NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.
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Purpose
NR228 Nutrition, Health and Wellness
RUA: Nutritional Assessment (Team Project) Guidelines
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2) CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Daycare center: Preschool-aged children
b. Elementary schools
c. High schools
d. College
e. Hospital
i. Visitor/employee menu
ii. Specific hospital units (postoperative, obstetrical, or medical)
f. Community Center
g. Meals on wheels
h. Daycare center: Geriatric adult
i. Senior center
j. Helped living
k. Nursing home
4. All team members must complete and sign the Team Charter Form. A copy of the form is then submitted by each
student to their individual drobox, in addition to the copy submitted by the Team Leader in the next step.
a. The team charter is in the Week 1 Explore section. A drobox for submission is in the Week 2 Explore Section.
b. Select one student to be Team Leader. This individual is response for submitting the presentation and accompanying outline of the speaker’s notes to the designated Team Discuss Thread first so that both documents can be checked for originality of content.
i. The team leader will inform team members of the originality index once received.
ii. If the match is high, the team leader will coordinate revisions with team members, resubmit the revised documents, and inform team members of the new originality index.
c. Remaining team members will submit the presentation and speaker’s notes to the assignment dropbox after receiving the final originality index.
i. This delay in submission by team members assures that the submission of multiple copies of the
ii. team documents will not adversely impact the originality index.
5. All team members will receive the same grade for each deliverable unless it is determined that a team member did not participate in the planning and completion of the assigned portions of the project.
Creating the Presentation
The presentation is to be created using Microsoft PowerPoint 2007, 2010, or higher. Length is 10-18 slides, not including the title and reference pages.
Follow the group process on the Team Charter to complete presentation. Refer to helpful tips listed in Team Charter guideline.
a. Title and Introduction (5 points/5%) The title page/slide lists:
1. Type of facility
2. Cultural focus
3. Names of ALL team members Presentation introduction includes the:
1. Purpose of the presentation
2. Cultural concentration
3. Age group
b. Current Menu Analysis (5 points/5%)
Analyze the menus that the team has selected based on the following criteria and provide rationales for your analysis:
1. Healthy/unhealthy menu selections with rationale
2. Appropriate for nutritional requirements of age group with rationale
3. The influence of cultural and regional food practice with rationale
4. Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?
5. Over the course of a full day and week, are individuals provided with a balanced diet?
6. Does this diet allow for differences in dietary patterns related to the culture or age?
c. Create Sample Menu (20 points/20%)
Create a single day’s replacement menu providing healthier choices for each menu analyzed, including the following:
1. Breakfast, lunch, and dinner options.
2. Age considerations, potential health concerns, cultural influences, and regional patterns.
3. Nutritional components of your food choices.
4. Explanation of why the sample menus are better nutritional options for both facilities.
5. 2 reference citations that support your choices included on the slide or in the speaker’s notes
NR228 Nutrition, Health and Wellness
RUA: Nutritional Assessment (Team Project) Guidelines
NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.
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d. Compare Menus (20 points/20%)
1. Compare each original sample menu with its corresponding replacement menu
2. Explain why the team’s menus are better nutritional options for your two facilities.
3. Provides at least two references that support your choices on the slide or in the speaker’s notes
e. Barriers (10 points/10%)
1. Detail a barrier to optimal nutritional value of meal plans
2. Detail a second barrier to optimal nutritional value of meal plans
3. Detail a third barrier to optimal nutritional value of meal plans
a. Barriers may include:
i. Geographic location
ii. Health of the population
iii. Culture of the population and surrounding community
iv. Socioeconomic challenges
v. Available food choices
vi. Other barriers, as identified
vii. Include reference citations to support key points, as needed
f. Teaching points (10 points/10%)
1. Select one identified barrier and present three client education points to Help the individuals responsible for meal planning create healthier options.
