A group of three female friends who are living off campus have approached us to discuss how to have better eating habits but within the limits of their budget. This will require an in depth assessment of the individuals which considers several factors. Once we have a baseline it is key to develop a nursing diagnosis that encompasses the issue at hand. Once that is done a plan can be put into place, involving the cognitive, affective, and psychomotor learning styles.
First a baseline assessment will be done concerning the clients. There are several identifying factors that may affect our client’s ability to learn and this will need to be discussed first. ...view middle of the document...
The clients feel that they need to find out ways to eat healthier under a tight budget. They feel the need to acquire information on avoiding malnutrition, finding support, and maintaining healthy diet and weight. To accommodate learning styles of the three individuals, it is wise to include an approach that incorporates visual, auditory, and kinaesthetic cues. Their motivation to learn is likely high because they felt the need to address the issue through health care professionals. However, there are barriers to their learning. The main barriers to learning are economically related because they have a low budget. Their lack of knowledge in nutrition may be too great to overcome while focusing on school. It is hoped that the clients get the most of the planned interventions given these barriers.
In relation to the circumstance as pointed out in the assessment, the diagnosis is correcting deficient knowledge in nutrition affecting health maintenance for three college student vegetarians, while being economically conscious.
Before explaining the objectives, a few requirements need to be addressed to meet the needs of these individuals in the learning plan. To accommodate these individuals’ school schedules, a nurse who works in the community will visit with them at their off campus home. These meetings should be time sensitive, not dragging on for too long that would cause concentration to deplete. These meetings will encourage client participation, but also want to encourage individual learning.
The learning domains are explained in Perry & Potter (2013), as each domain reflects thinking, feeling, and doing (p. 293). The first domain to be addressed is the cognitive domain, which involves acknowledging eating problems, self-reflection on eating habits, open discussion, one on one instruction, and disclosure of health information. The main objective for this learning domain can be a nutritional/economical self-assessment so they can address the problems with their diet with help from the nurse as well as addressing food cost issues. The second domain to be addressed is the affective domain, which involves role-modeling, discussion, encouraging positive attitudes, values, verbalizing the importance of healthy eating, and empowerment. The main objective for this learning domain can be to understand the value of food and nutrition in a health and economical context. The third domain to be addressed is the psychomotor domain which involves demonstrating and practicing, achieving skills that validate new behaviours, demonstrate by buying smart and eating healthy and following up with nurse and getting routine check-ups. The main objective for this learning domain is creating a meal plan with cost management incorporated.
They will meet with the nurse to do a baseline assessment of their eating habits. The nurse will introduce resources such as Health Canada information (Food guide for...