Assignment: Peripheral Vascular System
Assignment: Peripheral Vascular System
Assignment: Peripheral Vascular System
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SUBJECTIVE DATA:
Chief Complaint (CC): “I have been having some troubling chest pain in my chest for some time now.”
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History of Present Illness (HPI): A 58-year-old Caucasian male comes to the clinic. The patient reports, “I have been having some troubling chest pain in my chest for some time now.” The patient further reports that he has been having chest pains periodically, particularly when exerting himself in the yard or while overeating. The location of the pain is at the mid sternum region, and he scores it as a 5/10 whenever he experiences it. His description of the pain is “tight and uncomfortable.” The pain does not radiate. The pain does not last for long and disappears upon the patient’s resting. His latest chest pain episode occurred three days ago at a restaurant due to a large dinner. He did not think the pain required urgent attention; however, he demonstrates concern due to the three episodes within the month, and, as such, he needs the heart to be examined. He also states that his legs cramp mildly when engaged in inactivity. He rejects the presence of dyspnea, GERD, indigestion, and heartburn. He states there is no chest pain at the time of assessment.
Medications: The patient has a medical history of using omega three on a daily basis from fish oil, atorvastatin (20 mg) on a daily basis, for high cholesterol for the last one year, occasional use of ibuprofen. The patient takes metoprolol, 100 mg for high blood pressure.
Allergies: The patient confirms some allergies
Past Medical History (PMH): The patient last visited a primary care provider last three months ago. The patient has had treatments for high cholesterol and high blood pressure but reports no incidences of hospitalization.
Past Surgical History (PSH): no past surgical history was reported
Personal/Social History: while the patient denies using tobacco, he agrees that he consumes alcohol moderately, with the patient using two to three alcoholic drinks every week. The patient does not engage in any regular exercise in recent times as the last regular exercise was done the last time two years ago.
Immunization History: No immunization data was presented.
Significant Family History: The late father had obesity, hypertension, and hyperlipidemia, sister has diabetes type 2 and hypertension. Mother had a heart attack.
Review of Systems
General: The patient reports a recent weight gain since the loss of his bike. Denies any sweats, night sweats, chills, fever, and fatigue
Cardiovascular/Peripheral Vascular: no edema, orthopnea, nor chest pain
Respiratory: no pneumonia, dyspnea, hemoptysis, wheezing, and cough
Gastrointestinal: denies ulcers, eating disorders, hepatitis, constipation or
abdominal pain
Musculoskeletal: no fracture, pain or stiffness, joint swelling or back pain
Psychiatric: No suicidal attempts/ideation, sleeping difficulties, anxiety or
depression
OBJECTIVE DATA:
Physical Exam:
Vital signs: BP : 105/78; T: 98.3; P: 117; R:22; Weight: 124lbs; Height: Height 5’
General Survey: The patient is a 58-year-old who demonstrates alertness and is proper orientation. He has clear speech and does not appear to be in any acute distress.
Cardiac: S1, S2, gallops do not have rubs or murmurs. The PMI has a lateral displacement. S3 is appearing at the mitral area.
Peripheral Vascular: He has a carotid bruit on the right side. His JVP appears above the sternal angle at 3cm. He has 3+ thrill at the right carotid. The pulse in the left carotid lacks thrill and has a 2+ expected amplitude. The femoral, radial, and brachial pulses lacked bruit ar 2+. Dorsalis pedis, tibial and popliteal pulses lack thrill at 1+. The capillary refill occurs below 3 seconds at all the four extremities.
Respiratory: The patient breathes quietly and unlabored. His breath sounds showed clarity to auscultation around the RML and the upper lobes. The patient produces fine rales/crackles in the bases of posterior regions of the left and right lungs.
Gastrointestinal: The abdomen is soft, round with a non-tender appearance. All four quadrants produce normoactive sounds. The abdomen lacks bruits. Both palpitations did not show tenderness. Tympany exists throughout the abdomen. The patient’s liver’s length is 7cm and 1 cm at the MCL and below the right costal margin, respectively. The bilateral kidneys and the spleen lack palpability.
Neuro: The patient is oriented everywhere and alert. He does not disobey commands. All of his extremities move when instructed.
Skin: The skin is intact, pink, and dry. It does not have tenting.
EKG: The interpretation of the EKG shows regular sinus rhythm. There are no changes in the ST as well.
Diagnostics
The patient should undergo an X-ray examination of the chest (Ball et al., 2017). He should also have a fasting lab workup that includes liver function, BNP, CBC, Hgb A1C, electrolytes, cardiac enzymes, and lipid profile tests. These tests can be instrumental in confirming the exact illness troubling Mr. Foster.
ASSESSMENT: from the assessment, the patients may be suffering from Coronary artery condition with stable angin
The differential diagnoses include the following:
Aortic aneurysm
Congestive heart failur
The patient’s angina or chest pain could be resulting from plaque buildup in the arteries responsible for supplying blood to the heart (Shahjehan & Bhutta, 2020). Coronary artery disease is among the most common conditions and causes blood flow impairment hence the delivery of oxygen to the myocardium. The patient’s significant history of hyperlipidemia and hypertension, as well as the family medical history of heart attacks, makes the patient be at risk of coronary artery disease. The patient indicated that the chest pain is mid-sternum and tight and that when the pain comes, it occurs for a minimum of five minutes and a maximum of half an hour and can be triggered with some hard work. The patient also had a thrill and bruit on the right side and an S3 gallop which usually results from increase fluid (Colyar, 2015). These symptoms suggest heart failure, which limits physical activity to an extent. With the condition, the patient can feel comfortable while resting. However, heart failure symptoms occur upon engaging in ordinary physical activity (Dains et al., 2019).
Vital signs:
Temperature: 97.9 oral
Respiratory rate: 32, labored
Heart rate: 112, tachycardic
BP right arm: 148/88
Oxygen saturation: 90% on room air
Weight: 210 lbs, stable
Skin: Cool, diaphoretic
Thorax and lungs: Thorax symmetrical; diminished breath sounds right middle and lower lobes; no rales, rhonchi, or wheezes; breath sounds vesicular with no adventitious sounds left lung
Cardiovascular: Heart rate is irregular with good S1, S2; no S3 or S4; no murmur
Abdomen: Protuberant with normoactive bowel sounds auscultated x4 quadrants
Peripheral vascular: Right calf with 2+ edema, erythema; warmth and tenderness on palpation noted; left lower extremity without edema or erythema; 2+ dorsalis pedis pulses bilaterally
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Instructions: Your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to the Comprehensive SOAP Template/Exemplar on the attachments below.
Address all these in the SOAP Note:
1. A description of the health history you would need to collect from the patient in the case study 2.
2. Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.
3. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.
REMINDER: Please make a SOAP NOTE for this case. Make your own patient’s data, applicable health history, review of systems, P.E., labs, etc. Incorporate the data from the case 2 in the SOAP note that you will do… This is not essay ok…. I need SOAP note (Nurse Practitioner/RN/MD makes SOAP note)… Be guided with the templates/exemplar… Don’t copy paste. Formulate your own… Don’t forget to cite the Five different possible conditions (Differential diagnosis) and have Reference lists too.
RESOURCES:
Readings
· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 13, “Chest and Lungs” (pp. 260-293)
This chapter explains the physical exam process for the chest and lungs. The authors also include descriptions of common abnormalities in the chest and lungs.
o Chapter 14, “Heart” (pp. 294-331)
The authors of this chapter explain the structure and function of the heart. The text also describes the steps used to conduct an exam of the heart.
o Chapter 15, “Blood Vessels” (pp. 332-349)
This chapter describes how to properly conduct a physical examination of the blood vessels. The chapter also supplies descriptions of common heart disorders.
· Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 8, “Chest Pain” (pp. 81–96)
This chapter focuses on diagnosing the cause of chest pain and highlights the importance of first determining whether the patient is in a life-threatening condition. It includes questions that can help pinpoint the type and severity of pain and then describes how to perform a physical examination. Finally, the authors outline potential laboratory and diagnostic studies.
o Chapter 11, “Cough” (pp. 118-147)
A cough is a very common symptom in patients and usually indicates a minor health problem. This chapter focuses on how to determine the cause of the cough through asking questions and performing a physical exam.
o Chapter 14, “Dyspnea” (pp. 159–173)
The focus of this chapter is dyspnea, or shortness of breath. The chapter includes strategies for determining the cause of the problem through evaluation of the patient’s history, through physical examination, and through additional laboratory and diagnostic tests.
o Chapter 26, “Palpitations” (pp. 310-317)
This chapter describes the different causes of heart palpitations and details how the specific cause in a patient can be determined.
o Chapter 33, “Syncope” (pp. 390-397)
This chapter focuses on syncope, or loss of consciousness. The authors describe the difficulty of ascertaining the cause, because the patient is usually seen after the loss of consciousness has happened. The chapter includes information on potential causes and the symptoms of each.
· Sullivan , D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
o Chapter 6, “Outpatient Charting and Communications” (pp. 119–141)
Note: Download these Adult Examination Checklists and Physical Exam Summaries to use during your practice cardiac and respiratory examination.
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Blood vessels. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Blood Vessels Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for cardiovascular assessment. In Mosby’s guide to physical examination(7th ed.). St. Louis, MO: Elsevier Mosby.
This Adult Examination Checklist: Guide for Cardiovascular Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for chest and lung assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Adult Examination Checklist: Guide for Chest and Lung Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Chest and lungs. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Chest and Lungs Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Heart. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Heart Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
· McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of respiratory disease part 1. Practice Nurse,40(1), 35–41.
Retrieved from the Walden Library databases.
This article describes the warning signs of impending deterioration of the respiratory system. The authors also explain the features of common respiratory conditions.
· McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory diseases part 2. Practice Nurse, 40(2), 33–41.
Retrieved from the Walden Library databases.
The authors of this article specify how to identify the major causes of acute breathlessness. Additionally, they explain how to interpret a variety of findings from respiratory investigations.
· SkillStat Learning, Inc. (2014). The 6 second ECG. Retrieved from http://www.skillstat.com/tools/ecg-simulator#/-home
This interactive website allows you to explore common cardiac rhythms. It also offers the Six Second ECG game so you can practice identifying rhythms.
· University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved fromhttp://www.med-ed.virginia.edu/courses/rad/index.html
This website provides an introduction to radiology and imaging. For this week, focus on cardiac radiography and chest radiology.
Media
· Laureate Education. (Producer). (2012). Advanced health assessment and diagnostic reasoning. Baltimore, MD: Author.
Note: You will use the case studies presented in the media, Advanced Health Assessment and Diagnostic Reasoning, to complete this week’s Discussion.
· Online media for Seidel’s Guide to Physical Examination
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 13, 14, and 15 that relate to the assessment of the heart, lungs, and peripheral vascular system. Refer to Week 4 for access instructions on https://evolve.elsevier.com/.
Optional Resources
· LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.
o Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and Cardiovascular Systems,” pp. 302–433)
Note: Section 2 of this chapter will be addressed in Week 10.
This section of Chapter 8 describes the anatomy of the chest wall, pulmonary, and cardiovascular systems. Section 1 also explains how to properly conduct examinations of these areas.
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Case Study: Biopsychosocial Assessment
Case Study: Biopsychosocial Assessment
Case Study: Biopsychosocial Assessment
This signature assignment is designed to align with specific program student learning outcome(s) in your program. Program Student Learning Outcomes are broad statements that describe what students should know and be able to do upon completion of their degree. The signature assignments may be graded with an automated rubric that allows the university to collect data that can be aggregated across a location or college/school and used for program improvements. The purpose of this assignment is to prepare you for the process of case conceptualization and treatment planning. In order to be an effective professional counselor, you will need the skills to review and organize a broad array of information as it relates to an overarching clinical picture of your client’s presenting problem. Through the review, organization, and determination of relevant information, you will be able to formulate appropriate treatment plans. To prepare for this assignment, review the directions and then complete the following steps: Review the Clinical Case Studies journal, located in the SAGE Journals resource in this week’s Electronic Reserve Readings. Select a case study of a disorder that was presented in this course that interests you. Complete the Biopsychosocial Assessment form, located on the College of Social Sciences Resources page under the Program Forms heading, based on your chosen case.
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Include the following in your Biopsychosocial Assessment form: •A description of what you observe about the client ◦A description of the presenting problem ◦History of the problem ◦A mental status examination ◦A description of the client’s social history ◦A description of the client’s health and wellness history ◦A description of the client’s therapeutic/psychiatric services history ◦A description of the client’s family relationship history ◦The client’s strengths ◦The client’s challenges ◦A theoretical case conceptualization in the Discussion/Clinical Formulation section ◦A DSM-5 diagnosis, including a discussion of the DSM-5 symptom checklist used ◦Your form should total a minimum of 700 words. Research common treatment goals and strategies for the diagnosed disorder that align with the theory used in your case conceptualization. Complete the Treatment Plan form, located on the College of Social Sciences Resources page under the Program Forms heading, based on the research you have completed. Include the following in your Treatment Plan form: •A minimum of two target problems •Specific, short-term goals for each target problem •Objectives for each target problem •Strategies/interventions to achieve goals for each target problem •A minimum of two academic, peer-reviewed sources to support the goals, objectives, and interventions for each target problem •Your form should total a minimum of 350 words. Format any citations within your Biopsychosocial Assessment and Treatment Plan forms according to appropriate course-level APA guidelines.
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(UOP log in: I will inbox you info for my user and password You will need this for the SAGE part of this homework)
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Discussion Questions: Statement of Revenue
Discussion Questions: Statement of Revenue
Discussion Questions: Statement of Revenue
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Discussion Questions: Statement of Revenue
Discussion Questions Reporting you will find the next information:
Referencing Chapter 10 in the text, and using evidence from other sources for support answer the following questions. If you owned your own business, how would you utilize the information reported on your balance sheet, statement of revenue and expense, and statement of cash flows? What determinations or decisions can be made with the information reported? Please discuss your response, and include an APA citation from a minimum of one scholarly reference to support your 250-300 word post. Respond to at least two of your classmates
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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Dietary Analysis Part 3
Dietary Analysis Part 3
Part III: MyPlate (60 pts)
Your textbook, An Introduction to Nutrition, covers “Achieving a Healthy Diet” in chapter 2. MyPlate (found at https://www.choosemyplate.gov ) is a tool that provides guidance in helping us achieve a healthy diet. As you may recall from chapter 2, the 5 key factors of a healthy diet include adequacy, balance, calorie control, moderation, and variety. In the Part 2 Diet Analysis (using Cronometer),we were able to assess our diets in terms of adequacy, balance, calorie control, and moderation. However, without looking at how well each food group is represented, we are unable to assess the variety in our diets. This portion of the diet analysis project will allow you to explore one of your documented days on your food diary and assess for variety. In addition to variety, this assignment will also provide more insight into moderation (are you getting too much or too little from a food group?).
Step 1: Finding Your MyPlate Daily Checklist
Locate your estimated calorie needs in Cronometer (and as discussed in the Energy Balance section of the Part 2 analysis questions). For purposes of this Part 3 Analysis, round this measurement to the nearest multiple of “200.” Once you have located your calorie needs from the Part 2 Analysis and rounded them to the nearest multiple of “200,” visit https://www.choosemyplate.gov/MyPlate-Daily-Checklist.
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Choose the calorie level closest to your estimated Part 2 Analysis calorie needs value. For example, if you needed 2289 kcal/d, you would round down to 2200 instead of rounding up to 2400. On the other hand, if you needed 2340 kcal/d, you would round to up to 2400 instead of down to 2200.
As an adult, you will select a Calorie Level from the “Ages 14+” row and click on the appropriate calorie level. See screenshot below for the Calorie Level table.
This will open up a PDF file in a new window. This is the worksheet you will be using to complete the next step of the project. Print out a copy of this and save to your computer.
Step 2: Transferring Your Diet Diary to the Worksheet
Review your 3-day food record. Select the day that most closely matches a typical day’s intake for you. Using those foods only, complete PAGE 2 of the MyPlate Daily Checklist Worksheet.
NOTE: You will be hand writing directly on this worksheet, however if you are comfortable with Adobe editing or other PDF editing tools you may type directly into this worksheet. Your handwriting must be legible and clear. You may need to write it down once as part of the process to identify where all foods fit and then copy it over to another blank form as a final version. You may also want to create your own table in Word that can clearly display the information if you find the worksheet does not give you enough space. In this case, you will still need to attach the worksheet that you took your notes on in order to verify you were using this as a guide.
Use the first column of the table “Food group targets” for guidance on determining portion sizes equivalent to a serving from that food group. For example, in the red box below, we can see we need 1 ½ cups of fruit for the day and that 1 cup of fruit is either 1 cup of raw or cooked fruit, ½ cup dried fruit, or 1 cup (8 fluid ounces) of 100% fruit juice. For the other food groups similar guidance is provided.
Some foods you have eaten may be “combination” foods, meaning they have components from more than 1 food group. You will want to split those up as ingredients or components and place each piece into the respective food group. For example, if you had 2 slices of a medium pizza with tomato sauce, vegetables, mozzarella cheese, and ground beef, we can identify 4 different food groups. You would count the crust as a starch (typically 1 ounce of grain per each slice), the tomato sauce and veggies on top count as vegetables, the mozzarella falls under dairy, and the ground beef is in the protein group. Include each ingredient in the correct group. DO NOT simply write pizza as a single food in a single category.
Write the foods or food components (ingredients) into the second column where it says to write in your foods. This is identified in the blue box on the graphic below. Fill this in for all foods in their respective food groups.
Next, determine if you reached your target using the information in column 1 (’Food group targets’) and the information you filled into column 2 (‘food choices’). In column 3, indicated by the green circle in the graphic below, check off Y or N as appropriate.
The last step in your data collection process for the MyPlate portion of this project is to assess your “limits”. Sodium, saturated fat, and added sugars are all areas that the Dietary Guidelines for Americans recommend limiting. Using your Part 2 Diet Analysis Cronometer Nutrition Report screenshot check on your milligrams of sodium and grams of saturated fat intake If your sodium and saturated fat values from Part 2 Diet Analysis Cronometer are below the bolded values shown in the area called “Limit” below, check Y. Otherwise, check N. Your bolded values for the saturated fat “limit” will be different depending upon your calorie level, so do not worry if it’s not 20 grams like in the example below. . (Note: Since the tracking of added sugar in foods is new to food labeling, your Part 2 Analysis Cronometer results will not include this. They list total sugars, which does not differentiate between natural sugars (like those in fruit and milk) and added sugars. Therefore we will not be including this in the project.)
Step 3: Assessing Your Intake for Variety and Moderation
It is possible that although your Part 2: Diet Analysis Cronometer Nutrition report showed your diet was adequate in nutrients, met calorie goals, and balanced in terms of nutrients, your diet is lacking variety and not showing moderation in terms of the food groups (one is too high or too low, resulting in too much or too little of another food group). This portion of the diet analysis project will focus on your critical analysis of your intake for one day as compared to recommendations from MyPlate for variety and moderation from the food groups.
This will be presented as a written paper. The paper should include an introduction paragraph, one paragraph for each of the 5 food groups, one paragraph on the “limits” (sodium and saturated fat), and a conclusion.
Introduction: This should tell the reader what they will expect to read about in your paper. The main focus here is that you are introducing a review of your diet in terms of how well it matches up to recommendations about food groups.
Body of the paper: Aim for 1 complete paragraph (3-5 sentences is a good goal to aim for) addressing each food group and the limits. This means you will have 6 paragraphs in total for the body of the paper.
For each food group support the determination you made (Y or N) in column 3 of your worksheet- Did you reach your target? Clearly state if you believe you did/did NOT meet the recommendation and how you came to this conclusion. Which foods did you classify in this food group and how did you come up with the total number of servings? Do this for each of the 5 food groups.
Once you have this for all food groups, do the same for the limits. If you exceeded sodium and/or saturated fat, identify which foods in your diet for the day resulted in being over the limit(s). If you were under for one or both, comment on how you made choices to keep those to a minimum. In the event no decisions were made specifically with awareness of sodium and saturated fat content, that is fine, however you will want to comment on this still and not skip over a critical analysis of your intake impacting those values.
Conclusion: This is the last paragraph of the paper. Here is where you present your final argument using the preceding evidence presented in the body of the paper to support whether or not your diet for that one-day was varied and exhibited moderation. The key aspects to address here are specifically variety and moderation as presented in An Introduction to Nutrition chapter 2 using MyPlate as your set of guidelines.
Step 4: Submission
You will need to submit 2 files to the correct assignment folder in LEO. The first is either a PDF version or a scanned version of your worksheet. Even if you feel your handwriting is not clear, you must be able to show that you worked through this activity. This must be included to be eligible for full credit. The second file to include is your paper (Step 3). This must be submitted as a Word document. If you are a Mac user and have Pages, please “Save As” a Word file. If the file cannot be opened you risk getting a ‘0’ for the assignment. If you have completed the Worksheet as a Word doc to make reading it more clear, include this as an appendix with the paper. Do not submit as a 3rdfile.
Rubric:
All required sections of the worksheet have been completed (includes foods with amounts, checked off of targets reached, and limits are addressed)
INTRODUCTION
–Preview of review of diet with focus on comparing with recommendations by food group
BODY
–5 paragraphs on 5 food groups
*uses evidence to explain where recommendation met for each food group
*specific food groups and number of servings in each group
–1 paragraph on limits (saturated fat and sodium)
*identifies foods that take you over the limit
*uses evidence to explain plans to lower the intake of these foods
*If your limits meet recommendations, use evidence and explain how your diet meets the recommendation
CONCLUSION
–Discusses key factors of a healthy diet
*whether diet is varied
*whether diet demonstrates moderation
–Discusses key factors in the context of NUTR 100 textbook Chapter 2 and MyPlate guidelines
WRITING:
–Clear Introduction and Conclusion paragraphs
–Written in student’s own words
–Well-organized with cohesive logic flow
–Written in complete sentences
— Demonstrates critical thinking
–No spelling or grammatical errors
–Supported with external research cited in APA format in the text body and at the end of the paper
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