· Purpose: The purpose of the patient/family teaching project is to develop and implement a teaching plan for a geriatric patient utilizing teaching learning principles.

· Objectives: By the conclusion of the presentation, the students will be able to:

· State the various indications for a specified diet

· Explain the scientific rationale for a prescribed diet

· Describe food/fluid restrictions appropriate for diet or food/fluids encouraged to meet nutritional needs?

· Describe how to present a short nutritional teaching plan to a patient& family with cultural differences.

· Apply current research related to the nutrition topic.

· Requirements:

· Utilize teaching experience rubric for essential criteria.

· The paper should be between 3-5 pages (not including title page and references).

· The paper must be typed and conform to APA format.

· A minimum of two references are required.

· Written paper is due during the 7th week on the assigned clinical day.

Nutritional Guidelines

The student will be assigned one therapeutic diet from the following list.

1. Diabetic diet

2. Fat restricted and cholesterol restricted

3. Enteral nutrition

4. Sodium restricted

5. Total parental nutrition

6. Modified fiber and bland diets

7. Full and clear liquid diets

8. Nutrition in wasting diseases

9. Modified calcium and potassium diets

10. Dysphagic diet

11. Protein restricted diet

12. Anticoagulant diet

Follow the teaching/nutrition project evaluation tool criteria.

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Rubric Detail

A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric’s layout.

Content

Name: NUTRITIONAL TEACHING PROJECT RUBRIC

• Grid View
• List View

Show Descriptions Show Feedback

Comprehensive Assessment Comprehensive Assessment–

Levels of Achievement: Meets or Exceeds 9.24 (33.00%) points Clear and concise discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs; clear and comprehensive patient assessment data to support a deficient knowledge nursing diagnosis. Mostly Meets 7.0224 (25.08%) points Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs; Vague and incomplete patient assessment data to support deficient knowledge nursing diagnosis. Approaches 4.62 (16.50%) points Vague and incomplete discussion of patient’s admission diagnosis, demographic data, and anticipated learning needs. Does Not Meet Expectations 2.31 (8.25%) points No discussion of patient’s admission diagnosis, demographic data and anticipated learning needs; No comprehensive patient assessment data to support deficient knowledge. Feedback:

Patient Learning Needs Assessment–

Levels of Achievement: Meets or Exceeds 9.52 (34.00%) points Clear and complete assessment of learner (patient /family), teaching needs, and special learning needs, if present; Clear identification of patient’s strengths and weaknesses relevant to learning needs. Mostly Meets 7.2352 (25.84%) points Incomplete assessment of learner (patient and/or family), teaching needs, and special learning needs, if present; Incomplete identification of patient’s strengths and weaknesses relevant to learning needs. Approaches 4.76 (17.00%) points Incomplete assessment of learner (patient and/or family), teaching needs, and special learning needs, if present. Does Not Meet Expectations 2.38 (8.50%) points No assessment of learner (patient and/or family), teaching needs, and special learning needs, if present; No discussion of patient’s strengths and weaknesses relevant to learning needs Feedback:

Organization/ Evidence-based Information–

Levels of Achievement: Meets or Exceeds 9.24 (33.00%) points Open and closing remarks that capture patient’s attention; Clear and correct statement of 2 teaching objectives; Clear and organized presentation of evidence-based patient teaching. Mostly Meets 7.0224 (25.08%) points Open or closing remarks displayed; Vague/incorrect teaching objectives; Vague/disorganized presentation of evidence-based patient teaching Approaches 4.62 (16.50%) points Open or closing remarks displayed; Vague/ incorrect teaching objectives Does Not Meet Expectations 2.31 (8.25%) points No open or closing remarks displayed; No teaching objective stated; Poor or disorganized presentation of teaching from inappropriate sources. Feedback:

Name:NUTRITIONAL TEACHING PROJECT RUBRIC

Module 3 Discussion 2

STRATEGIES FOR STAKEHOLDER TRUST IN CHANGE

Reversing the trend of dissatisfaction and disengagement must be at the heart of any serious reform effort. ”

– Fullan, 2016, p. 97

Imagine you have just taken on the role as leader of an educational program in your specialization and have been told to implement a change process that is part of a district initiative. As a new leader, you have yet to establish trust with your colleagues, so that when you start to implement the initiative, you are surprised to get immediate push back from your colleagues. How might you work to shift your colleagues’ dissatisfaction and disengagement and support them in their roles as change agents? What leadership strategies would win the trust of your colleagues and help them see the merits of the initiative?

