Teaching ppw

TEACHING PROJECT

APPROACHING FITNESS AND EATING HEALTHY

WITH THE RIGHT MINDSET

Roxie Reynolds West Coast UniversityNURS 110: Introduction to Professional NursingProfessor Karen Brittain

05/13/2024

DEVELOPMENTAL TEACHING PLAN

Scenario: I am Christopher Parrish, an 18-year-old college student who was admitted to the hospital today after my mother expressed concerns about my health. I had lost weight and seemed weak since she last saw me. I have cystic fibrosis and have had frequent hospitalizations in the past. My primary care provider admitted me and ordered a tube feeding to help me get the nutrients that I needed. I understand that my condition requires more calories and nutrients than the average person.

INTRODUCTION

ASSESSING MY NEEDS My learning needs: As an 18-year-old college student, I appreciate that my healthcare team has taken the time to assess my needs, and I am fully awake, attentive, and aware of my identity, location, time, and situation. This means that I can understand any instructions and answer questions without any difficulty, which will help me receive education on preventing further complications with my diet and eating habits.

My Learning style: I have expressed to the healthcare team that I grasp concepts better through a kinesthetic approach, which entails hands-on learning and vocalizing the teachings on my own. I have always been a hands-on learner, and I find that I retain information better when I can physically engage with the material.

Readiness to learn: I am grateful that my healthcare team has identified my alert and oriented status and educational background as strengths that can enable me to comprehend the reasons behind my condition and learn how to improve my dietary habits and take better care of myself. I am committed to learning as much as I can about my condition and finding ways to manage it effectively.

IDENTIFYING MY NEEDS Imbalanced Nutrition As a patient with cystic fibrosis, I understand that my body requires more calories and nutrients than the average person. My condition can also cause gastrointestinal issues that may further impair my ability to obtain adequate nutrition. Unfortunately, I have been experiencing inadequate oral intake and have lost weight recently.

SMART Goal By the end of the day, I will have met with the healthcare team to develop a daily routine that includes 30 minutes of physical activity and three healthy meals a day.

Demonstrate Healthy Cooking- At the end of this learning experience, I will be able to demonstrate the ability to prepare and cook healthy, nutritious meals that are also delicious.

1.

Execute Proper Exercise - At the end of this learning experience, I will be able to execute proper exercise techniques to maintain a healthy lifestyle.

2.

Apply New Knowledge- At the end of this learning experience, I will be able to apply the new skills and knowledge gained to improve my overall health and well-being.

3.

MY LEARNING OUTCOMES

HEALTHY EATING TEACHING CONTENT Dietary Guidelines I learned about different healthy food options and their nutritional benefits. The information provided was based on the Dietary Guidelines for Americans, 2020-2025, which provided evidence-based recommendations for a healthy diet. I learned about the different food groups and portion sizes that are recommended for a healthy diet. This information has helped me identify and select healthy food options for my meals. Dietary Confidence I learned about the importance of confidence in making healthy choices. The information provided was based on the research conducted by van Alebeek et al. (2024), which found that goal pursuit increases more after dietary success than after dietary failure. This information has motivated me to focus on my dietary successes and strive to achieve my goals. I now feel more confident in my ability to make healthy choices and incorporate physical activity into my daily routine. Healthy Cooking I learned about cooking healthy meals. The information provided was based on the study conducted by Lillquist et al. (2022), which explored the effectiveness of the "Recipes for Health" program. The program aimed to improve participants' knowledge of nutrition and cooking skills, and the study found that the program was successful in increasing participants' intake of healthy foods and reducing their intake of unhealthy foods. This information has inspired me to learn more about healthy cooking techniques and incorporate them into my daily routine.

As an 18-year-old college student living in a dorm room, I often found it challenging to develop a daily routine that included physical activity. Thankfully, the occupational therapist and physical therapist at the hospital were there to help me develop practical skills and strategies to incorporate exercise into my daily routine. They used visual aids, such as videos and demonstrations, to show me how to do simple exercises in my dorm room, such as jumping jacks, push-ups, and squats or taking a brisk walk around campus for 30 minutes every day. They also demonstrated how to gradually increase the intensity and duration of my workouts and incorporate different types of exercise, such as cardio and strength training.

