Nutritional Principles in Nursing

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Reflection

Module 05 Content

In a Word® document answer the following questions.

In Module 01 Written Assignment – Reflection you were asked to give yourself a rating from 1 to 5, with 5 representing the healthiest eater. What number would you give yourself now?

Did your rating change? If so, in what direction and in what way? What adjustments to your diet, if any, did you make?

Are your eating patterns based on family traditions or cultural or religious reasons? If so, do these support or promote healthy eating?

What two important nutritional principles or concepts have you learned and will always remember? What is their impact on your delivery of quality safe nursing care?


Week 7 discussion

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Please the PP presentation assignment in order to complete this week discussion.

CMHA

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Assignment A Rubric

1-
Criteria

Identify and describe key issue and population

Mark (30%)

Provides a near flawless, succinct, accurate and well referenced outline of the problem / issue

2-
Criteria

Proposal for policy / legislative change to address problem.

Mark (40%)

Policy changes well-articulated, realistic and provides exemplary knowledge of mental health system

3-
Criteria

Anticipated change in outcomes as a result of policy change.

Mark (10%)

Excellent precis of measurable outcomes articulated as a consequence of policy change

4-
Criteria

Writing

Mark (20%)

Excellent academic writing style. It is very well organised and contains no spelling, grammar or referencing errors.

Excellent choice and integration of evidence. Adheres almost flawlessly to APA citing style.

nutrition

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Nutrition plays a vital role in a person's overall health and well-being. Not getting enough of the recommended

nutrients over the long-term can lead to malnutrition which often results in disease and illness.

In a 3-page paper, written in APA format using proper spelling/grammar, address the following:

1. Define malnutrition and identify a specific disease that can result from it.

2. Perform library research about the selected disease, and explain its physiological effects on a

person's body.

3. Describe the relationship between specific foods/nutrients and the disease. Use the questions

below to guide your response.

4. Does research indicate that a lack of specific foods/nutrients increase a person's chance of

contracting the disease?

5. Are there specific foods/nutrients that should be avoided by an individual afflicted with the

disease?

6. How do specific foods/nutrients work physiologically within the body to help combat the

disease?

7. Evaluate nutritional recommendations to help combat the disease.

8. Cite at least 3 credible references and present the resources in APA format on the References

page.

9.

W7

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In 2–3 pages, plus Introduction, conclusion, and references page. APA format and free plagiarism

· Explain the controversy that surrounds your selected disorder.(Antisocial personality disorder )

· Explain your professional beliefs about this disorder, supporting your rationale with at least three scholarly references from the literature.

· Explain strategies for maintaining the therapeutic relationship with a patient that may present with this disorder.

· Finally, explain ethical and legal considerations related to this disorder that you need to bring to your practice and why they are important.

Response #2

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PLEASE RESPOND TO THE FOLLOWING IN 50 WORDS OR MORE:

3.  Understanding others’ roles provides insight into who can best perform a particular task and how it could be redesigned to be more efficient and effective. How would delegation have a positive effect on staffing?  

Delegation affects staffing positively because it increases productivity, effectiveness, and the overall performance of an organization. For instance, delegation enables managers to distribute responsibilities to employees who have the requisite expertise, knowledge, and specialized abilities, which guarantees that the task is carried out by people with the most necessary qualifications, producing superior results (Rubbab et al., 2023). It also enables equitable task distribution within the company, which helps promote a balanced workload by not overworking certain team members while underutilizing others by giving assignments to staff with the necessary skills.

Moreover, when employees work in an environment where tasks are effectively delegated, they get the opportunity for skill improvement and professional advancement. Delegations enable employees to learn and develop new abilities when given new duties, which boosts job satisfaction and motivation (Rubbab et al., 2023). Delegation also increases staff engagement and morale since it gives them a stronger feeling of ownership and pride in their work when they are given more freedom and responsibility, which increases their job satisfaction and loyalty to the company (Rubbab et al., 2023). Besides, when assigning tasks, it is important to communicate expectations, goals, and expected results clearly. Therefore, delegation of tasks encourages improved internal communication and guarantees that everyone is aware of their tasks and duties.

By delegating, managers are able to devote more of their attention to higher-level tasks like strategic planning, decision-making, and problem-solving. This can be especially useful for leaders who can make better use of their time by avoiding mundane duties (Colombo et al., 2021). Delegation also reduces risks by spreading them across the team members who participate in decision-making and task execution. This enables team members who experience challenges when executing different tasks to get assistance and prevent certain setbacks (Colombo et al., 2021).

