DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Sample Answer for DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community Included After Question

Topic 5 DQ 2

Choose one disorder of malnutrition that is found in your clinical setting or community. What are the genetic and environmental influences on this disorder, including prevalence rates, testing, treatment, and prognosis? How can the doctoral-prepared nurse apply this information into practice? Explain. Support your rationale with a minimum of two scholarly sources.

A Sample Answer For the Assignment: DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Title: DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Recognized as a developmental disorder, cerebral palsy affects individuals at a very young age. Cerebral palsy can directly impact nutrition because the condition often adversely impacts the muscles necessary for chewing and swallowing (Aydin et al., 2018). Malnutrition in children with CP is usually caused by poor oral-motor function, which impairs the child’s ability to consume calories and nutrients required to support growth (Aydin et al., 2018). Moreover, children need adequate nutrition when concerning the promotion of both development as well as growth. A healthy diet also improves energy levels and body functions, which can positively affect performance during physical therapy (Aydin et al., 2018). Unfortunately, the condition can also require specific medications, making children lose their appetite or interest in food or water.

Individuals falling within the majority that possess Cerebral Palsy, 93%, will experience feeding difficulties. Since CP results in impairment of muscle groups, facial muscles can be affected. The facial muscles are one of the most important muscle groups in the body. Impairment hampers a child’s ability to chew, suck, or swallow, creating a high risk for undernourishment, failure to thrive, malnutrition, growth delay, and digestive difficulties (Aydin et al., 2018). Medical professionals may potentially suggest brain imaging tests, such as x-ray computed tomography (CT scan) or magnetic resonance imaging (MRI) (Morgan et al., 2019). In addition, an electroencephalogram (EEG), genetic testing, metabolic testing, or a combination of these might also undergo enactment (Morgan et al., 2019). Moreover, in a generalized manner, CP undergoes diagnosis during the first or second year after birth. Furthermore, primary treatment options for cerebral palsy are medication, therapy, and surgery (Morgan et al., 2019).

DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community
DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Cerebral palsy treatment aims to manage symptoms, relieve pain, and maximize independence to achieve long, healthy life (Novak et al., 2017). When the life expectancy of those with CP, this specific life expectancy undergoes calculations in which a child’s condition severity is considered. Mobility issues, intellectual disabilities, vision/hearing impairments, etc., all impact the lifespan of those with CP (Novak et al., 2017). Most children with milder forms of cerebral palsy have average survival times similar to those of the general population. However, multiple impairments may also lower cerebral palsy life span. According to Dr. Ananya Mandal, children with mild cerebral palsy possess a heightened likelihood (ninety-nine percent chance) of living to 20 years old (Novak et al., 2017). The two factors that have the most significant impact concerning a child’s lifespan with the inclusion of cerebral palsy are addressed to be intellectual and motor developmental challenges (Novak et al., 2017). As these impairments undergo an increase in severity, a child’s life expectancy can see a decline.

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The importance of DNP-prepared nurses recognizing and managing cerebral palsy’s many significant comorbidities is as vital as treating motor disabilities and working with the patient’s families to adjust diet, nutrients, and supplements to contribute significantly to an individual’s overall health. Recent advances in understanding cerebral palsy include new ways of thinking about disability, casual pathway recognition, and improvements rooted in measurement, classification, and prognostication (Novak et al., 2017). Challenges entail family as well as child well-being, tackling the lifelong issues faced by individuals with cerebral palsy, as well as the persisting need for tertiary, secondary, as well as primary prevention of the impact that cerebral palsy contributes regards to the daily livelihoods of others (Novak et al., 2017). With most individuals with CP reporting feeding or digestive difficulties, a dietary counseling program can be highly beneficial.

 

References

Aydin, K., Akbas, Y., Unay, B., Arslan, M., Cansu, A., Sahin, S., … & Sarioglu, A. A. (2018). A multicenter cross-sectional study to evaluate the clinical characteristics and nutritional status of children with cerebral palsy. Clinical Nutrition ESPEN, 26, 27-34.

