Respite Care for Families of Children with Disabilities: A University/Faith Community Model
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Registration Deadline: March 31, 2019
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CE TEST QUESTIONS
General Purpose Statement
To provide information about how a university and faith community can collaborate to provide respite care for families of children with disabilities.
Learning Objectives/Outcomes After completing this continuing education activity, you should be able to:
- Identify the need for respite care for families of children with special needs and the structure of the camp.
- Discuss the benefits of creating a university/faith community respite care day camp for children with special healthcare needs (CSHCN).
- Families of children with disabilities in Alabama report that their top unmet needs are: care during school breaks, respite care, and
- financial assistance.
- educational opportunities.
- family support.
- The goal of respite care for the family of a child with special needs is to provide support in order to
- enhance the child's self-esteem.
- maintain the primary caregiver relationship.
- shift the caregiver role to professionals.
- A principle of respite care is that it is
- always planned; never an emergency.
- standardized for the special needs it services.
- high quality, with improvements driven by feedback.
- A “disruption in the principle which pervades a person's entire being and which integrates and transcends one's biological and psychosocial nature” defines
- spiritual distress.
- moral distress.
- depressive disorder.
- Cunningham, Mulvihill, & Speck (2009) found that, for caregivers and families, a lack of connection with a faith community promoted feelings of
- The purpose of the respite care day camp program is to meet the need for skilled respite care for families of CSHCN, while providing what type of activities?
- physical and creative
- Space for the program is provided by the church, and services are provided by
- clergy and church members.
- nursing educators and students only.
- an interprofessional group of educators and students.
- Moving the camp from the university to the church facilities allowed the camp to provide respite programs
- during the evenings.
- on week-ends.
- The respite care day camp has a minimum child to volunteer ratio of
- The most common types of skilled care provided to the children in the respite care day camp include
- dressing changes.
- oxygen administration.
- tube feedings.
- In addition to sharing their individualized education plan (IEP), each child attending the respite care day camp has an
- emergency action plan.
- individualized developmental plan.
- outcomes-based management plan.
- Which nurse serves as a liaison between the faith community and the families of the children attending the respite care day camp?
- camp nurse
- faith community nurse
- A survey of campers' parents found that, as compared to pre-camp scores, the stress scores of the parents after a week-long camp
- remained the same.
- As noted by Robertson et (2010), attending the respite care day camp assists parents in giving their children opportunities to increase stimulation and remove the feeling of
- social isolation.
- What group acts as buddies for the CSHCN during the respite care day camp?
- other children with special needs
- children without special needs
- nursing students
- Carter et (2015) wrote that, for healthy children, inclusion activities improve
- social skills.
- Carter et (2015) also found that inclusion activities help CSHCN
- gain independence.
- improve their clinical outcomes.
- reduce their hospitalizations.
- Which scripture reminds Christians that ministry of the faith community to families of CSHCN engage the community in fulfilling the teaching of Jesus?
- 1 Peter 4:17
- Luke 14:13
- Matthew 13:39
- By participating in the respite care day camp, students are participating in which type of learning?
- What type of education is recommended for all health professions by the World Health Organization and is provided to participants in the respite care day camp program?
- 1 Peter 4:10 reminds us that each of us should
- use our gifts to serve others.
- treat others as we would like to be treated.
- invite those in need to the banquet.
- Which of the following statements about the university/faith-community partnership model is accurate?
- Students find it to be the next most gratifying clinical experience after hospital rotations.
- It is an effective and cost-efficient way to meet an increasing community need.
- Faculty members are offered incentive pay in order to increase interest.
- Who provides lunches at the full-week summer camps?
- the campers' parents
- church volunteers
- a not-for-profit food kitchen