Exploring Family-Centred Health Promotion in Nursing Practice

This report delves into the realm of family-centred health promotion, emphasizing the crucial role of health education within nursing practice. It highlights how health education, by influencing behaviours and attitudes, is essential for promoting positive health outcomes and reducing risks. The report underscores the significance of the nursing process in providing structured care, addressing the physical and emotional aspects of health. It further discusses the importance of staying current with practices to meet the needs of patients in the dynamic healthcare environment. The report also addresses the challenges of bereavement, emphasizing the need for support for grieving families and the impact of nurses. Furthermore, it details the essential steps for effective health education programs, including goal setting and evaluation, and the need for nurses to balance operational pressures with the unique needs of clients. The report concludes by underscoring the priority of the nursing process in supporting families during difficult times.

Running head: FAMILY-CENTRED HEALTH PROMOTION
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Family-centred Health Promotion
Name
Institutional Affiliation

FAMILY-CENTRED HEALTH PROMOTION
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Family-centred Health promotion
Health education is an essential health promotion strategy. It informs individuals on
various issues such as the causes and issues of illnesses, individual’s risks and lifestyle
related behaviour. Health education is essential motivating individuals to adopt behaviour
change that enhances health outcomes and reduces the risk of illnesses, by influencing their
behaviours, values and attitudes (Whitehead, 2018).
The nursing process refers to a systematic approach to problem-solving that is
applied in the identification, prevention and treatment of potential or actual health problems
and wellness promotion. The aim is to explore the physical and emotional aspects of health.
The nursing process directs nurses in effectively caring for their patients (Semachew, 2018).
Toney-Butler and Thayer (2019) explained that learning should incorporate current practice.
Therefore, the nursing process guides education goals to meet patients’ needs in the current
complex and dynamic healthcare environment.
Grief due to bereavement is a challenge that families may face today. According to
Lekalakala-Mokgele (2018) bereaved people need assistance and support regardless of their
age. Some factors that determine the emotions associated to grief include relationship with
the deceased, and the nature of death. Nurses can be influential in supporting grieving
families to achieve mental and emotional stability.
Heath education programs that yield positive outcomes are characterised by various
steps including setting of realistic goals, negotiating the goals and conducting follow-up
evaluations (Whitehead, 2018). Further, the nurses need to balance their time and
operational pressures to meet the unique needs of the clients, and adopt informal educational
strategies to achieve better outcomes (Dunn & Milheim, 2017). Finally, it is essential for
nurses to prioritize the nursing process in handling the grieving family.

FAMILY-CENTRED HEALTH PROMOTION
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References
Dunn, P. J., & Milheim, K. L. (2017). Enhancing informal patient education in nursing
practice: A review of literature. Journal of Nursing Education and Practice, 7(2), 2.
doi: 10.5430/jnep.v7n2p18
Lekalakala-Mokgele, E. (2018). Death and dying: elderly persons’ experiences of grief over
the loss of family members. South African Family Practice, 60(5), 151-154.
doi:10.1080/20786190.2018.1475882
Semachew A. (2018). Implementation of nursing process in clinical settings: the case of
three governmental hospitals in Ethiopia, 2017. BMC research notes, 11(1), 173.
doi:10.1186/s13104-018-3275-z
Toney-Butler, T. J., & Thayer J. M. (2019). Nursing Process. In StatPearls [Internet].
StatPearls Publishing. Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK499937/
Whitehead, D. (2018). Exploring health promotion and health education in nursing. Nursing
Standard, 33(8), 38–44. doi:10.7748/ns.2018.e11220