Morgan, C., Romeo, D. M., Chorna, O., Novak, I., Galea, C., Del Secco, S., & Guzzetta, A. (2019). The pooled diagnostic accuracy of neuroimaging, general movements, and neurological examination for diagnosing cerebral palsy early in high-risk infants: a case-control study. Journal of clinical medicine, 8(11), 1879.

Novak, I., Morgan, C., Adde, L., Blackman, J., Boyd, R. N., Brunstrom-Hernandez, J., … & Badawi, N. (2017). Early, accurate diagnosis and early intervention in cerebral palsy: advances in diagnosis and treatment. JAMA pediatrics, 171(9), 897-907.

A Sample Answer 2 For the Assignment: DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Title: DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

I agree with you, Cerebral palsy can directly impact nutrition due to its effect on the muscles necessary for chewing and swallowing. According to research studies conducted by Jahan, et al., 2022, malnutrition is substantially higher in children with cerebral palsy (CP) in low-income countries in comparison with the general population. For better management outcomes for these children, access to appropriate nutritional interventions is crucial. Most children will benefit from surgical interventions and placement of gastrostomy tubes to improve nutritional outcomes. DNP-prepared nurses should understand that there is a substantial knowledge gap on nutrition interventions for children with CP in the poor socio-economic group. The best practice guideline for the nutritional management of children with CP is augmentation with Gastrostomy tube feeding. Findings suggest planning of nutrition-focused intervention has better outcomes than behavioral interventions and should be considered in comprehensive services for affected children (Jahan, et al., 2022).

Reference

Jahan, I., Sultana, R., Muhit, M., Akbar, D., Karim, T., Al Imam, M, H., Das, M. C., Smithers-Sheedy, H., McIntyre, S., Badawi, N., & Khandaker, G. (2022). Nutrition Interventions for Children with Cerebral Palsy in Low- and Middle-Income Countries: A Scoping Review. Retrieved from DOI: 10.3390/nu14061211

Thanks for your post. I concur with you that the DNP nurse should focus on managing the nutritional aspects of these patients. In addition, the American Society for Parenteral and Enteral Nutrition and the Academy of Nutrition and Dietetics propose using nutrition-focused physical examination techniques to assess for micronutrient deficiencies and overall muscle and fat stores. A general inspection of the patient should be done, noting if there is significant weight change demonstrated by signs of muscle mass loss or subcutaneous fat loss. Areas of the body to focus on for fat loss include the face, arms, chest, and buttocks. For muscle wasting, areas of focus include the temple, clavicle, shoulder, scapula, thigh, knee, and calf (Foster et al.,2020).

A Sample Answer 3 For the Assignment: DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Title: DNP-810 Topic 5 DQ 2 Choose one disorder of malnutrition that is found in your clinical setting or community

Thanks for your posting, Jennifer. I agree that cerebral palsy (CP) is the most common childhood disability that leads to activity limitations and causes an increased risk of malnutrition due to poor nutrition. In addition to other co-morbidities associated with CP, epilepsy, communication, and behavioral difficulties, a neurological impairment, and a high risk of malnutrition (Gellert-Jones, 2020).

Therefore, I would like to add is children need adequate food to encourage growth and development. A healthy diet also improves energy levels and body functions, which may positively impact performance during physiotherapy. As you posted, children with CP often have problems with diet and swallowing, which can lead to poor nutritional status, growth failure, chronic aspiration, esophagitis, and respiratory infections (Gellert-Jones, 2020). The DNP nurse should focus on managing the CP to improve the quality of life for children and families. DNP nurses should educate the family through interventions that maximize autonomy in activities of daily living, mobility, and nutrition.

Reference

Gellert-Jones, M. E. (2020). Assessment and treatment of feeding in children and youth with cerebral palsy. Cerebral Palsy, 2857–2882. https://doi.org/10.1007/978-3-319-74558-9_176

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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