NR305 Healthy Eating Patient Teaching Plan Assignment
NR305 Healthy Eating Patient Teaching Plan Assignment
NR305 Healthy Eating Patient Teaching Plan Assignment
Purpose
To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
- CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)
- CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)
Due Date
Patient Teaching Plan assignment is due Sunday of Week 4 at 11:59 MT.
Points
This assignment is worth 125 points.
Background Information
NR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.
Prior to beginning this assignment, follow the link to read the article below. The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population.
Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.)
Directions
Please read all directions carefully before you begin.
- Click to download the Patient Teaching Plan Form (Links to an external site.).
Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet. - You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
- Health Topic: Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.Select from the following health topics to complete your Patient Teaching Project:
- Stress and Time Management
- Self-Care (can choose a specific self-care activity)
- Prevention of Hazards at Work
- Bicycle Safety
- Ergonomics (related to work, posture)
- Skin Cancer Prevention
- Healthy Eating
- Exercise/Physical Activity
- Suicide
- Human Trafficking
- Eating Disorders
- Substance Abuse (Opioid, Alcohol, Nicotine)
- Depression
- Palliative Care/Hospice Care
- Population and Setting: Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)
- Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population.Example:
- The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.
- Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify).Example:
- At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.
- At the end of this education, the learner will be able to describe how to perform a breast self-exam.
- At the end of this education, the learner will be able to list three benefits of regular physical activity.
- Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.
Please see the grading criteria and rubrics on this page.
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NR305 Healthy Eating Patient Teaching Plan Assignment Rubric
NR305 Week 4 Patient Teaching Plan Grading Rubric
| Criteria | Ratings | Pts | |||||
|---|---|---|---|---|---|---|---|
| This criterion is linked to a Learning OutcomeHealth Topic (20 points)State the topic you have selected. (Please select from the list provided in the Patient Teaching Plan assignment guidelines.) Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale. |
|
20.0 pts | |||||
| This criterion is linked to a Learning OutcomePatient Population (15 points)Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool. (This may include age, gender, health status, similarities among individuals, or any other important characteristics.) |
|
15.0 pts | |||||
| This criterion is linked to a Learning OutcomeLearning Barriers (20 points)What are some potential learning barriers for this population of learners? How can you address these learning barriers in your Visual Teaching Tool design? (Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.) |
|
20.0 pts | |||||
| This criterion is linked to a Learning OutcomeSetting (20 points)Describe, in detail, the setting where you will utilize your Visual Teaching Tool. Include details as appropriate, such as room or table set up, technical equipment needed, whether teaching will take place in a group or one-on-one. (Examples: primary care clinic, health fair, school, home) |
|
20.0 pts | |||||
| This criterion is linked to a Learning OutcomeLearning Objectives (20 points)Write three specific learning objectives your visual teaching tool will address. (Refer to examples in the assignment guidelines to complete this section.) |
|
20.0 pts | |||||
| This criterion is linked to a Learning OutcomeEvaluation Plan (15 points)Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting. |
|
15.0 pts | |||||
| This criterion is linked to a Learning OutcomeClarity of Writing Criteria (15 points)In-text citations in APA format (author, year). Full sentences with good flow. Free from spelling errors. Excellent grammar. |
|
15.0 pts | |||||
| This criterion is linked to a Learning OutcomeUse of Template |
|
0.0 pts | |||||
| Total Poin | |||||||
Healthy Eating Sample Student Work
Unhealthy eating is the main contributing factor for obesity in the United States. The US has a high obesity rate with more than one-third of the population considered obese, according to Preston (2011). This has also caused our life expectancy to decline due to the effects of obesity on the body systems. We, as nurses need to educate ourselves and our patients on a healthy diet to improve not only their quality of life, but also their quantity of life. My assessment was on SJ. I will look at the signs and symptoms of obesity as well as adopting a healthier eating regime in effort to reduce SJ’s obesity and improve her overall health.
Preventable Disease Overview
SJ is 5 feet 3 inches and weighs 260 pounds with a BMI of 46.05. This classifies her as extremely/morbidly obese. Obesity is the presence of excessive amounts of body fat. I used the Body Mass Index (BMI) as a marker to diagnose her extreme / morbid obesity. BMI is used to determine the optimal healthy weight in relation to height. According to Jarvis, (2016 NR305 Healthy Eating Patient Teaching Plan Assignment), a healthy BMI is 19-24.9. BMI between 25-29.9 is considered overweight. There are 2 classifications of obesity. A BMI of 30-34.9 is class 1 and 35 or greater is class 2 or often referred to as extreme or morbid obesity. There are no labs to diagnose obesity. Per her assessment, her abdomen is soft and non-tender with bowel sounds normoactive in all quadrants. Her skin is pale and moist and there is no palpable organ distention. She denies any known gastrointestinal complications. Her compelling symptom of obesity is excessive body fat. She denies any signs related to her obesity however upon my observation, I identified that she became short of breath when bending to put on her shoes and after walking, she would rub her knees.
SJ has essentially a sedentary lifestyle. She sits at her desk for about 7 hours a day and admittedly eats “whatever is available and fast” most of the time. These two factors contribute to her obesity. Her spouse works out of town and comes home about every 2 months for the weekend. She picks up fast food most of the time for lunch and dinner and rarely eats breakfast. Her fast food consists of mainly “street tacos or burgers”. She admits to rarely cooking at home since it is almost always just her eating and it’s too much trouble to cook for just one person.