For this Discussion, you will analyze evidence-based strategies to establish stakeholder trust and buy-in for change and counteract resistance to change.

To prepare:

· Review the assigned chapters in the Fullan (2016) text. Consider the difference between adopting an innovative program, the complexity of actually implementing it, and why stakeholders resist change.

· Read the Gurley, Peters, & Collins (2015); Day, Gu, & Sammons (2016); Covey (2009); and Adams & Miskell (2016) articles. Think about the process of initiating and implementing change, the influence of leadership on change, and how to gain buy-in and trust from stakeholders throughout the change process.

· Reflect on experiences you have had in your professional practice where staff were resistant to a change in your specialization. What attempts were made by leadership to establish trust and buy-in for the change? What strategies were (or were not) used when staff members refused or pushed back during implementation? As a leader, what strategies would you have employed?

· Research evidence-based strategies for establishing trust and buy-in from staff prior to implementing change and for supporting staff when they resist changes during implementation.

Assignment Task Part 1

Write a 1 ½ page explanation of the following:

· Background information on an experience from your professional practice (I work in a Head Start Agency) where staff were resisting a change in a program or practice in your specialization (My specialization is Early childhood education)

· At least two strategies you would have used to establish trust and buy-in from the staff prior to implementing the change. Provide a research-supported rationale for your selected strategies.

· At least two strategies you would have employed when staff members refused or pushed back during implementation of the change process. Provide a research-supported rationale for your selected strategies.

For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.

Assignment Task Part 2

Read a selection of your colleagues’ posts.

Respond to at least two colleagues in 150 words posts each :

· by offering an additional strategy for trust and buy-in and for when staff refuse

· or push back during implementation of the change process. Explain how the strategies would have supported leadership in your colleagues’ experience.

· Be sure to support your response with reference to the Learning Resources, research, and/or your personal experiences.

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MODULE 3: LEARNING RESOURCES

Required Readings

Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

Chapter 4, “Initiation, Implementation, and Continuation” (pp. 54–81)

Chapter 6, “The Teacher” (pp. 97–122)

Chapter 10, “The District Administrator” (pp. 177–208)

Gurley, D.K., Peters, G.B., & Collins, L. (2015).  Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools  Links to an external site. . J ournal of Educational Change, 16(2), 217-242. doi:10.1007/s10833-014-9229-x

Day, C., Gu, Q, & Sammons, P. (2016).  The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference  Links to an external site. .  Educational Administration Quarterly, 52(2), 221-258. doi:10.1177/0013161X15616863

Adams, C. M., & Miskell, R. C. (2016).  Teacher trust in district administration: A promising link of inquiry.  Links to an external site.   Journal of Leadership for Effective and Equitable Organizations, 52(4), 1-32. doi: 10.1177/0013161X16652202

Covey, S. (2009).  How the best leaders build trust  Links to an external site. . LeadershipNow. Retrieved from http://www.leadershipnow.com/CoveyOnTrust.html

Giancola, S. (2014).  Evaluation matters: Getting the information you need from your evaluation.  Links to an external site.  U.S. Department of Education. Retrieved from https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatters.pdf

Note: This resource is an essential guide for the completion of the Course Project. Be sure to read it for your work in this module, and refer to it often as you complete your Course Project.

Peurach, D.J., Glazer, J.L, Winchell Lenhoff, S. (2016).  The developmental evaluation of school improvement networks.  Links to an external site.   Educational Policy, 30(4), 606-648. doi:10.1177/0895904814557592

Required Media

Grand City Community

Go to the  Grand City Community  Links to an external site. and click into City Hall to review the following for this module:

Walden University, LLC. (Producer). (2016b). Grand City education and demographic data files [PDF]. Baltimore, MD: Author.

Post a description of the findings of your research on the debate over ACA. Explain some of the misconceptions or misunderstandings the general population might have about the ACA. Explain how the ACA may or may not increase affordability, health insurance coverage, and access to health care services for the population you selected. Explain the potential or documented influence of the ACA on medical social work practice. Describe the medical social worker’s role in clarifying the ACA to patients and families.

Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.