Applicable to Courses: Health, Nutrition, Nursing
Description of Students' Roles and Problem Situation: Students, working in small groups, attempt to find innovative ways to solve the problem of malnutrition. The focus is on finding workable and reasonable solutions, adoptable by any patient.
Educational Goals: To enhance critical thinking, to create an avenue by which alternatives are dealt with individually and collectively. Promotes group work and encourages the participation of each group member. Also requires an ultimate solution everyone can agree upon, including the patient.
Submitting Teacher: Vickie Baggett, Johnston Community College, Smithfield, NC 27577
How can we as health educators, help Gabriel make healthy choices in such a way that she remains happy with her appearance, maintains satisfactorily weight loss, does not jeopardize her future health and understand the effects of rapid weight loss.
Richardson, L.A. (1993). Diets & weight loss. Harrisonburg, VA: Banta Company.
Solimano, G.R., & Ledermen, S.A. (1983). Controversial nutrition policy issues.Charles C. Thomas Pub. Ltd.
Arrowsmith, H. (1997). Malnutrition in hospital: detection and consequences. British Journal of Nursing6 (19), 1131-5.
Fishman, P. (1994). Detecting malnutritionís warning signs with simple screening.Geriatrics,49 (10), 39-42.
Berg, F.M. (1993). The health risks of weight loss. Hettinger,ND: Circulation department, obesity and Health. (ERIC Document Reproduction service No. ED380404)
Perry, C.L.,Story, M., & Lytle, L. (1997). Promoting healthy dietary behaviors (ERIC Document Reproduction service No. ED415966)
Bozian, R., Gugelchuk, G. M. & Scheider, K.N. (1983). Malnutrition: diagnosis and therapeutic alternatives [Video]. (Available from Ohio Regional Medical Audiovisual Consortium, Columbus, Ohio)
Upon completion of this problem based learning tool: Case study: malnutrition, the students will have a basic understanding of anatomy and physiology, will be able to describe the effects of dietary needs, and understand the role of the nurse as manager of a patientís dietary needs. Basic writing and research skills will also be needed to complete the project effectively.
Students will deliver in their individual groups, an oral presentation, in the manner in which they choose, the solutions to the problem. The groups will be given a rubric to score each other during the presentation. Nutrition instructors and nursing instructors of the local community college will be invited to hear the presentation.
Students will use the solutions provided to enhance critical thinking skills, discuss ethical dilemmas, analyze and critique the problem presented. Problem solving skills are crucial in determining workable solutions.
Rudimentary Rubric Assessment Instrument
A. Discuss all group solutions (3-5 minutes each)
B. Group to rate the best solution on the board (1-5) (5 the best)
C. Group to discuss why this is the best solution
D. Discuss concepts listed on the board
1. Solution stated accurately/clear 20 pts.
3. Solutions present but unclear 12 pts.
3. Group attempts to rank solutions 10 pts.
3. Group need guidance
with best solution 7 pts.
First Descriptor (Excellence)
Group delivers all appropriate solutions to the class in a clear, accurate and concise manner. Group shows quality in responding to audience questions. 25 pts.
Group delivers solutions to the class in a clear manner. Group responds with assistance of instructor to answer some questions. 22 pts.
Group delivers solutions but able to entertain and respond to questions 18 pts.
Second Descriptor (Mediocre)
Group delivers all solutions but does not demonstrate complete knowledge of the problem. 15 pts
Group delivers solutions but unclear of the volume of the problem or exemplify knowledge of it. 12 pts.
Group delivers solutions without knowledge of the entire problem. 10 pts.
Total Points- 85 points
Solutions Pros/ Cons /Consequences
Best Alternative: Educating the patient on weight loss and assisting her with a workable diet regimen is the best alternative solution. She will have the needed skills to make healthy choices and understand the health risks involved with rapid weight loss. Allowing the patient to assist with those choices includes her in the decision making process, thus she will be more apt to comply. Knowledge and life skills are the primary focus in this project.
The debriefing session will involve the entire class. Each group will be asked to discuss why they chose their final solution and present findings of each group to the class. One student will act as the scribe and record solutions as the class members recall them. They will have 15 minutes each to perform this task. Finally one best solution from each group will be derived. Finally the class will be asked to vote by a show of hands which solution/group developed the best solution.
The instructor will list on the board the concepts missed and pertinent data that contributes to finding the best solution. Based on this, the group will explore answers to coaching questions as directed. The instructor will also discuss resource methods that were not pursued and share for future use other valuable resources available to them. Each will be listed on board.
The instructor will review his/her insight to the problem and why she/he believes it is the best solution. This will be done in an oral 15-minute presentation.
Meeting the Problem
Know/Need to Know Board
Writing Problem Statements
Information Gathering & Sharing
Generating Possible Solutions
|To High School Health Occupations Page|