She noted that her paternal grandmother, father and brother all suffer from obesity and that several members of her family had hypertension, coronary artery disease and diabetes mellitus. This places her at a higher risk for obesity related to her genetics. Obesity & her genetics combined also place her at higher risk for hypertension, hyperlipidemia, coronary artery disease and diabetes mellitus.
Evidence Based Intervention
Implementing a healthier eating regime will assist SJ with weight loss and a healthier body mass index. I have chosen to help her reduce her fat intake and introduce fruits and vegetables to her diet. According to Ludbrook, McMorrow, and Macdiamid, (2017) introducing fruit and vegetables into the diet correlates with weight loss. It also provides added vitamins and minerals that she is not getting from her tacos and burgers. I would also recommend that she choose lean meats and higher amounts of protein and this will reduce her fat intake as well as provide needed energy. Examples of this would include chicken, seafood, lean beef and fish.
SJ will need to set goals to achieve her recommended body mass index of 19-24.9. A healthy goal that I would recommend would be 2 pounds per week as it is a slow steady weight loss that will help her be able to maintain her desired BMI. I would recommend that she only weight once a week as body weight changes on a daily basis due to fluid shifts and can be discouraging if she weighs daily. We have set a short term eight loss goal of 10 pounds the first month and 8 pounds a month thereafter for the next six months. We will then re-evaluate her plan and adjust accordingly.
Implementation: Teaching Plan
I would have SJ pick a start date for her healthier eating lifestyle. She would need to keep a journal of everything that she eats or drinks. I would make a chart with the days of the week and categories for breakfast, snack, lunch, snack, dinner and evening snack as well as a energy/mood category. Keeping a daily food journal has shown to make you more accountable for the foods that you eat. I would have her start day one with weighing herself and educate her on weighing at the same time and in the same clothing each week to maintain accurate comparison. I would provide her with a list of healthy low-fat high protein lean meats and explain to her that eating a meat portion about the size of a deck of cards is enough to maintain her protein intake. We would also discuss preparing these meats in a healthier way such as grilling, broiling or baking her meats. I would instruct her on adding in fruits and vegetables to her daily regime. I would encourage three to four one-half cup servings of fruits or vegetables at every meal and place an emphasis on green leafy vegetables. In effort to reduce cravings and boost metabolism, I would implement a small healthy snack such as unsalted nuts midway between meals and before bedtime per Rehm and Drewnowski, (2017 NR305 Healthy Eating Patient Teaching Plan Assignment). I would also encourage her to avoid sugar, caffeine, carbonated beverages and increase water intake to at least 10 glasses per day.
There are many community resources available in our area to assist with weight loss. I would provide her with the contact to the following free weight loss sights that offer supports and tips for weigh loss: Eat Great & Lose Weight provides free classes to assist with better nutrition https://www.texashealth.org/event/eat-great-and-lose-weight101-fw-eglw, Managing your weight and eating healthy https://www.texashealth.org/health-information/article? productId=117&pid=60&gid=000330. I will provide her with a pamphlet obtained at the local health department that outlines the 2010 dietary guidelines and gives examples of portion control and the best food choices for a healthier way of eating.
Evaluation
Evaluation would be performed daily by reviewing the food journal and determining which foods aided in a feeling of satiation and energy. She will need to weigh weekly and records her weights. With this plan, she should lose at least 2 pounds weekly. We will evaluate her BMI at monthly intervals to ensure she is improving her weight. If she is not losing weight, we will need to look at possibly reducing her caloric intake and implementing exercise. She will continue to have CBC, CMP and lipid profile drawn and analyzed at her yearly physical.
Summary
SJ has led an unhealthy eating lifestyle. By implementing a healthier eating life style she will lose weight, reduce the risk of health complications and gain more energy. She will incorporate better food choices and strive to reach her desired BMI of 19-24.9. The old adage “you are what you eat” is true in her case. She was eating high fat meals on the run and continuing to gain weight. SJ will start by weighing, accounting for all food and fluid intake daily, eating a low fat/high protein diet that is rich in lean meats, fruits and vegetables and increase her water intake. She states she will spend time on Sundays to prepare healthier meals that she can take with her on the go rather than eating fast food. She hopes to eat healthier and become a healthier person.
NR305 Healthy Eating Patient Teaching Plan Assignment References
Jarvis, C. (2016). Physical examination & health assessment (7 th ed.). Philadelphia, PA: Saunders. Ludbrook, A., Olajide, D., Mc Morrow, L., & Macdiarmid, J. I. (2017). Perceived barriers towards healthy eating and their association with fruit and vegetable consumption. Journal of Public Health, 39(2), 330–338. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1093/pubmed/fdw038
Preston, S. H., & Stokes, A. (2011). Contribution of Obesity to International Differences in Life Expectancy. American Journal of Public Health, 101(11), 2137–2143. https://doi-org.chamberlainuniversity.idm.oclc.org/10.2105/AJPH.2011.300219
Rehm, C. D., & Drewnowski, A. (2017). Replacing American snacks with tree nuts increases consumption of key nutrients among US children and adults: results of an NHANES modeling study. Nutrition Journal, 16, 1–15. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1186/s12937-017-0238-5
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