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NSG 6440 Assignment Malnutrition in Older Adults

NSG 6440 Assignment: Malnutrition in Older Adults

Identified a source of malnutrition in the elderly, supported by a rationale.

Identified a local, state, or federal program and discussed the specifics of the program and funding method.

Discussed implementation to clinical practice.

Used correct spelling, grammar, and professional vocabulary. Cited all sources using APA format.

Malnutrition in older adults can lead to various health concerns, including:

  • A weak immune system, which increases the risk of infections
  • Poor wound healing
  • Muscle weakness and decreased bone mass, which can lead to falls and fractures
  • A higher risk of hospitalization
  • An increased risk of death
    NSG 6440 Assignment Malnutrition in Older Adults

    NSG 6440 Assignment Malnutrition in Older Adults

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The causes of malnutrition might seem straightforward — too little food or a diet lacking in nutrients. In reality, malnutrition is often caused by a combination of physical, social and psychological issues. For example:

  • Normal age-related changes. Changes in taste, smell and appetite generally decline with age, making it more difficult to enjoy eating and keep regular eating habits.
  • Illness. Disease-related inflammation and illnesses can contribute to declines in appetite and changes in how the body processes nutrients.
  • Impairment in ability to eat. Difficulty chewing or swallowing, poor dental health, or limited ability in handling tableware can contribute to malnutrition.
  • Dementia. Behavioral or memory problems from Alzheimer’s disease or a related dementia can result in forgetting to eat, not buying groceries or other irregular food habits.
  • Medications. Some medications can affect appetite or the ability to absorb nutrients.
  • Restricted diets. Dietary restrictions for managing medical conditions — such as limits on salt, fat or sugar — might also contribute to inadequate eating.
  • Limited income. Older adults may have trouble affording groceries, especially if they’re taking expensive medications.
  • Reduced social contact. Older adults who eat alone might not enjoy meals as before and lose interest in cooking and eating.
  • Limited access to food. Adults with limited mobility may not have access to food or the right types of food.
  • Depression. Grief, loneliness, failing health, lack of mobility and other factors might contribute to depression — causing loss of appetite.
  • Alcoholism. Too much alcohol can interfere with the digestion and absorption of nutrients. Misuse of alcohol may result in poor eating habits and poor decisions about nutrition.
  • Name:  Assignment Rubric
      Excellent Good Fair Poor
    Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

    The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

    The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

    The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

    The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

    28 (28%) – 31 (31%)

    The response accurately summarizes the frequency distributions for the variables presented.

    The response accurately explains the number of times the value occurs in the data.

    The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

    The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

    25 (25%) – 27 (27%)

    The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

    The response inaccurately or vaguely explains the number of times the value occurs in the data.

    The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

    An analysis that may support the categorization of each variable value is inaccurate or vague.

    The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

    0 (0%) – 24 (24%)

    The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

    The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

    The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

    An analysis that does not support the categorization of each variable values is provided, or it is missing.

    The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

    Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

    The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

    The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

    40 (40%) – 44 (44%)

    The response accurately summarizes the interpretation of the descriptive statistics provided.

    The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

    35 (35%) – 39 (39%)

    The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

    The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

    0 (0%) – 34 (34%)

    The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

    The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

    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. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
    5 (5%) – 5 (5%)

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

    A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

    4 (4%) – 4 (4%)

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

    Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

    3 (3%) – 3 (3%)

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

    Purpose, introduction, and conclusion of the assignment is vague or off topic.

    0 (0%) – 2 (2%)

    Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

    No purpose statement, introduction, or conclusion was provided.

    Written Expression and Formatting – English writing standards:
    Correct grammar, mechanics, and proper punctuation
    5 (5%) – 5 (5%)

    Uses correct grammar, spelling, and punctuation with no errors.

    4 (4%) – 4 (4%)

    Contains a few (1 or 2) grammar, spelling, and punctuation errors.

    3 (3%) – 3 (3%)

    Contains several (3 or 4) grammar, spelling, and punctuation errors.

    0 (0%) – 2 (2%)

    Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

    Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

    Uses correct APA format with no errors.

    4 (4%) – 4 (4%)

    Contains a few (1 or 2) APA format errors.

    3 (3%) – 3 (3%)

    Contains several (3 or 4) APA format errors.

    0 (0%) – 2 (2%)

    Contains many (≥ 5) APA format errors.

    Total Points: 100

    Name:  Assignment Rubric

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