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Family Health

Family Health

According to the World Health Organization (WHO), family health is a state of positive dynamic interaction between family members that allows each member of the family to experience optimal physical, mental, social, and spiritual well-being regardless of the presence or absence of disease or infirmity.
Family health is a state in which the family serves as a resource for its members’ daily living and health.
“Family health is more than the sum of the personal health of individuals (including the father) who form the family because it takes into account interaction in terms of health (physical and psychological) between members of the family-relationships between the family and its social environment-at all stages of family life in its various structural types.”

Such healthy interaction between family members contributes to the health of individual family members and the health of the family as a unit of society, thereby positively contributing to the community and national development.
What exactly is family?
Because the family is the primary and most fundamental bio-social cell, it is natural and practical to address health issues within the context of family life. The family serves as a life-support system for human kin and humanity.
The family decides to seek the assistance of the healthcare delivery system and thus invests financial resources in it.
The concept of family health is critical to meeting overall health promotion goals.
Furthermore, family health promotion is the foundation of health promotion techniques such as creating supportive environments, teaching individuals personal skills and increasing community involvement.
Factors Influencing Family Health

Conditions of living and working
Physical surroundings
Psychosocial surroundings
Economic and educational factors
Health care practice
Cultural aspects
Gender Variables in a Healthy Family

The US Department of Health and Human Services has identified five factors that improve family health and parenting. These are also known as ‘protective factors.’ They are as follows:

Attachment and nurturing
Parenting and child and youth development knowledge
Parental fortitude
Parents can benefit from social connections as well as concrete support.
Family Health’s Scope

1. Sexual and reproductive health
ANC, delivery care, PNC, Family planning, Nutritional deficiencies, LBW STIs/RTIs/HIV/AIDS, legal abortion, infertility services
The health of adolescents (suicide, depression, STIs)
Childbirth and rearing
Nutrition, immunization, and growth monitoring are all aspects of child health care.
Children’s morbidity and mortality
Children’s social issues: Child maltreatment, abandonment or exploitation of children, child labor, juvenile delinquency, battered baby syndrome
3. Family gender issues
Trafficking in women
Gender inclusivity
Mutilation of the Female Genital Organs (FGM)
Fetal feticide in women (sex-selective abortion)
4. Growing Old
Aging Issues Active Aging
5. Mental health Situation Mental health Situation
Mental health causes and prevention
National policy on mental health
Problems with family/social problems
Broken families
Abuse of drugs
Adolescent delinquency
Rehabilitation and disability
Mothers who are not married
Pregnancy in adolescence
The Value of Family Health

In addition to disease cures, it provides a wide range of activities and programs for disease prevention, rehabilitation, and health promotion for all family members.
It is more than the sum of these members’ health because it takes into account their interactions with one another as well as the human, biological, and physical environment of the family.
Demographics, genetics, physical, mental, and social health, socioeconomics, and culture can all be used to describe it.
At this level, many health issues emerge and are treated, and women, in particular, are primary healthcare providers everywhere.
As a result, it bridges the gap between individual and community/public health.
Family Health Components as a Life Cycle Perspective in Health

Family Health
Figure: Risk assessment for the poor at critical life-cycle stages.
Over time, the family health cycle connects members of the family system, including children, parents, and those who do not have children or are past childbearing age.
It includes non-reproductive aspects of adult health and intergenerational contributions to health production.
Although we could start at any point during the cycle, we will start with the birth outcome. The cycle is divided into five phases, which are as follows:
1. Neonatal and perinatal periods
Clinical case management of infectious diseases is one of the most important interventions at this stage.
Environmental measures to reduce infectious agent exposure are also critical.
There are a few reasons for gender-specific interventions in this age group as long as girls and boys have equal access to breastfeeding and health services.
2. Childhood and adolescence
During this stage, child survival interventions typically focus on traditional health and nutrition programs (immunization services, IMCI) as well as social and environmental improvements (maternal education efforts, vector control)
Most do not need gender-specific unless systematic gender discrimination disadvantages female children.
3. Children of school age
Because mortality is low (except in the case of an accident) at this stage, health and nutrition interventions can concentrate on disease prevention and health promotion rather than controlling and managing infectious diseases (except for school-based deworming)
Adolescent risk-behavior prevention programs (unplanned pregnancy, sexually transmitted diseases [STDs], tobacco use, and alcohol abuse) can begin at this age, and they may be more effective if gender-specific.
4. Reproductive cycle
The reproductive health agenda is critical, and safe motherhood measures are comprehensive.
Because this spans much of adulthood and not all adults are physiologically capable of or choose to be, parents, interventions aimed at reducing risk behaviors (smoking, alcohol abuse, STDs), vehicular accidents, workplace injuries, and domestic and other types of violence are also appropriate.
Gender-specific methods are critical at this point in the cycle.
5. Growing older
Interventions in this area are centered on the well-being of the elderly. Because of the reduced physiological and psychological functions at this stage, special attention must be paid to this age group.
These groups of people are frequently overlooked and face a variety of issues. These people must be given special attention, and their major health problems must be addressed.
Sex Education is a concept.
Sex education is high-quality teaching and learning about various sex and sexuality topics.
It investigates values and beliefs about those topics and assists people in developing the skills needed to navigate relationships with themselves, partners, and community, as well as manage their own sexual health.
Sex education can occur in schools, homes, communities, or online.
Parents, according to Planned Parenthood, play a critical and central role in providing sex education.
Because family health considers all aspects of health, its indicators are comparable to health indicators. It can be divided into three parts:

1. Indicators of higher level
Infant mortality rate (IMR), Under-five mortality rate (U5MR), Maternal mortality ratio (MMR), HIV/STI prevalence or incidence, Nutritional status
2. Second-level indicators Service utilization indicators such as contraception prevalence rate, immunization rate, skilled birth attendants, and so on, as well as behavioral indicators such as infant feeding practice
3. Indicators at the third level
Service accessibility, service quality, and service sustainability
Home>Nursing homework help
Please reply to the following discussion with one or more references. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite resources in your responses to other classmates.

Responses must consist of at least 350 words (not including the greeting and the references), do NOT repeat the same thing your classmate is saying, try to add something of value like a resource, educational information to give to patients, possible bad outcomes associated with the medicines discussed in the case, try to include a sample case you’ve seen at work and discuss how you feel about how that case was handled. Try to use supportive information such as current Tx guidelines, current research related to the treatment, and anything that will enhance learning in the online classroom.

References must come from peer-reviewed/professional sources (No WebMD/Mayo Clinic or Wikipedia please!).

Discussion attached


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