2. Considers the cultural comorbidities that may be present
3. Includes references to support key points
g. Summary (10 points/10%)
1. Summarizes key points from each section of the presentation
2. Comment about what you have learned from the assignment
3. Shares application for nursing practice
h. Presentation Quality (10 points/10%)
1. Accepted guidelines for presentations PowerPoint use color
2. Accepted guidelines for presentations PowerPoint use graphics/visuals
3. Accepted guidelines for presentations PowerPoint use appropriate use of text- no overcrowding
4. Appropriate use of speaker notes (to avoid overcrowding of slides and communicate content).
5. Team charter completed per guidelines.
i. APA Format and Length (10 points/10%)
1. References are submitted with assignment.
2. Uses current APA format and is free of errors.
3. Grammar and mechanics are free of errors.
4. At least four to six (4-6) scholarly, nursing, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.
5. Citations are included on the slide when material from that source is included. Cited references are on the reference slide.
For writing Helpance visit the Writing Center.
Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.
NR228 Nutrition, Health and Wellness
RUA: Nutritional Assessment (Team Project) Guidelines
NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.
NR228 Nutrition, Health, and Wellness: RUA Nutritional Assessment Guidelines
Introduction
The purpose of the NR228 Nutritional Assessment Team Project is to assess, compare, and analyze menus from different agencies, while suggesting revisions for healthier food choices based on cultural and age groups. This assignment allows students to meet various course outcomes, including assessing nutritional intake for optimal health, understanding nutritional needs throughout the lifespan, exploring the implications of food on psychological, sociological, economical, and cultural aspects, and describing evidence-based practice interventions for nutrition therapy.
Project Preparation
Identify Target Groups: Teams are assigned specific types of facility menus to research. Teams consist of three to five students, with cultural concentration students grouped together if possible. Facilities and populations may include various options like daycare centers, schools, hospitals, community centers, and more.
Search for Differences: Teams should explore differences between the selected facilities, such as urban vs. rural, small vs. large, or teaching vs. non-teaching organizations.
Team Charter: All team members complete and sign the Team Charter Form, which is submitted individually. The Team Leader submits the presentation and outline of speaker’s notes to the Team Discuss Thread for originality checks.
Presentation Submission: The team leader coordinates revisions if needed, and team members submit the final presentation and speaker’s notes after originality checks.
Grading: All team members receive the same grade for each deliverable unless a member did not participate adequately.
Creating the Presentation
Title and Introduction: The title page includes the type of facility, cultural focus, and names of team members. The introduction outlines the presentation’s purpose, cultural concentration, and age group.
Current Menu Analysis: Analyze selected menus based on criteria like healthy/unhealthy selections, nutritional requirements, cultural influence, and balanced diet considerations.
Create Sample Menu: Develop a healthier replacement menu for each analyzed menu, including breakfast, lunch, and dinner options, age considerations, health concerns, cultural influences, and nutritional components. Provide references to support choices.
Compare Menus: Compare original menus with replacement menus, explaining why the team’s menus are better nutritional options for the facilities. Provide supporting references.
Barriers: Identify and detail barriers affecting optimal nutritional value of meal plans, including geographic location, health, culture, socioeconomic factors, etc. Include references.
Teaching Points: Present client education points to overcome identified barriers, considering cultural comorbidities. Support points with references.
Summary: Summarize key points from each section, reflect on learning outcomes, and discuss application for nursing practice.
Presentation Quality: Follow guidelines for PowerPoint use, incorporating color, graphics/visuals, appropriate text usage, and speaker notes.
APA Format and Length: Ensure references are current (within the last 5 years) and adhere to APA format. Grammar, mechanics, and citation accuracy are essential.
Conclusion
The NR228 Nutritional Assessment Team Project offers students a comprehensive opportunity to delve into real-world nutritional assessment scenarios, fostering critical thinking, evidence-based practice, and collaboration. By meticulously following the guidelines, students will showcase their ability to analyze, compare, and propose healthier food choices, considering various cultural and age-related factors.
References:
