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Respite Care for Families of Children with Disabilities

A University/Faith Community Model

doi: 10.1097/CNJ.0000000000000360
CE Connection
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Respite Care for Families of Children with Disabilities: A University/Faith Community Model


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Registration Deadline: March 31, 2019


The authors and planners have disclosed that they have no financial relationships related to this article.

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Lippincott Williams & Wilkins, publisher of Journal of Christian Nursing, will award 1.5 contact hours for this continuing nursing education activity.

Lippincott Williams & Wilkins is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation.

This activity also is provider approved by the California Board of Registered Nursing, Provider Number CEP 11749 for 1.5 contact hours. Lippincott Williams & Wilkins also is an approved provider of continuing nursing education by the District of Columbia, Georgia, and Florida, CE Broker #50-1223. Your certificate is valid in all states.

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  • The registration fee for this test is $17.95 for nonmembers; $12.95 for NCF members.

For additional continuing education articles related to the faith community, go to and search “faith community nursing.”

JCN continuing education offers a distinct blend of clinical and professional content with an underlying spiritual emphasis.


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:

  1. Identify the need for respite care for families of children with special needs and the structure of the camp.
  2. Discuss the benefits of creating a university/faith community respite care day camp for children with special healthcare needs (CSHCN).
  1. Families of children with disabilities in Alabama report that their top unmet needs are: care during school breaks, respite care, and
    1. financial assistance.
    2. educational opportunities.
    3. family support.
  2. The goal of respite care for the family of a child with special needs is to provide support in order to
    1. enhance the child's self-esteem.
    2. maintain the primary caregiver relationship.
    3. shift the caregiver role to professionals.
  3. A principle of respite care is that it is
    1. always planned; never an emergency.
    2. standardized for the special needs it services.
    3. high quality, with improvements driven by feedback.
  4. A “disruption in the principle which pervades a person's entire being and which integrates and transcends one's biological and psychosocial nature” defines
    1. spiritual distress.
    2. moral distress.
    3. depressive disorder.
  5. Cunningham, Mulvihill, & Speck (2009) found that, for caregivers and families, a lack of connection with a faith community promoted feelings of
    1. confusion.
    2. hopelessness.
    3. distrust.
  6. 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?
    1. Christ-centered
    2. developmental
    3. physical and creative
  7. Space for the program is provided by the church, and services are provided by
    1. clergy and church members.
    2. nursing educators and students only.
    3. an interprofessional group of educators and students.
  8. Moving the camp from the university to the church facilities allowed the camp to provide respite programs
    1. during the evenings.
    2. on week-ends.
    3. year-round.
  9. The respite care day camp has a minimum child to volunteer ratio of
    1. 1:1.
    2. 1:2.
    3. 1:3.
  10. The most common types of skilled care provided to the children in the respite care day camp include
    1. dressing changes.
    2. oxygen administration.
    3. tube feedings.
  11. In addition to sharing their individualized education plan (IEP), each child attending the respite care day camp has an
    1. emergency action plan.
    2. individualized developmental plan.
    3. outcomes-based management plan.
  12. Which nurse serves as a liaison between the faith community and the families of the children attending the respite care day camp?
    1. camp nurse
    2. faith community nurse
    3. nurse-educator
  13. A survey of campers' parents found that, as compared to pre-camp scores, the stress scores of the parents after a week-long camp
    1. decreased.
    2. increased.
    3. remained the same.
  14. 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
    1. anxiety.
    2. depression.
    3. social isolation.
  15. What group acts as buddies for the CSHCN during the respite care day camp?
    1. other children with special needs
    2. children without special needs
    3. nursing students
  16. Carter et (2015) wrote that, for healthy children, inclusion activities improve
    1. communication.
    2. empathy.
    3. social skills.
  17. Carter et (2015) also found that inclusion activities help CSHCN
    1. gain independence.
    2. improve their clinical outcomes.
    3. reduce their hospitalizations.
  18. Which scripture reminds Christians that ministry of the faith community to families of CSHCN engage the community in fulfilling the teaching of Jesus?
    1. 1 Peter 4:17
    2. Luke 14:13
    3. Matthew 13:39
  19. By participating in the respite care day camp, students are participating in which type of learning?
    1. didactic
    2. self-taught
    3. service
  20. 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. post-graduate
    2. discipline-specific
    3. interprofessional
  21. 1 Peter 4:10 reminds us that each of us should
    1. use our gifts to serve others.
    2. treat others as we would like to be treated.
    3. invite those in need to the banquet.
  22. Which of the following statements about the university/faith-community partnership model is accurate?
    1. Students find it to be the next most gratifying clinical experience after hospital rotations.
    2. It is an effective and cost-efficient way to meet an increasing community need.
    3. Faculty members are offered incentive pay in order to increase interest.
  23. Who provides lunches at the full-week summer camps?
    1. the campers' parents
    2. church volunteers
    3. a not-for-profit food kitchen
© 2017 by InterVarsity Christian Fellowship