individual’s nutritional status essay assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
individual’s nutritional status essay assignment
Nutrition
Name
Institutional affiliation
Professor
Course
Date
Introduction
An individual’s nutritional status mainly results from various factors interacting at different levels (Shirakabe et al., 2018). Nevertheless, an individual’s eating pattern is an essential factor that dictates disease occurrence, particularly some chronic conditions like hypertension, cancer, stroke, heart disease, and diabetes. Again, adverse outcomes, including malnutrition, poor life quality, low birth weight, mortality, and disability, are relative to poor eating patterns. Therefore, recognizing diet’s role at the onset of disease and evaluating the nutritional status of a community, family, and individual are essential public health. In this case, nutritional assessment help to obtain information concerning the geographical distribution and prevalence of nutritional disorders in a community or a specific population group. The assessment also aids in planning corrective measures and examining the effectiveness of applied strategies simultaneously.
Article Search
Identifying recently published articles that support present nutritional status evaluation is necessary to locate essential evidence for the topic. Hence, it was imperative to determine scholarly academic sources whose publications range within the past five years to facilitate up-to-date information that applies to the paper’s focus. In this case, I used search terms “Malnutrition,” “Mini Nutritional Assessment,” and “Diets” in the NCBI and PubMed search databases. Here, I located the articles “Assessing and Evaluating Nutritional Status, Diets, and Physical Activity ” and “Evaluation of Nutritional Status of Elderly Patients Presenting to the Family Health Center” using this technique to find information that supports nutritional status assessment.
Article Findings
The findings in the articles emphasize the significance of implementing nutritional status assessments to maintain individuals’ health status. Cross-sectional research took place at a domestic health center in Turkey. The study sample consisted of 102 patients in FHC without severe dementia, communication problems, or psychiatric conditions (Nazan & Buket, 2018). Participants completed an MNA questionnaire regarding daily meal numbers, feeding mode, fluid and protein consumption, anthropometric measurements, and patients’ self-view concerning health and nutritional status. In the study, 31% of the participants had malnutrition risk, while 13% were malnourished. The findings showed that malnutrition prevalence was higher in males, and malnutrition risk increases with age in any geriatric population. Again, patients with malnutrition portrayed severe appetite loss. Generally, the study shows that the malnutrition rate increase rapidly in parallel with the global elderly growth. Hence, the article addresses the topic because the application of nutritional screening examinations for the elderly people would facilitate health measures to reduce mortality resulting from malnutrition. The reason for article selection was its use of a cross-sectional study, making it possible to analyze outcomes and findings to develop in-depth research or new theories.
Evidence for Practice
There is evidence that nutritional depletion severely affects disease progression and medical and surgical interventions for patients suffering from chronic or acute disease. Again, nutritional depletion prevalence is high in many patients groups and increases because of an aging society. Again, polypharmacy and chronic conditions are also factors that affect people’s nutritional status. In this case, the government recommends a yearly dietary evaluation to facilitate early disease detection to encourage health promotion. Additionally, the federal government updates the guidelines to facilitate adherence to nutritional intake recommendations every five years (Gallegos, 2020). The interventions entail a healthy eating pattern with limited calories, sodium, and saturated fat intake. In this case, individuals may lessen the probability of chronic diseases related to sedentary lifestyles and obesity by making daily improvements towards lifestyle choices. The concern located in the evidence is that incorporation of nutritional intervention and assessment into the standard medical practice is yet to happen.
Sharing of Evidence
The evidence from the articles would be significant to share among healthcare professionals, family members, and patients. Information sharing would be relative to the specific targeted population. Offering patients with written information would be necessary to encourage them to make long-term beneficial choices on their nutritional status. In this case, mass notification systems would be necessary to distribute educative information about nutritional status to all patients and health professionals. After sharing the evidence with the healthcare professionals, they can collaborate with peer support organizations, nonprofit community service organizations, and healthcare clinics to help community members with easy mealtime schedules, especially the elderly.
Conclusion
The studies’ findings show an increased demand for nutritional status assessment, particularly for elderly adults, as malnutrition increases with age. Again, well-focused training programs can influence communities to address various nutritional needs. In this case, patients would gain from additional clinical management relating to eating and feeding practices. Generally, research interventions that enhance proper nutrition, especially for older people, are necessary.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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