Promote Nutrition and Hydration Assessment

1.1 define the main food groups

• Carbohydrates:

· starches, e.g. potatoes, pasta

· natural and refined sugars

· dietary fibre, e.g. bran.

• Proteins:

· plant, e.g. tofu, pulses

· animal, e.g. meat, fish.

• Fats:

· saturated, e.g. full-fat milk, polyunsaturated (Sunflower, corn, soybean) monounsaturated (Olive, peanut, and canola oils, avocados.

• Minerals:(

· calcium, e.g. milk, soya

· iron, e.g. red meat, egg yolk, green vegetables

· sodium, e.g. cheese, meat

· potassium, e.g. apricots, bananas.

•  Vitamins:

· A, e.g. carrots, fish, liver oils

· B e.g. cereals, meat, eggs

· C, e.g. oranges, blackcurrants

· D, e.g. fish oils, tuna

· E, e.g. sunflower seeds, peanut butter

· K, e.g. kale, spinach.

•  Water.

Learners – list the main food groups for 1.1 and then list the sources of the main food groups for answer 1.2

1.2 identify sources of essential nutrients

The six essential nutrients are

· vitamins, -

A –

B –

C –

D –

E –

K –

· minerals, -

· protein, -

· fats, -

· carbohydrates. –

· Water -

Learners, identify the sources for the essential nutrients listed above

1.3 explain the role of essential nutrients for health

The role of essential nutrients

•  Tissue growth and repair.
•  Immunity against infection.
•  Production of energy.
•  Muscle strength.

Learners – Use the 6 nutrients to explain their role in keeping people healthy

www. Healthline is a good source of information

1.4 evaluate the impact of poor diet on health and wellbeing

Learners – research the principles of a balanced diet and the impact on health and wellbeing, having a poor diet

Eg cancer, obesity, diabetes etc

Benefits

•  Life expectancy.
•  Physical and mental wellbeing.
•  Disease prevention, e.g. cardiovascular, cancer.

Impact of poor diet on health and wellbeing

•  Effects on general physical health and weight.
•  Effects on wellbeing.
•  Potential impacts, e.g. reduced physical and mental performance, fatigue,

obesity, increased risk of diseases such as cardiovascular disease and

cancers, decreased immunity, deficiency diseases such as anaemia, rickets,

osteoporosis, tooth decay.

1.5 explain what adaptations to a balanced diet may be required for different groups

• Groups,

· older people in good health,

· different genders,

· different cultures,

· people with health problems,

· people with dementia,

· people with disabilities,

· people with learning disabilities,

· people with specific dietary preferences,

· vegetarians,

· vegans.

• Adaptions:

· according to needs and preferences, e.g. personal taste, ability/inability to

· Eat without support – their food is adapted i.e soft diet

· specific needs

· substituting foods.

· Reducing/increasing certain foods.

Learners, choose a minimum of 3 groups of people listed above and explain how adaptations to ensure a balanced diet maybe required.

2.1 summarise current national nutritional guidelines for a balanced diet

Learners - Research ‘Eat well’ (NHS guidelines) for a balanced diet.

2.2 explain how to access additional support and information relating to nutrition and hydration

Accessing additional support and information

•  Additional support,.

· Food Standards Agency,

· National Institute for Health and Clinical Excellence (NICE),

· the Department of Health,

· Public Health England,

· British Nutrition Foundation.

Learners – choose 2 of the above and write a sentence about each of their roles.

· Dietician –

Learners, explain the role of a dietician and when it may be beneficial for someone to access their services.

3.1 explain the importance of a balanced diet

Eating a healthy, balanced diet is an important part of maintaining good health and can help you feel your best.

This means eating a wide variety of foods in the right proportions and consuming the right amount of food and drink to achieve and maintain a healthy body weight.

A balanced diet supplies the nutrients your body needs to work effectively. Without balanced nutrition, your body is more prone to disease, infection, fatigue, and low performance. Children who don't get enough healthy foods may face growth and developmental problems, poor academic performance, and frequent infections.

Learners –

1. Research the impact of a balanced diet on well-being, sleep and mental health.

2. What factors should you consider when planning a balanced diet i.e allergies, cultural and religion, presentation of food.

3.4 evaluate the effectiveness of different ways of promoting healthy eating

Promotion,

· through planning of care, (getting people involved)

· explanation as appropriate,

· encouragement,

· presentation of food,

· good palatability,

· variety,

· providing suitable utensils,

· trying different approaches.

Learners, think about the people you support and write about how you promote healthy eating using the examples given above

4.1 explain the importance of hydration

Role of water in the body, e.g.

· dilution and removing toxins,

· kidney function.

· Water loss, e.g. excretion, sweating.

· Water gain, e.g. eating, drinking.

· Water balance.

Learners – write about the importance of hydration, some examples have been given to you above, you need too research and add more information.

