Which of the following statements is NOT true about nutritional needs of toddlers?

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Which of the following statements is NOT true about nutritional needs of toddlers?

 

A. Toddlers need the same variety in their diets as adults.

 

B. There is no longer an important role for breast-feeding in the toddler years.

 

C. In general, children’s appetite should dictate portion size.

 

D. As the amount of solid food eaten increases and begins to provide more of the nutrient needs of the toddler, the role of milk in the diet decreases.

 

Question 2 of 20

 

With regard to the timing of school lunch in primary schools, children who eat lunch:

 

A. after recess eat better and waste less food.

 

B. before recess utilize calories more efficiently.

 

C. after recess eat less and nap less.

 

D. before recess have less risk for obesity.

 

Question 3 of 20

 

All infants who are breast-fed must receive supplements for which of the following?

 

A. Vitamin D

 

B. Vitamin B-12

 

C. Zinc

 

D. Iron

 

Question 4 of 20

 

Children who skip breakfast:

 

A. are likely to consume insufficient calories and are often underweight.

 

B. miss out on consuming key vitamins and minerals and are at increased risk of obesity.

 

C. are able to concentrate better in school.

 

D. have improved speed and memory in cognitive tests.

 

Question 5 of 20

 

Which of the following is NOT a phase of menu planning?

 

A. Establish broad program nutrition goals

 

B. Develop calorie ranges for each menu item

 

C. Understand child nutrition and food program requirements

 

D. Adapt menus to support special dietary needs or food preferences

 

Question 6 of 20

 

When introducing new fruits and vegetables in preschool:

 

A. serve them frequently because it can take up to 15 to 20 exposures before children accept new food.

 

B. serve them individually at first, rather than combining in soups or fruit salads.

 

C. avoid offering dips.

 

D. serve fresh fruits as opposed to frozen or canned.

 

Question 7 of 20

 

A positive eating environment includes:

 

A. established routines.

 

B. caregivers encourage children to eat more.

 

C. serving the children just the right portion of food.

 

D. restricting the amount of talk after the food is served.

 

Question 8 of 20

 

Which of the following is NOT true when storing breast milk?

 

A. Breast milk can be stored in the refrigerator for 48 hours.

 

B. Breast milk in soiled containers should not be accepted.

 

C. Breast milk that remains in a bottle after feeding must be stored within one hour.

 

D. Breast milk can be stored in the freezer at 0 degrees for up to 3 months.

 

Question 9 of 20

 

It is important for teachers to be aware of the symptoms of anaphylaxis because it is a(n):

 

A. easily triggered allergy reaction.

 

B. life-threatening allergy reaction.

 

C. delayed allergy reaction.

 

D. overlooked allergy reaction.

 

Question 10 of 20

 

Which of the following statements BEST describes toddler appetites compared to infant appetites?

 

A. Toddler appetites become more sporadic compared to infant appetites.

 

B. Toddler appetites become more ravenous compared to infant appetites.

 

C. Toddler appetites are less selective compared to infant appetites.

 

D. Toddler appetites are similar to infant appetites.

 

Question 11 of 20

 

Children should receive whole milk until age two for all of the following reasons EXCEPT the:

 

A. fat and cholesterol in whole milk may support neurological development.

 

B. fat in whole milk aids in vitamin A and D absorption.

 

C. fat content helps support weight gain and growth.

 

D. added protein content helps with developing bones.

 

Question 12 of 20

 

For-profit child care programs may be eligible to participate in the Child and Adult Care Food Program (CACFP) if:

 

A. the child care program requests to participate.

 

B. 25% of the children qualify for free or reduced-priced meals or subsidized child care.

 

C. 25% of the children are special needs.

 

D. at least 51% of families request it.

 

Question 13 of 20

 

A teacher who uses lessons that focus on integrating healthy eating and physical activity with math and language arts is doing which of the following?