When it comes to eating healthy meals, I often find myself skipping meals or grabbing unhealthy snacks on the go. However, the assistance of the nutritionist and dietitian at the hospital helped me develop healthy eating habits. They provided me with a personalized meal plan and showed me how to make healthy and quick meals that meet my nutritional needs. They also taught me how to choose foods that are high in protein and low in fat, such as grilled chicken, fish, and beans. They suggested eating smaller, more frequent meals throughout the day to keep my energy levels up.

To help me stay motivated and track my progress, the occupational therapist taught me how to use a fitness tracker or an app to monitor my physical activity and set achievable goals. They also encouraged me to keep a food diary to track what I eat and identify areas where I need to improve.

INSTRUCTIONAL METHODS USED TO SHOW ME LEARNING CONTENT

Consistent Physical Activity

The occupational and physical therapists taught me how to incorporate 30 minutes of physical activity into my daily routine.

Tracking Progress

They encouraged me to keep a food diary to track my eating habits and

identify areas for improvement.

DEVELOPING A HEALTHY ROUTINE

Personalized Meal Plan

The nutritionist and dietitian at the hospital helped me develop a personalized meal plan that meets my nutritional needs.

OUTCOME BY THE END OF THE LEARNING EXPERIENCE, I WAS ABLE TO MEET

WITH THE HEALTHCARE TEAM TO DEVELOP A DAILY ROUTINE THAT INCLUDED 30 MINUTES OF PHYSICAL ACTIVITY AND THREE HEALTHY

MEALS A DAY. I FELT EMPOWERED AND MOTIVATED TO CONTINUE MAKING HEALTHY CHOICES AND MAINTAINING A HEALTHY LIFESTYLE.

ACHIEVING MY GOAL SMART GOAL

BY THE END OF THE DAY, I WILL HAVE MET WITH THE HEALTHCARE TEAM TO DEVELOP A DAILY ROUTINE THAT

INCLUDES 30 MINUTES OF PHYSICAL ACTIVITY AND THREE HEALTHY MEALS A DAY.

Hagedorn, R. L., Olfert, M. D., MacNell, L., Houghtaling, B., Hood, L. B., Savoie Roskos, M. R., Goetz, J. R., Kern-Lyons, V., Knol, L. L., Mann, G. R., Esquivel, M. K., Hege, A., Walsh, J., Pearson, K., Berner, M., Soldavini, J., Anderson-Steeves, E. T., Spence, M., Paul, C., et al. (n.d.). College student sleep quality and mental and physical health are associated with food insecurity in a

multi-campus study. Public Health Nutrition, 24(13), 4305–4312. https://doi.org/10.1017/S1368980021001191

Lillquist, S., Ruiz Barnecett, G., Flexman, N., & Mikati, N. (2022, December 8). Recipes for Health: A community-based nutrition and culinary intervention. Cureus. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9825116/

Skelton, K. R., & Evans, R. R. (2020). A Qualitative Investigation of College Student Perceptions of Their Nutrition Environment: Recommendations for Improvement. American Journal of Health Education, 51(1), 50–58.

U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2020-2025. Dietary Guidelines for Americans. (2020, December). https://www.dietaryguidelines.gov/sites/default/files/2020-12/Dietary_Guidelines_for_Americans_2020-2025.pdf

van Alebeek, H., Jones, C. M., Reichenberger, J., Pannicke, B., Schüz, B., & Blechert, J. (2024, February 26). Goal pursuit increases more after dietary success than after dietary failure: Examining conflicting theories of self-regulation using ecological momentary assessment. The international journal of behavioral nutrition and physical activity.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10895756/

Ward, N., Morrow, S., Stiller, K., & Holland, A. E. (2021). Exercise as a substitute for traditional airway clearance in cystic fibrosis: a systematic review. Thorax, 76(8), 763–771. https://doi.org/10.1136/thoraxjnl-2020-215836

