Reference no: EM133792040

Assignment - Bariatric Specific Diet

Purpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group.

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)

Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
Students will be assigned to a Team by course faculty no later than the end of week 1. Team size may vary, depending on class size. Three to five students per team is ideal.

Students must communicate with each other early in week 2 and select a Team Leader as part of the Team Charter Assignment.
Each student must sign the RUA Individual Accountability Attestation found in the Week 2 Demonstrate section of Modules after the RUA Team Planning Document has been completed. All team members must upload a copy both forms to the Team Charter submission area.
Student's will be assigned a target population (age group & demographic) to provide care for.
Facilities and populations may include but are not limited to the following:
Daycare center: Preschool-aged children
Elementary schools
High schools
College
Hospital
Visitor/employee menu
Specific hospital units (postoperative, obstetrical, or cardiac, renal, carb consistent)
Community Center
Meals on wheels
Daycare center: Geriatric adult
Senior center
Assisted living
Nursing home
Select two facilities that care for your population's demographic (age, culture). Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
If your population does not provide dinner, you will have to create a dinner menu based on recommended 24-hour daily allowances.

Meet with the group to complete the presentation per the ‘Creating the Presentation' instructions including:
Analyze menus from two facilities.
Create a full day replacement menu (breakfast, lunch, dinner) for both facilities.
Compare each facilities original menu to created replacement menu using course content such as RDA and DRIs.
Identify barriers to implementing replacement menus.
Create teaching plan to address one of the barriers.
Summarize the information.

The team leader will inform team members of the originality index once received.
If the match is high, the team leader will coordinate revisions with team members before submitting the final presentation.
The Team Leader will submit two documents to the final presentation Dropbox after all revisions are complete. One document is the completed power point presentation. The second document is a single word document with all the speaker notes for each slide. Since this is a group assignment, the dropbox is set up as a group assignment and 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 final 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.

Title and Introduction

The title page/slide lists:
Type of facility
Cultural focus
Names of ALL team members Presentation introduction includes the:
Purpose of the presentation
Cultural concentration
Age group

Current Menu Analysis
Analyze the menus that the team has selected based on the following criteria and provide rationales for your analysis:
Healthy/unhealthy menu selections with rationale
Appropriate for nutritional requirements of age group with rationale
The influence of cultural and regional food practice with rationale
Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?
Over the course of a full day and week, are individuals provided with a balanced diet?
Does this diet allow for differences in dietary patterns related to the culture or age?

Create Sample Menu
Create a single day's replacement menu providing healthier choices for each menu analyzed, including the following:
Breakfast, lunch, and dinner options.
Age considerations, potential health concerns, cultural influences, and regional patterns.
Nutritional components of your food choices.
Explanation of why the sample menus are better nutritional options for both facilities.
2 reference citations that support your choices included on the slide or in the speaker's note

Compare Menus
Compare each original sample menu with its corresponding replacement menu
Explain why the team's menus are better nutritional options for your two facilities.
Provides at least two references that support your choices on the slide or in the speaker's notes

Barriers
Detail a barrier to optimal nutritional value of meal plans
Detail a second barrier to optimal nutritional value of meal plans
Detail a third barrier to optimal nutritional value of meal plans
Barriers may include:
Geographic location
Health of the population
Culture of the population and surrounding community
Socioeconomic challenges
Available food choices
Other barriers, as identified
Include reference citations to support key points, as needed

Teaching points
Select one identified barrier and present three client education points to assist the individuals responsible for meal planning create healthier options.
Considers the cultural comorbidities that may be present
Includes references to support key points

Summary
Summarizes key points from each section of the presentation
Comment about what you have learned from the assignment
Shares application for nursing practice

Presentation Quality
Accepted guidelines for presentations PowerPoint use color
Accepted guidelines for presentations PowerPoint use graphics/visuals
Accepted guidelines for presentations PowerPoint use appropriate use of text- no overcrowding
Appropriate use of speaker notes (to avoid overcrowding of slides and communicate content).
Team charter completed per guidelines.

APA Format and Length
References are submitted with assignment.
Uses current APA format and is free of errors.
Grammar and mechanics are free of errors.
At least four to six (4-6) scholarly, nursing, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.
Citations are included on the slide when material from that source is included. Cited references are on the reference slide.

Successful teams begin with guidelines that help to manage their work. For this class, you and your teammates will create a set of rules called a Team Charter.
As a team, complete all the sections listed below to build your team charter.
One member of each team will be designated as the team leader.
ALL team members will be responsible for submitting the completed team charter document by Sunday, at 11:59 p. m. (MT) of week 2 (or as directed by faculty).
The team leader will also be solely responsible for uploading the final team presentation.
All team members will indicate agreement on the charter by initialing an understanding of the information within the charter. Failure to complete and submit individual charter will result in a point deduction according to rubric criteria.
All team members will be responsible for the completion and use of the Team Charter to ensure cooperation and success of the project.
All team members must address and report any areas of conflict that arise each week to keep the project on track. (Section IV: Conflict Management)

Section I: Team Member Skill Inventory
Each team member will individually complete this section and initial in the box. Each student submits their weekly skill inventory to the submission area in Canvas. The designated team leader will then submit this document to their submission area in Canvas.

Section II: Work Plan
This section includes a plan for communication and written work (please agree upon & complete all sections).
Discuss your process to designate the team leader.
The Professor chose the team leader.

