: family systems theory, family life
cycle theory, family health and illness cycle model, bioecological theory, and family assessment
and intervention model. These five theoretical approaches are applied to several case studies
within the text, to help nursing faculty demonstrate clinical applicability of critical concepts.
The instructor’s guide is written to be adaptable into a wide range of curricular
frameworks, which include family nursing, such as stand-alone family nursing courses, and
family nursing concepts and theory as integrated within other nursing courses. In the textbook
foreword, you will note that the fifth edition of this text can be used to teach several levels of
nursing students (undergraduate or graduate), as well as practicing or graduate nurses.
Each chapter in the instructor’s guide is similarly organized according to the following
components:
Introductory paragraph summarizing the contents of the chapter
Critical Concepts
Review of Key Terms
Quiz and Exam Questions (most chapters)
Reflection Questions
Student Learning Activities
Case Study (or multiple case studies) and Discussion Questions (most chapters)
Additionally, there are a number of appendices for the instructor’s convenience:
Appendix A in the textbook contains the complete Family Stressor-Strength
Inventory (FS3I) tool and directions for administration and scoring.
Copyright © 2015. F.A. Davis Company
,Rowe Kaakinen, Family Health Care Nursing, 5e 3
Instructor's Guide
Appendix B in the textbook contains the Freidman Family Assessment Model (short
form)
Appendix C included in this instructor’s guide contains a versatile assignment for
each chapter designed as a student learning activity that can be used in multiple
settings.
Appendix D included in this instructor’s guide is a media resource appendix that
includes both classic and current book and movie titles that instructors can use
creatively throughout the course to facilitate learning, as well as useful internet
resources that instructors can use across chapters or units in the text. Most of these
sites adhere closely to evidence-based practice, and the editors intend inclusion to
help students and nurses understand the difference between information gleaned
from popular media and evidence-based professional information to support their
practice.
Instructors using this guide are encouraged to read the chapters in the text of Family
Health Care Nursing: Theory, Practice and Research, fifth edition, before using the teaching
strategies described herein. A skeleton PowerPoint presentation has been created for each
chapter in the text and can be found on the F.A. Davis Web site connected to the fifth edition
textbook. The editors strongly recommend that faculty modify and personalize the PowerPoint
presentations to flesh them out and adapt them to fit both your personal teaching styles and your
students’ needs.
PowerPoints are organized according to the following components:
Introduction
Copyright © 2015. F.A. Davis Company
, Rowe Kaakinen, Family Health Care Nursing, 5e 4
Instructor's Guide
Chapter content highlights (in the order the text covers content, with some notes for
the instructor)
Discussion Questions
Activity (some are classroom activities)
Assignment (slide is left blank to add your own—e.g., student learning activity
contained on the text Web site)
Case Study Introduction of Family Members
Case Study Reflection Questions
Critical Concepts
The suggested student learning activities target a range of learning, from preoperational
cognitive knowledge (i.e., quiz questions and definitions of terms) to higher-level formal
cognitive understanding (i.e., analysis and critique of case studies and other readings, and
synthesis of concepts into broadening topics from an individual family perspective to a global
application). Each chapter is designed to provide faculty many options to accommodate both
individual learner needs and different systems of learning. The editors also highly recommend
that faculty choose at least one of the following overarching student learning activities for
inclusion in the course as it unfolds. This choice is best made at the very beginning of the course.
1. Before any formal content is covered in the course, have students write down and then
discuss their own definition of family. Have students save this definition until the end of
the course, and then ask them to redefine family, considering what they have learned—
and to reflect on and compare their initial definition and final definitions.
2. Consider one’s own family. As a starting point and at various points through the course,
students should be asked to think about whom they consider family members. Ask
Copyright © 2015. F.A. Davis Company
