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Applications A Nursing Approach, 8th Edition
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By Michele Grodner; Chapter 1 - 20 Complete
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,PART I: Wellness, Nutrition, and the Nursing Role
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1. Wellness Nutrition
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2. Personal and Community Nutrition
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PART II: Nutrients, Food, and Health
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3. Digestion, Absorption, and Metabolism
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4. Carbohydrates
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5. Fats
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6. Protein
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7. Vitamins
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8. Water and Minerals
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PART III: Health Promotion Through Nutrition and Nursing Practice
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9. Energy, Weight and Fitness
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10. Nutrition Across the Life Span
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PART IV: Overview of Medical Nutrition Therapy
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11. Nutrition Assessment and Patient Care
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12. Food-Related Issues
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13. Nutrition for Disorders of the Gastrointestinal Tract
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14. Nutrition for Disorders of the Liver, Gallbladder, and Pancreas
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15. Nutrition for Diabetes Mellitus
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16. Nutrition in Metabolic Stress: Burns, Trauma, and Surgery
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17. Nutrition for Cardiopulmonary Disease
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18. Nutrition for Diseases of the Kidneys
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19. Nutrition for Neuro-Psychiatric Disorders
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20. Nutrition in Cancer and HIV-AIDS
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,Chapter |1. | Wellness |Nutrition
MULTIPLE |CHOICE
1. Examples |of |informal |education |include
a.attending |a |workshop |on |coronary |artery |disease |sponsored |by |the |American |Heart
|Association.
b.watching |a |television |show |about |diabetes.
c.learning |about |food |safety |techniques |in |a |high |school |economics |course. |d.joining
|a |support |group |to |help |overcome |an |eating |disorder.
ANSWER: |B
Watching |a |television |show |about |diabetes |is |an |example |of |informal |education |because |it |is |an
experience |that |occurs |through |a |daily |activity. |Attending |a |workshop |or |joining |a |support |group
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would |be |considered |nonformal |education; |a |high |school |course |would |be |considered |formal
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education.
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DIF:Cognitive |Level: |ApplyingREFage |6
TOP: |Nursing |Process: |Implementation |MSC: |Client |Needs: |Health |promotion |and |maintenance
2. A |college |student |exercises |regularly |and |generally |eats |a |healthy |variety |of |foods, |is |taking |a
course |in |general |nutrition, |buys |locally |produced |food |whenever |possible, |is |an |active |member
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of |an |on-campus |faith-based |organization, |and |keeps |a |journal |to |help |process |her |emotions.
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What |else |could |be |important |for |her |to |include |in |her |life |in |order |to |develop |her |overall
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wellness?
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a. Growing |some |of |her |own |food
b. Keeping |a |food |record |to |help |evaluate |what |she |eats
c. Eating |meals |with |friends |throughout |the |week
d. Meeting |with |a |registered |dietitian |to |review |her |food |choices
, ANSWER: |C
Wellness |enhances |a |persons |level |of |health |through |development |of |each |of |the |six |dimensions |of
health: |physical |health, |intellectual |health, |emotional |health, |social |health, |spiritual |health, |and
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environmental |health. |Exercise |and |eating |a |health |variety |of |foods |help |develop |physical |health;
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taking |a |course |in |general |nutrition |helps |develop |intellectual |health; |buying |locally |produced |food
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helps |develop |environmental |health; |being |part |of |a |faith-based |organization |helps |develop
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spiritual |health; |and |keeping |a |journal |helps |develop |emotional |health. |The |missing |dimension |in
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this |example |is |development |of |social |health; |eating |meals |with |friends |throughout |the |week
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would |add |this |dimension. |Growing |her |own |food |would |be |another |example |of |environmental
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health; |keeping |a |food |record |would |be |another |contributor |to |physical |health; |and |meeting |with |a
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registered |dietitian |may |contribute |to |physical, |intellectual, |and |emotional |health.
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DIF:Cognitive |Level: |AnalyzingREFages |1-3
TOP: |Nursing |Process: |Assessment |MSC: |Client |Needs: |Health |promotion |and |maintenance
3. For |a |client |who |is |missing |meals |because |of |poor |planning |or |is |too |busy |to |eat, |emotional
health |can |be |affected |by
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a.low |blood |sugar |levels
|b.high |blood |sugar |levels
|c.high |blood |pressure
d.extremely|low |blood |pressure
ANSWER: |D
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Poor |eating |habits |affect |emotional |health. |Missing |meals |may |cause |blood |sugar |levels |to
decrease, |which |can |cause |anxiety |or |confusion |or |make |it |difficult |to |control |emotions. |Late |night
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binges |on |snack |food |are |likely |to |result |in |excessive |energy |intake |but |would |have |a |less |direct
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effect |on |emotional |health. |Eating |small |meals |throughout |the |day |is |likely |to |maintain |more
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constant |blood |sugar |levels, |which |would |actually |have |a |positive |effect |on |emotional |health.
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Excessive |caffeine |consumption |may |contribute |to |anxiety, |but |2 |cups |of |caffeinated |coffee |is |not
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considered |excessive.
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DIF:Cognitive |Level: |AnalyzingREFage |2