In summary, delegation positively influences staffing because it maximizes resource allocation, fosters skill development, and raises employee engagement. It also improves the overall performance of an organization since it enables better use of personnel skills, which eventually leads to long-term success.

References

Colombo, M. G., Foss, N. J., Lyngsie, J., & Lamastra, C. R. (2021). What drives the delegation of innovation decisions? The roles of firm innovation strategy and the nature of external knowledge. Research Policy, 50(1), 104134.

Rubbab, U. E., Naqvi, S. M. M. R., Irshad, M., & Zakariya, R. (2023). Impact of supervisory delegation on employee voice behavior: role of felt obligation for constructive change and voice climate. European Journal of Training and Development, 47(7/8), 769-787.

Reflection:

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Please see the attachment for instructions

Careers in Nursing and as an Anesthesiology Assistant

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After reading the provided articles and listening to our guest speakers discuss careers in nursing, you may be surprised to learn how many options nurses have in terms of careers beyond the typical hospital bedside. You find nurses in advanced practice as nurse practitioners and nurse anesthetists, as well as in academics, public health, administration, informatics, politics/government, consulting and a variety of practice settings beyond the hospital.

In this discussion board, share your reaction. You must specifically address the following two questions (and follow-up) in your response: 

  1. What was something specific that you learned that you didn’t know before? Which source did you learn it from (e.g., which reading or which guest speaker)?
  2. Did the wide variety of nursing options surprise you?

After stating whether you were surprised about the variety, address at least one of the following:

  • Why do you think nurses have so many options when it comes to careers beyond direct patient care?
  • What aspects of their training do you think prepares them for these many options? 
  • Do you think any other graduate careers have as many options and why/why not?  

Feel free to post any other thoughts related to this topic. Responses may be only one paragraph, but no more than two.

After posting your response, read your peers’ thoughts and reply to at least one classmate.

questions

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Original Work, No Plagiarism, Cite and Reference

Kara is a pre-doctoral student who works for a very demanding principal investigator (PI) in psychology. Dr. Srichaphan considers himself her mentor even though he seems to offer no constructive guidance.

She considers herself an expert problem solver. The trouble is, she can’t figure out how to solve her problems with her mentor. Not only is he exacting and demanding, but he also is exploitative and intolerant—finding fault with her for not being able to keep up with the rigors of academic and clinical studies even though he’s the one who’s overloading her with too much work.

The last straw is an invitation to be a “guest lecturer” in a section of her mentor’s undergraduate cognitive processes class. She can’t very well say no. It would only make her look inept. Still, it couldn’t come at a worse time. The research study that Kara is primary coordinator of has just been halted—it turns out one of the protocols needs many changes, and some of the changes will have to go through the IRB again. They are complex and require careful thought. All the protocol forms will need to be filled out again, the consent forms revised, and the study procedures redone. These changes will have to be made quickly since the study cannot resume until the IRB approves of the new modifications. 

Meanwhile, the undergraduate section of the class Kara’s been given to lead is so large that it’s fast becoming like a full teaching load. The course is not going well because the syllabus that her mentor developed was not well thought out, and many students are coming to Kara’s office to complain. One of the complaints is that there is a cheating ring among some of the students. When she tells her mentor, Dr. Srichaphan blames it on her teaching. She is so taken aback that all she can do is splutter that it’s not her fault—the cheating ring extends to other study sections as well and may even have begun there. Ignoring her protests, he informs her that she needs to provide assistance at a clinical rotation site.

Kara can’t believe her ears. She feels like she will crack under the strain if one more thing is added to her load of duties. Just the thought of arguing with her mentor makes her queasy, but she does her best to remind him that she has her own coursework as a doctoral student and has two term papers due in the next three weeks. She begs him to assign someone else to the clinical rotation. He frowns. “It’s gotten to the point where you cannot handle your research and teaching responsibilities, evidently,” he goads her.  Kara, who prides herself on her “can do” style, finds she simply cannot do all that is required of her. She’s on the verge of retching from nerves. Her mentor is not impressed. He shakes his head and tells her that science is not for the faint of heart.

Questions

1. What’s the worst thing that could happen if she does nothing?

2. What’s the worst that could happen if she seeks a new approach to getting through this?

3. How might Kara ask for help? From whom? With what likely result?

4. What types of expectations should have been discussed among Kara, the mentor, the program director, and/or the graduate school to avoid these types of problems?

5. Can you offer an example of stressful or disastrous situation based on your own learning experiences? How did you deal with it, and what lessons did you learn?