Explain how the team members will distribute the workload for the assignment based on Section I consider and explain strengths and weaknesses. Each team member will choose tasks according to their strengths, and all team members will have equal work loads. If a team member is having a hard time with their chosen task, they will communicate with the entire team, to get additional guidance.
Outline the timeline for completion and submission of assignment components to the team leader (take into consideration the assignment due date).
Individual members should work on submitting completed work to the team leader at least 3 days before the due date. Teammates will meet once a week or more if needed, to ensure everyone is on the same page, and is not having difficulty with their sections. Leader will start a PowerPoint, and pass it on to another team member to add their parts, and that teammate will pass it on to the next, etc...
ALL team members will be responsible for submitting the completed team charter document by Sunday, at 1159 p. m. (MT) of week 2 (or as directed by faculty).
The team leader will also be solely responsible for uploading the final team presentation.

Section III: Conflict Management
This section should include your plan for conflict management (please agree upon & complete all sections). Since the combined Team Charter (with all team member information and team conflict management strategies) are always available for review by all team members (i.e., for online courses, it is in the assigned Team Collaboration Forum), team members should refer to it often and use it to agree on deliverables for the assignment, and actions to be taken by the team leader should conflict occur.
List potential conflicts that might arise between team members during this project.
Poor communication between team members
Not meeting in person/face to face due to different schedules
Different work ethic/work style
Include the team's plan for members who do not turn in work after the deadline.
Include how the team will manage team members who do not participate or do not participate promptly.
All forms of communication will be documented throughout assignment, after 2 attempts at communicating, team members who are not actively trying to participate will be reported to the professor and the active team members will continue with the project without them.
For each potential conflict, list the team's method of resolving those conflicts.
The team will always communicate in a respectful manner, and if a conflict arises that can't be handled respectively then as a last resort the Professor will be contacted for assistance.
Specifically, address how the team will apply Chamberlain Care for peers during conflict resolution. All conflicts and discussions will be done so and handled with respect and dignity for all.
Discuss how to manage team members who do not participate fully or in a timely way
As a TEAM, we will always show mutual respect for all members, and ensure our designated parts are completed in a timely manner, to ensure room to clarify any questions and ensure all parts are done correctly.
List all potential conflicts and how they will be addressed by the team. (Do not put contact instructor as the only method of resolution. Instead, include what the team will do as an empowered group before contacting the instructor.)
Scheduling Conflicts: Work, school, and home life schedules are a challenge for many
people and emergency situations can arise at any time not always making team
members available.
Scheduling Conflicts: Work, school, and home life schedules are a challenge for many
people and emergency situations can arise at any time not always making team
members available.

List all potential conflicts and how they will be addressed by the team. (do not put contact instructor as the only method of resolution. Include here what the team will do as an empowered group before contacting the instructor)
Scheduling Conflicts: Work, school, and home life schedules are a challenge for many people and emergency situations can arise at any time not always making team members available
Decision Making: Conflicts over important project decisions can occur when team members have different viewpoints or preferences, which can cause a delay in the assignment.
Unequal Participation: Unfair participation might cause certain team members to contribute more than others, which can leave them feeling angry or frustrated

For each potential conflict, list the team's method of resolving those conflicts.
The team will communicate with each other, any concerns in a respectful timely manner, so they can be addressed as a team.

Include the team's plan members who do not turn in work after the deadline.
Constant documentation of all communication will be kept. All team members will communicate if they are having trouble completing their chosen tasks prior to the due date to ensure the rest of the group does not suffer.

How the team will manage team members who do not participate promptly?
Team will communicate efficiently with email and GroupMe, with the team members who are not active, after 48 hours the professor's assistance may be needed.

Specifically, address how the team will utilize Chamberlain Care to resolve conflicts.
All conflicts and discussions will be done so and handled with respect and dignity for all.

Section IV: Team Goals
This section should include your team goals (please agree upon & complete all sections).
List the team's goals for the assignment project (these may include project assignment goals, group process goals, quality level goals, etc.)
List potential barriers to the achievement of these goals and outline how they will be managed.
Address how barriers to completion of the assignment will be addressed by the team below
We will work together as team to all
·  We will all do our part as a team.
·  We will communicate and all be on the same page of what, when, and how presentation is due
·  We will ask and clarity.
·  We will delegate duties evenly and fair to the team
·  We will encourage feedback and collaboration
·  We will create a creative presentation to hold the attention of our intended audience

Section V: Project Plan
This section should include your team plan and should be followed by all members of the team. Since the combined Team Charter (with all team member information and team plan) is always available for review by all team members (i.e., for online courses, it is in the assigned Team Collaboration Forum), team members should refer to it often and use it to agree on deliverables for the assignment.
Using the table below, plan for each project week that clearly outlines each team member's expectations. (Be sure to assign a task for each member of the team and complete and agree upon each section).
Plan tentative due dates for rough drafts and completed project assignments.
Specifically outline all tasks for the assignment, who the task is assigned to, and when it will be posted for team viewing and approval in the Team Forum. Complete details are required in the table below
Using the table below, plan for each project week. Clearly outline each team member's expectations. Plan tentative due dates for rough drafts and completed project assignments. (Be sure to assign a task for each member of the team and complete and agree upon each section).