4.2 describe signs of dehydration

Signs of dehydration – moderate

• Dry mouth, lips and eyes, headache, tiredness, dizziness, decreased urine

output, muscle weakness.

Signs of dehydration – severe

• Extreme thirst, loss of skin elasticity, oliguria (urine output) sunken eyes, absence of perspiration, rapid heartbeat, low blood pressure.

Learners, please expand the answers listed above

4.4 evaluate the effectiveness of different ways of supporting and promoting hydration

• Supporting and promoting hydration
• Explaining the benefits of hydration.
•  Discovering individual’s likes and dislikes.
•  Provision of fluids at regular intervals.
•  Water naturally occurring in foods, e.g. in soup, in yoghurt.
•  Encouragement.
• · Residents meetings
• Learners, please expand on the information above and write about how you promote hydration in your workplace.

5.1 describe the factors that may affect nutritional intake

Factors affecting nutritional intake

• Individual preferences and habits.
•  Physical factors, e.g. location of meal, positioning, oral hygiene.
• Psychological factors, e.g. depression, stress, eating disorders, food phobias.
• Income, lifestyle and social convention. 
• Culture and religion.
•  Advertising and fads.
•  Family and peer group influences.
• Learners – for each bullet point, give examples of why they may affect nutritional intake

5.2 describe the risk factors that may lead to malnutrition

Risk factors,

· age,

· medical conditions,

· effects of medication,

· psychological factors,

· income,

· oral hygiene,

· individual habits,

· cognitive disorders.

Learners, please give an example on each bullet point, why there is a risk of malnutrition

5.3 describe the signs of malnutrition

· Weight loss or gain,

· decreased muscle and tissue mass,

· decreased mobility and stamina,

· dry and scaly skin,

· breathing difficulties,

· increased risk of chest infection and respiratory failure,

· wounds take longer to heal,

· slower immune response,

· difficulty staying warm.

Learners – expand a bit more on each bullet point

5.4 explain ways of ensuring foods and drinks have increased nutritional density through fortification

Fortification - Food fortification is adding high energy foods to meals to increase the calories

•  Increasing energy and nutrient content.

Addition of,

milk powder,

evaporated milk,

cheese, butter, cream, sugar,

syrup, dried fruits, figs, prunes, potatoes, branded food fortifications.

Learners, please research increased nutritional value through fortification

5.5 describe the appropriate use of nutritional supplements

Nutritional supplements

• Types:

· energy

· protein

· vitamins or minerals, e.g. nutritional supplement drinks, vitamin and

mineral additives.

•  Potential health benefits.
•  Role in supporting recovery from illness.
• Role in supporting individuals who are unable to ingest certain foods.

Learners – research the appropriate use of nutritional supplements for the bullet points above

6.1 describe the purpose of nutritional screening

Nutritional screening is the first step in identifying patients who are at risk from nutrition problems or who have undetected malnutrition. It allows for prevention of nutrition-related problems when risks are identified and early intervention when problems are confirmed

•  Malnutrition Universal Screening Tool (MUST) – a five-step screening tool to

identify adults who are malnourished, at risk of malnutrition (under nutrition)

or obese.

•  Implement.(How and when)
•  Monitor (use relevant measures, observations, physical measurements).
•  Record and review actions.

Agreed ways of working

•  Includes policies and procedures where they exist.
•  Referencing to and updating individual’s care plan where appropriate.

7.1 describe the roles and responsibilities of others in assessing and managing the nutritional and hydration needs with individuals

Roles and responsibilities of others:

? Others,

· carers,

· colleagues,

· other professionals such as district nurses,

· GPs,

· dieticians.

· managers

Learners – explain the roles and responsibilities in respect of managing nutrition and hydration for each bullet point.

7.2 explain ways in which nutrition and hydration can be monitored

Monitoring nutrition and hydration

•  Using care plan.
•  Recording preferences.
•  Planning daily intake.
•  Recording intake.
•  Monitoring to ensure balance.

Learners, think about your workplace and give examples of the above

8.1 describe factors that may promote healthy eating in different groups

Factors that may promote healthy eating in different groups

· Positive role models,

· eating with others,

· location,

· education,

· eating support/aids.

8.2 describe factors that may create barriers to healthy eating for different groups

Factors that create barriers to healthy eating

Physical factors

· dysphagia, (swallowing difficulties, S.A.L.T)

· medical conditions i.e diabetes,

Psychological factors,

· lack of understanding,

· low income

Learners, research and write a sentence for each bullet point

8.3 explain why individuals may have special dietary requirements

Reasons for special dietary requirements

•  Chronic disorders, - Coeliac disease (Gluten) , Crohn’s disease (diarrhoea · stomach aches and cramps · blood in your poo · tiredness (fatigue) · weight loss)., type 2 diabetes.
•  Allergies including lactose intolerance, gluten intolerance.
•  Social/cultural.

Learners, explain each bullet point