1 and use of the moil (e. g. letter /s, electronic mail). The resources which include n1alerial (e. g., supplies, equipment, teaching aids/kits. visual lr\aterials, handouts, charts, etc. ) or bunwn (e. g.. other health te::im members. de"elopment workers, community leaders) must be !. pecificcl in the plan to ensure thnt ncccssucy preparation, coordination and collaboration are done before the implement. ttion phase to maximize efficiency. The following general directions for nursing interventions can guide selection of appropriate nu. rsing inte. r,entiom;: 1. 2. 3. 4.. '\. nalyze \,;th tbe Family the Current Situation and Determine Choices and Possibi. Hties basecl on a Lived Experience of Meanjngs and Conce1·ns. Develop/Enhance Family'i; Competenc ies as Thinker, Doer and Feeler Focus on Interventions to Help Perform the Health Tasks Catal~-1,e Beha"ior Change through Motivation and Support. Analyze Realities and Possibilities based on Family's Lived Experience of Meaning and Concerns Family life and aursing p_ractic _e are bo~ phen?mei:iolo~ical unified realities of riencing the self interacting \\'1th others m specrfic s1tuabons that are affected bv expe.. d-. d--meanings. concerns. emot1_0J1S. past experie J1~es _an anti~tpa~e fnture (Benner and Wrubel 19s9). Theappro~r1nteness ?fthe nursm~ mterveotton 1~, therefore, dependent 00 the Jived meaning OI t. he experiences of fan1. 1ly members vv,th each other and with ~i-;e nurse, gi\·en the current _situation _and_ possibilities in hea)th and illness realities. Because family health nursl. tlg practice 1s a phenomeuolog1cal a-. _-perience for the fan,ih" and the nurse. the family becomes an active participant in the application of the n~rsing process. The family aud the nurse are participants in an active, mutual, dynamic interchange of realiti~s, conc:~rns _and resources_. Both n~ed to _analyze and understand the current health/illness situation as the family expenences 1l. To ensure appropriateness of oursi!1g inter,ention, tbe nurse nee~s to. expl<;>re with the fa_mily the p0ssibilities and choices presented by the current situation given the mearungs, con;ems, socia J relations, and resources. Through the participatory approach the nurse can select experiential learning strategies to help the family understand its behavior in terrns of dynamics, realities, vulnerabilities and po. ;;sibilities. Through the ULook-TI1 ink-Acl~ cycli C<ll process, the family can be encouraged to analy7. e antecedents or factors contributi ng to or producing specific health problems. Based on the analysis, the nurse can cata Jy,:e learning processes such that tl1e family caa learn to deconstrucl m. indsets or current beliefs and be guided on how to re-order patterns and relationships for fresh insights and workable options to modify and im pro,·e family dynamics aod realities. Develop/Enhance Cognition, Volition and Emotion To determine the appropriateness of nursing interventio n, the nurse is given a choice of possibflitics that helps her and the family gain a clearer understanding of the self as a thinker, a doer and a feeler. The choice contributes to a process of self-under standing of the family as a system and of each individual member (Allanach 1.-988, pp. 78-79). 