REFERENCES

THANK YOU

TEACHING PROJECT

APPROACHING FITNESS AND EATING HEALTHY

WITH THE RIGHT MINDSET

Roxie Reynolds West Coast UniversityNURS 110: Introduction to Professional NursingProfessor Karen Brittain

05/13/2024

DEVELOPMENTAL TEACHING PLAN

Scenario: I am Christopher Parrish, an 18-year-old college student who was admitted to the hospital today after my mother expressed concerns about my health. I had lost weight and seemed weak since she last saw me. I have cystic fibrosis and have had frequent hospitalizations in the past. My primary care provider admitted me and ordered a tube feeding to help me get the nutrients that I needed. I understand that my condition requires more calories and nutrients than the average person.

INTRODUCTION

ASSESSING MY NEEDS My learning needs: As an 18-year-old college student, I appreciate that my healthcare team has taken the time to assess my needs, and I am fully awake, attentive, and aware of my identity, location, time, and situation. This means that I can understand any instructions and answer questions without any difficulty, which will help me receive education on preventing further complications with my diet and eating habits.

My Learning style: I have expressed to the healthcare team that I grasp concepts better through a kinesthetic approach, which entails hands-on learning and vocalizing the teachings on my own. I have always been a hands-on learner, and I find that I retain information better when I can physically engage with the material.

Readiness to learn: I am grateful that my healthcare team has identified my alert and oriented status and educational background as strengths that can enable me to comprehend the reasons behind my condition and learn how to improve my dietary habits and take better care of myself. I am committed to learning as much as I can about my condition and finding ways to manage it effectively.

IDENTIFYING MY NEEDS Imbalanced Nutrition As a patient with cystic fibrosis, I understand that my body requires more calories and nutrients than the average person. My condition can also cause gastrointestinal issues that may further impair my ability to obtain adequate nutrition. Unfortunately, I have been experiencing inadequate oral intake and have lost weight recently.

SMART Goal By the end of the day, I will have met with the healthcare team to develop a daily routine that includes 30 minutes of physical activity and three healthy meals a day.

Demonstrate Healthy Cooking- At the end of this learning experience, I will be able to demonstrate the ability to prepare and cook healthy, nutritious meals that are also delicious.

1.

Execute Proper Exercise - At the end of this learning experience, I will be able to execute proper exercise techniques to maintain a healthy lifestyle.

2.

Apply New Knowledge- At the end of this learning experience, I will be able to apply the new skills and knowledge gained to improve my overall health and well-being.

3.

MY LEARNING OUTCOMES

HEALTHY EATING TEACHING CONTENT Dietary Guidelines I learned about different healthy food options and their nutritional benefits. The information provided was based on the Dietary Guidelines for Americans, 2020-2025, which provided evidence-based recommendations for a healthy diet. I learned about the different food groups and portion sizes that are recommended for a healthy diet. This information has helped me identify and select healthy food options for my meals. Dietary Confidence I learned about the importance of confidence in making healthy choices. The information provided was based on the research conducted by van Alebeek et al. (2024), which found that goal pursuit increases more after dietary success than after dietary failure. This information has motivated me to focus on my dietary successes and strive to achieve my goals. I now feel more confident in my ability to make healthy choices and incorporate physical activity into my daily routine. Healthy Cooking I learned about cooking healthy meals. The information provided was based on the study conducted by Lillquist et al. (2022), which explored the effectiveness of the "Recipes for Health" program. The program aimed to improve participants' knowledge of nutrition and cooking skills, and the study found that the program was successful in increasing participants' intake of healthy foods and reducing their intake of unhealthy foods. This information has inspired me to learn more about healthy cooking techniques and incorporate them into my daily routine.

As an 18-year-old college student living in a dorm room, I often found it challenging to develop a daily routine that included physical activity. Thankfully, the occupational therapist and physical therapist at the hospital were there to help me develop practical skills and strategies to incorporate exercise into my daily routine. They used visual aids, such as videos and demonstrations, to show me how to do simple exercises in my dorm room, such as jumping jacks, push-ups, and squats or taking a brisk walk around campus for 30 minutes every day. They also demonstrated how to gradually increase the intensity and duration of my workouts and incorporate different types of exercise, such as cardio and strength training.

