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FN 125 Lecture > Module 1.1 MNT and Me > Flashcards

Module 1.1 MNT and Me Flashcards

1
Q

practice of clinical nutrition is known as

(MNT)

A

Medical Nutrition Therapy

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2
Q

Medical Nutrition Therapy is delivered through

(NCP)

A

Nutrition Care Process

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3
Q

Health Care is defined as the ____________, ___________ and/or ___________ of illness.

(PTM)

A

prevention, treatment and/or management

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4
Q

Nutrition Care is comprehensive care focused on the

A

maintenance of optimal nutritional status

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5
Q

Integrates isolated mechanism into the function of organs and systems

(IA)

A

Integrative Approach

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6
Q

Reconciling the molecular and cellular levels with the complete organism

(IA)

A

Integrative Approach

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7
Q

Interaction of the human being with the environment

(IA)

A

Integrative Approach

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8
Q

Integral Relationships in MNT

(4 items)

A

-You
-HE
-Diet Therapy
-Community Nutrition

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8
Q

MNT in Patient Care

Purpose is to provide nutrition care to ___________________ by influencing whatever factors are contributing to the ____________________ or _____________.

A

-restore a state of nutritional balance
-imbalance or altered state of nutritional status

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9
Q

MNT in Patient Care

Providing nutrition care can influence and change the ______________ in ____________ and thus ____________________.

A

-factors that can contribute to an imbalance
-nutritional status
-restore an improved state of nutritional health

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10
Q

Systematic problem-solving method that food and nutrition professionals use to think critically and make decisions that address practice-related problems

(NCP)

A

Nutrition Care Process

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11
Q

series of connected steps or actions to achieve an outcome and/or any activity or set of activities that transforms inputs to outputs

(P)

A

Process

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12
Q

systematic identification and management of activities and the interactions between activities

(PA)

A

Process Approach

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13
Q

A process approach emphasizes the importance of the

(4 items - UDDU)

A
  1. Understanding and meeting requirements;
  2. Determining if the process adds values;
  3. Determining process performance and effectiveness: and
  4. Using objective measurement for continual improvement of the process
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14
Q

Important Components of NCP which integrates facts, informed opinions, active listening and observations

A

Critical Thinking

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15
Q

Important Components of NCP which is a critical process for choosing the best action

A

Decision Making

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16
Q

Process by which several individuals or groups with shared concerns are united to address an identified problem or need, leading to the accomplishment of what each could no do separately

A

Nutrition Care Process Collaboration

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17
Q

4 parts of Problem Solving in NCP

(PSIE)

A

Problem identification
Solution formation
Implementation
Evaluation of results

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18
Q

The Nutrition Care Process consists of four distinct but interrelated and connected steps:

A

Nutrition Assessment
Nutrition Diagnosis
Nutrition Intervention
Nutrition Monitoring and Evaluation

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19
Q

2 objectives of ADIME

A

-Provides consistent structure & framework for FN professionals to use when delivering nutrition care

-Designed for use with patients, clients, groups, and communities of all ages and conditions of health or disease

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20
Q

Identify and label problem, determine cause/contributing risk factors, cluster signs and symptoms/defining characteristics, document

A

Nutrition diagnosis

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20
Q

Obtain/collect timely and appropriate data, analyze/interpret with evidence-based standards, document

A

Nutrition assessment

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21
Q

Monitor progress, measure outcome indicators, evaluate outcomes, document

A

Nutrition monitoring and evaluation

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22
Q

Formulate goals and determine a plan of action, care is delivered and actions are carried out, document

A

Nutrition Intervention

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23
Q

Content of Care

A

Best evidence - scientific principles, protocols

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23
Q

Process of Care

A

NCP & Model

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23
Q

Outcome of Care

A

Improved quality of care and health status

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24
Q

nutritional diagnostic therapy and counseling services for the purpose of disease management, which are furnished by a registered dietitian or nutrition professional

A

Medical Nutrition Therapy

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25
Q

used to provide MNT, but also in other forms of nutrition care such as obtaining feeding assistance or referring to another practitioner

A

NCPM

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26
Q

Factors affecting Nutritional Status which determine nutrient requirements: normal, increased, decreased, change in form, etc.)

A

Human Biology factors

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27
Q

Activities of registered dietitians (RDs) within the four steps of the Nutrition Care Process and Model are described/documented using the

A

International Dietetics and Nutrition Terminology (IDNT)

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28
Q

2 Objectives of the International Dietetics and Nutrition Terminology (IDNT)

A

-Standardized language or controlled vocabulary to describe the unique functions of dietetics in Nutrition ADIME

-Facilitate clear and consistent descriptions of services RDs provide both within and outside the profession

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29
Q

5 Factors affecting Nutritional Status

(HuLi FoEnS)

A

Human Biology factors
Lifestyle Factors
Food and Nutrient Factors
Environmental Factors
System factors

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30
Q

Factors affecting Nutritional Status which determine food, physical activity and related choices

A

Lifestyle Factors

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31
Q

Factors affecting Nutritional Status which is the external influences that impact consumption and lifestyle

A

Environmental Factors

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31
Q

3 subfactors of Lifestyle Factors

(A/BKB)

A

Attitudes / beliefs
Knowledge
Behaviors

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31
Q

Factors affecting Nutritional Status which determine the type and amount of nutrients available for use by the body

A

Food and Nutrient Factors

32
Q

3 subfactors in Human Biology factors and examples

(BiPhyPa)

A
  1. Biological factors: age, sex, genetic
  2. Physiological phases: growth, pregnancy, lactation, aging
  3. Pathological factors: disease, trauma, altered organ function, or metabolism
33
Q

3 subfactors of Food and Nutrient Factors

(I/CQQ)

A

Intake / Composition
Quantity
Quality

34
Q

3 subfactors of Environmental Factors

(SEFss)

A
  1. Social: cultural food practices and beliefs, parenting, peer influences
  2. Economic: household finances, economic of the communities/country
  3. Food Safety and Sanitation: contaminated or unwholesome food, unsafe food handling, food availability / access
35
Q

Factors affecting Nutritional Status which is the external influences that impact on delivery and services

A

System factors

36
Q

3 subfactors of System factors

A
  1. healthcare system
  2. educational system
  3. food supply system: industry, agriculture, institutions
37
Q

Nutrition Assessment Standardized Language: Domains and Examples

FH

A

Food/Nutrition-Related History (FH)

38
Q

Nutrition Assessment Standardized Language: Domains and Examples

Food & nutrient intake, medication/herbal supplement intake, knowledge, beliefs/attitudes and behaviors, food and supply availability, physical activity, and nutrition quality of life

A

Food/Nutrition-Related History (FH)

39
Q

Nutrition Assessment Standardized Language: Domains and Examples

Height, weight, body mass index (BMI), growth pattern indices/percentile ranks, and weight history

A

Anthropometric Measurements (AD)

40
Q

Nutrition Assessment Standardized Language: Domains and Examples

Lab data (e.g. electrolytes, glucose) and tests (gastric employing time, resting metabolic rate)

A

Biochemical Data, Medical Tests, and Procedures (BD)

41
Q

the scientific study of the human mind, its functions, especially those affecting behavior in a given content (Concise Oxford Dictionary)

A

Psychology

42
Q

Nutrition Assessment Standardized Language: Domains and Examples

Physical appearance, muscle and fat wasting, swallow function, appetite, and affect

A

Nutrition-Focused Physical Findings (PD)

42
Q

Nutrition Assessment Standardized Language: Domains and Examples

Personal history, medical/health/family history, treatments and complementary/alternative medicine use, and social history

A

Client History (CH)

43
Q

Nutrition Assessment Standardized Language: Domains and Examples

Domain that contains standardized nutrition diagnostic terms that describe actual problems related to the intake of energy, nutrient, fluids, and bioactive substances (e.g plant sterol, stanols esters, so protein) through oral diet or nutrition support (enteral or parenteral nutrition)

A

Intake (NI)

43
Q

Nutrition Assessment Standardized Language: Domains and Examples

Domain that contains standardized nutrition diagnostic terms that describe nutrition problems related to knowledge, attitudes/beliefs, physical environment, access to food, and food safety

A

Behavioral-Environmental (NB)

44
Q

Nutrition Assessment Standardized Language: Domains and Examples

Clinical (NC)

A

Domain that contains standardized nutrition diagnostic terms that describe nutritional problems related to medical or physical conditions

45
Q

Perspective on (thoughts), perceptions, emotions, and motivation processes fuel our behavior

A

Cognitive Perspective

45
Q

Perspective that All knowledge comes from experience & associationism, that paired stimuli will come to be regarded as one

A

Behavioral Perspective

46
Q

6 Theoretical Perspectives

A

Cognitive Perspective
Biological Perspective
Behavioral Perspective
Evolutionary Perspective
Psychoanalytic Perspective
Humanistic Perspective

