hopelessness to cmpow1::rmc nt. The rhythmicity in the polnritles and parudoxes of the journey to human becoming (Parse, 1995) brini:;s clients to the threshold of their own learning in order lo maximize their empowering potential to make a choice about rcfcrr.,1 or termination of the nurse-family relationship and moving on. Nurses and fam_ilies e:q Jcricnce per:;oni'II feelings about separation or Mletting-go " during the termination ph:,se. Cllrt:ful planning (on when 1111d how to seek health care again), advance noticu (for l Tam:;fers) and nllowing opportunities to discuss issues ab01. 1t separation ~111ci e:1.-pressing reactions or emotions help families perceive themselves as being able to Jrnndle upcoming situations independent Jy. 'I11is e:1.-perience provides the necessary support for tlit J family lo make the trunsition to independence and termination. (Clemen-Stone and otliers 200. 2, pp. 312-313). Family health nursing practice challenges the ~o,~mun ity ~1ea J!h nu~se to syslema Lically establish and supervise a caseload of pnonty fam1J1es 1dcnt1ficd and classified geographically by health ~are need or h_calth progrn_m or service, using methods and tools like the eriidemiolog,cal map or client case registry by health problem or health program. l Js[ng the c~se munagc~1cn t ap'?roach, the nurse works with priority families guided by a frumly health n~rsmg practice mt:thodology such as what has been described in Chapters 2, 3 am! 4 (this chapter). Guided by nursing cru·c standards/protoco) s, recording and reporti ng systems and referral procedur es, u_ll c~icnr re Alities, responses, progt·~s and outcomes arc documented. Rcrords. u·e ma, ntamed to en bance tcamw0t·k, coordina tion, and healtli program and pe1fonnancc evaluation to support quality assurance and enhance excellence in community health nursing practice. REFERENCES 1. Abbatt, F. R. (1980). Teaching for /Jetter Learning: A Guidefor Teachers of Primary Health Care Sta. ff Gc. ncva: World Health Organization. 2. Alforo-Le Fevre, R. (2002). Applying Nursing P1·ocess: PT"omoting Collaboratiuc Care (5th ed. ). Philadelphia: Lippincott, Williams & Yl'ilkens. 3. Andrews, M. (1996). Using reflection to gain clinical e"-pertise. British Journnl of Nursing, !i (8),508-513. 4. Balfour, M. and Clarke, C. (2001). Searching for sustainable change.,lou1nal of Clinical Nursing, IO (1), 44-50. 5. Benner, P. and Wrnbel,,J. (1989). The Primary of Caring: Stress and Coping in Health and IUness. Menlo Park, Ca: Addison-Wesley. 6. Baud, D., Keogh, R. und Walker, D. (1985). Promoting reflection in learning: a model. Ia D Daud and others (Eds. ), Reflection: Turning Experience into Le. anting (pp. 38-40). London: Kogan Page. 7. Clemen-Stone, S., Mc Guire, S. L. and Eigsti, D. G. (2002). Comprehensive Community Health Nursing: Family,. 4-ggregale and Community Practice. St. Louis: Mosby. 8. Freeman, R. B. (1963). Public Health Nursing Practice. Philadelphia: w. B. 108 Saunders. .... 