 

A. Supporting an integrated approach to learning

 

B. Short cutting the nutrition curriculum

 

C. Placing math and language arts above health and nutrition lessons

 

D. Teaching nationally mandated curriculum

 

Question 14 of 20

 

Strategies to overcome neophobia include all of the following, EXCEPT:

 

A. exposing children to a variety of new food early.

 

B. explaining that everyone must try one bite.

 

C. providing ample exposure to new foods.

 

D. offering new foods along with foods toddlers already like.

 

Question 15 of 20

 

The National Association for the Education of Young Children recommends that foods brought in from home to be shared with other children must consist of:

 

A. whole fruits or commercially prepared packaged foods.

 

B. foods that are in a commercial package only.

 

C. home-baked items if they are stored and prepared properly.

 

D. Home prepared foods that include a recipe or a list of ingredients.

 

Question 16 of 20

 

Which of the following meal services allow children to be involved in the process?

 

A. Family-style

 

B. Cafeteria-style

 

C. Restaurant-style

 

D. Lunchbox-style

 

Question 17 of 20

 

Adding infant cereal to formula or breast milk in the bottle will NOT:

 

A. increase a baby’s likelihood to sleep through the night.

 

B. increase the risk of acquiring allergies.

 

C. throw off the balance of nutrients in formula or breast milk.

 

D. put the baby at risk for obesity.

 

Question 18 of 20

 

What can a teacher do to help a child overcome neophobia?

 

A. Eliminate rejected foods

 

B. Expose rejected foods repeatedly

 

C. Offer new foods separate from foods he or she already likes

 

D. Eliminate familiar foods

 

Question 19 of 20

 

The best way to determine if selective eating is creating a significant nutritional problem is to do which of the following?

 

A. Assess the child’s growth patterns using a growth chart.

 

B. Compare toddler’s daily intake with the CACFP toddler intake recommendations.

 

C. Observe activity level and sleep patterns.

 

D. Record all foods and amounts that a toddler eats.

 

 

Question 20 of 20

 

Which of the following is true about feeding infants?

 

A. Infants should be fed on demand.

 

B. A feeding schedule should be imposed.

 

C. Put infants in a crib with a bottle to help them fall asleep.

 

 

D. Propping a baby with a bottle is sometimes appropriate.

 

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

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Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support

Rurbic:

Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

·   Planning and requirements definition
·   Analysis
·   Design of the new system
·   Implementation
·   Post-implementation support–

Levels of Achievement:  Excellent 77 (77%) – 85 (85%)    Good 68 (68%) – 76 (76%)    Fair 60 (60%) – 67 (67%)    Poor 0 (0%) – 59 (59%)

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Levels of Achievement:  Excellent 5 (5%) – 5 (5%)    Good 4 (4%) – 4 (4%)    Fair 3.5 (3.5%) – 3.5 (3.5%)    Poor 0 (0%) – 3 (3%)

Describe the results of the Work Environment Assessment you completed on your workplace.

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  • Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
  • Review the Work Environment Assessment Template.
  • Select and review one or more of the following articles found in the Resources:
    • Clark, Olender, Cardoni, and Kenski (2011)
    • Clark (2018)
    • Clark (2015)
    • Griffin and Clark (2014)

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

  • Review the Work Environment Assessment Template you completed for this Module’s Discussion.
  • Describe the results of the Work Environment Assessment you completed on your workplace.
  • Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
  • Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

  • Briefly describe the theory or concept presented in the article(s) you selected.
  • Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
  • Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

  • Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
  • Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.

· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.

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Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

To Prepare:

· Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.

· Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.

o Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 8

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.

In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

To Prepare:

· Reflect on the four peer-reviewed articles you critically appraised in Module 4.

· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.

The Assignment: (Evidence-Based Project)

Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)

· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.

· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.

· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.

· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.

· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.

· Add a lessons learned section that includes the following:

o A summary of the critical appraisal of the peer-reviewed articles you previously submitted

o An explanation about what you learned from completing the evaluation table (1 slide)

o An explanation about what you learned from completing the levels of evidence table (1 slide)

o An explanation about what you learned from completing the outcomes synthesis table (1 slide)

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 7, “Patient Concerns, Choices and      Clinical Judgement in Evidence-Based Practice” (pp. 219–232)

Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186. Retrieved from https://jamanetwork.com/journals/jama/article-abstract/1910118

Note: You will access this article from the Walden Library databases.

Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4788386/

Note: You will access this article from the Walden Library databases.

Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483

Note: You will access this article from the Walden Library databases.

Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x