46
Q

Perspective on brain anatomy, neurophysiology and genes influence our behavior

A

Biological Perspective

46
Q

Example of Cognitive Perspective

A

Investigate the reason behind finding that hot colors (red, orange) are known to stimulate human mood and appetite

46
Q

Example of Biological Perspective

A

How neurotransmitters influence our behavior, fat & GIT cells produce hormones and neurotransmitters, environment (stress) affects eating

47
Q

Perspective that Behaviors seen in people today are present because these behaviors were necessary for survival

A

Evolutionary Perspective

47
Q

Account for factors that drive human behavior

A

Theoretical Perspectives

47
Q

Perspective that Human behaviors stems from the rewards & punishments from our past or current environments

A

Behavioral Perspective

47
Q

Perspective Developed by Sigmund Freud

A

Psychoanalytic Perspective

48
Q

Perspective that Impulses were developed during stages that we passed through in early childhood

A

Psychoanalytic Perspective

48
Q

Perspective that Most aspects of our mental life are unconscious which is why we have a difficult time understanding our own behavior

A

Psychoanalytic Perspective

48
Q

Example of Evolutionary Perspective

A

Humans consume more calories during cold season/winter than summer

49
Q

Perspective that Every human being is uniquely different in the experiences that they have encountered throughout life.

A

Humanistic Perspective

49
Q

Perspective that Each person develops his/her own constructs through which they interpret their surroundings.

A

Humanistic Perspective

50
Q

Theory that The patron publicly announced his/her intention. The need to behaviorally follow through with that commitment instinctively becomes very strong producing the intended behavior.

A

Theory of Planned Behavior (TPB)

51
Q

Theory that When an individual’s intentions are stable, intentions are more predictive of future behavior than past behavior.

A

Theory of Planned Behavior (TPB)

52
Q

Theory of Planned Behavior (TPB) was proposed by __________ and developed from ____________.

A

-Icek Ajzen in 1985
-theory of reasoned action.

53
Q

Theory that if people perceive the suggested behavior as positive (attitude), and if they think their significant others want them to perform the behavior (subjective norm), this results in a stronger intention (motivation) and they are more likely to engage in this intended behavior.

A

Theory of reasoned action

54
Q

drawback of the Theory of Planned Behavior (TPB) is that

A

there can be circumstantial limitations to achieve the behavior

55
Q

A new dimension of the TPB added

A

perceived behavioral control or SELF EFFICACY

56
Q

Control factors include _________ (skills, abilities, information, and emotions) and __________ factors (situational or environmental factors) in TPB.

A

internal and external factors

56
Q

Theory which Illustrates that behavior change is a process, but not a linear process.

A

Transtheoretical Model of Change (TMC)

57
Q

Theory which Requires awareness over a period of time and many trials of the new behavior

A

Transtheoretical Model of Change (TMC)

58
Q

5 stages of the TMC

A
  1. Precontemplation
  2. Contemplation
  3. Preparation
  4. Action
  5. Maintenance
59
Q

Stage of TMC where The individual has no intention to perform the behavior & may not even consider it.

A

Precontemplation

60
Q

Stage of TMC where Individual has formed an intention to do the new behavior but has not done so yet.

A

Contemplation

61
Q

Stage of TMC where Individual has a positive intention & make some initial attempts to do the behavior

A

Preparation

62
Q

Stage of TMC where Behavior is done consistently

A

Action

63
Q

Stage of TMC where Consistently performs the behavior for a long time (.g. 6 months)

A

Maintenance

64
Q

4 Additional factors that affect social learning theory

A
  1. Attention
  2. Retention
  3. Reproduction
  4. Motivation
65
Q

Theory which Explains that people learn new behavior through reinforcement or punishment or via observational learning.

A

Social learning theory

65
Q

Theory which is a combination of environmental (social) and psychological factors that influence behavior

A

Social learning theory

66
Q

Additional factors that affect social learning theory which remembers what one observe

A

Retention

67
Q

Additional factors that affect social learning theory which is the ability to reproduce the behavior

A

Reproduction

68
Q

Additional factors that affect social learning theory which is a (good reason) - to want to adopt the behavior

A

Motivation

69
Q

A process that assists individuals in understanding and learning about their dietary habits or behaviors as part of their lifestyle and total environment and in solving problems related to necessary changes that need to be made.

A

Nutrition Counseling

70
Q

Ultimate goals of counseling

A

-Self-care and self-management
-Empowering the individuals to make the necessary behavioral changes.

FN 125 Lecture (1 decks)

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