When it comes to eating healthy meals, I often find myself skipping meals or grabbing unhealthy snacks on the go. However, the assistance of the nutritionist and dietitian at the hospital helped me develop healthy eating habits. They provided me with a personalized meal plan and showed me how to make healthy and quick meals that meet my nutritional needs. They also taught me how to choose foods that are high in protein and low in fat, such as grilled chicken, fish, and beans. They suggested eating smaller, more frequent meals throughout the day to keep my energy levels up.

To help me stay motivated and track my progress, the occupational therapist taught me how to use a fitness tracker or an app to monitor my physical activity and set achievable goals. They also encouraged me to keep a food diary to track what I eat and identify areas where I need to improve.

INSTRUCTIONAL METHODS USED TO SHOW ME LEARNING CONTENT

Consistent Physical Activity

The occupational and physical therapists taught me how to incorporate 30 minutes of physical activity into my daily routine.

Tracking Progress

They encouraged me to keep a food diary to track my eating habits and

identify areas for improvement.

DEVELOPING A HEALTHY ROUTINE

Personalized Meal Plan

The nutritionist and dietitian at the hospital helped me develop a personalized meal plan that meets my nutritional needs.

OUTCOME BY THE END OF THE LEARNING EXPERIENCE, I WAS ABLE TO MEET

WITH THE HEALTHCARE TEAM TO DEVELOP A DAILY ROUTINE THAT INCLUDED 30 MINUTES OF PHYSICAL ACTIVITY AND THREE HEALTHY

MEALS A DAY. I FELT EMPOWERED AND MOTIVATED TO CONTINUE MAKING HEALTHY CHOICES AND MAINTAINING A HEALTHY LIFESTYLE.

ACHIEVING MY GOAL SMART GOAL

BY THE END OF THE DAY, I WILL HAVE MET WITH THE HEALTHCARE TEAM TO DEVELOP A DAILY ROUTINE THAT

INCLUDES 30 MINUTES OF PHYSICAL ACTIVITY AND THREE HEALTHY MEALS A DAY.

Hagedorn, R. L., Olfert, M. D., MacNell, L., Houghtaling, B., Hood, L. B., Savoie Roskos, M. R., Goetz, J. R., Kern-Lyons, V., Knol, L. L., Mann, G. R., Esquivel, M. K., Hege, A., Walsh, J., Pearson, K., Berner, M., Soldavini, J., Anderson-Steeves, E. T., Spence, M., Paul, C., et al. (n.d.). College student sleep quality and mental and physical health are associated with food insecurity in a

multi-campus study. Public Health Nutrition, 24(13), 4305–4312. https://doi.org/10.1017/S1368980021001191

Lillquist, S., Ruiz Barnecett, G., Flexman, N., & Mikati, N. (2022, December 8). Recipes for Health: A community-based nutrition and culinary intervention. Cureus. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9825116/

Skelton, K. R., & Evans, R. R. (2020). A Qualitative Investigation of College Student Perceptions of Their Nutrition Environment: Recommendations for Improvement. American Journal of Health Education, 51(1), 50–58.

U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2020-2025. Dietary Guidelines for Americans. (2020, December). https://www.dietaryguidelines.gov/sites/default/files/2020-12/Dietary_Guidelines_for_Americans_2020-2025.pdf

van Alebeek, H., Jones, C. M., Reichenberger, J., Pannicke, B., Schüz, B., & Blechert, J. (2024, February 26). Goal pursuit increases more after dietary success than after dietary failure: Examining conflicting theories of self-regulation using ecological momentary assessment. The international journal of behavioral nutrition and physical activity.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10895756/

Ward, N., Morrow, S., Stiller, K., & Holland, A. E. (2021). Exercise as a substitute for traditional airway clearance in cystic fibrosis: a systematic review. Thorax, 76(8), 763–771. https://doi.org/10.1136/thoraxjnl-2020-215836

REFERENCES

THANK YOU