What factors would you consider to determine whether malnourishment|Legit essays

Posted: March 15th, 2023

MSN 5550 Health Promotion: Prevention of Disease Case Study Module 10 Instructions: Read the following case study and answer the reflective questions. Please provide evidence-based rationales for your answers. APA, 7th ed. must be followed. Deadline: Due by Saturday at 23:59 p.m.

CASE STUDY: Preschool Child: Ricky Ricky, age 4 years, arrives in the clinic with his mother. Ricky lives with his mother and father, who both work full-time, and his infant sister. Their extended family lives in a different state more than 100 miles away. Both parents are of average height and in good health. Ricky’s mother mentions that Ricky often expresses frustration, particularly in regard to food. Conflict over food occurs every day. Mealtime is a battle to get him to eat, unless his mother feeds him. Ricky’s baby sister seems to tolerate all baby foods but requires her mother to spoon-feed. Ricky’s mother is quite frustrated and concerned that he will become malnourished. Reflective Questions

1. What additional assessment information would you collect?

2. What questions would you ask, and how would you further explore this issue with the mother?

3. In what ways does the distance of the extended family influence this family’s approach

to health promotion?

4. What factors would you consider to determine whether malnourishment is a factor in this family?

MSN5550 Health Promotion: Prevention of Disease

Case Study Rubric

Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

Ideas, Arguments, & Analysis

0-30 points 35-39 points 40-44 points 45-50 points /50 Ideas expressed lack an understanding of the case study. Comments are irrelevant, off-topic, and/or confusing to follow. Viewpoint, if given, is not supported with evidence or examples.

Ideas expressed in case study show a minimal understanding of the topic. Comments are general in nature and/or occasionally may not be relevant. Rehashes or summarizes ideas with limited analysis, original thought, and/or supported viewpoints.

Ideas expressed in case study are mostly substantive and relevant to topic; some original thought. Demonstrates logical thinking, reasoning, and/or analysis for most part. Viewpoint is supported with evidence and/or examples.

Ideas expressed in case study include original thought, substantial depth, and are relevant to topic. Responses show strong logical thinking, reasoning, and analysis with evidence and examples. Construction of new meaning and insights are evident.

Connection to Course Materials

0-13 points 14-15 points 16-17 points 18-20 points /20

No connections are made to readings or other course materials (lectures, media, resources, etc.), and/or if made, are not clearly stated and are largely personal opinions.

Minimal direct connections are made to readings and/or other course materials (lectures, media, resources, etc.). Connections are largely inferred and somewhat unclear at times.

Some direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated for the most part.

Strong, direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated.

Content and Pedagogical Knowledge

0-13 points 14-15 points 16-17 points 18-20 points /20 The case study response displays a lack of comprehension of the assignment.

 

The case study responses

are partially addressed.

There are components of

the assignment not

addressed.

 

The case study response demonstrates comprehension of assignment expectations, however, is missing responses to some of the case study questions.

 

The case study response demonstrates comprehension of assignment expectations and includes the essential components of the assignment.

 

 

 

2

Case Study Rubric (continued)

 

Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

Writing Quality

0-6 points 7 points 8 points 9-10 points /10

Responses to case study show a below average/poor writing style that lacks standard English, and/or is difficult for readers to follow. Contains frequent errors in grammar, punctuation, usage, and spelling.

Responses to case study show an average and/or casual writing style using standard English that is generally clear but contains some errors in grammar, punctuation, usage, and spelling.

Responses to case study show above average writing style that is clear using standard English with minor errors in grammar, punctuation, usage, and/or spelling.

Responses to case study are well written and clearly articulated using standard English, characterized by elements of a strong writing style with correct grammar, punctuation, usage, and spelling.

TOTAL POINTS (sum of Criteria) /100

 

Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

 

 

 

 

 

 

 

 

 

  • Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

SOLUTION

There are several potential factors that may be contributing to Ricky’s difficulty with food, including:

  • Developmental stage: Preschool-age children are known for being picky eaters and may go through phases where they refuse to eat certain foods or are hesitant to try new foods.
  • Family dynamics: Ricky’s parents both work full-time, which may make it challenging to establish a consistent routine around mealtimes. Additionally, the conflict over food that occurs every day could be creating a stressful environment that is making it harder for Ricky to eat.
  • Sibling dynamics: Ricky’s baby sister seems to require more attention during mealtimes, which could be causing Ricky to act out or seek attention in other ways.

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