Download Chapter 34 Diet and Dietary Analysis Knowledge Exercises 1. Fruits

CHAPTER 34
Diet and Dietary Analysis
KNOWLEDGE EXERCISES
1.
￭ Fruits
￭ Grains
￭ Vegetables
￭ Protein
￭ dairy
2.
￭
Oils
￭ Discretionary calorie allowances
3.
calorie
4.
￭ Age level
￭ Activity level
￭ Gender
5.
Answer is individualized for each student. Example: For a 21-year-old female with a
moderately active lifestyle, a 2,200-calorie intake per day is recommended.
6.
Answer is individualized for each student. Example: For a 2,200-calorie diet, 3 cups per
week of dark green vegetables are recommended.
7.
INFOMAP 34-1 Answer Key
ORAL
MANIFESTATIONS OF
NUTRIENT
DEFICIENCY
FOOD SOURCES
Vitamin A
Intraoral lesions and
delayed wound healing,
incomplete mineralization
of teeth, xerostomia, altered
taste, increased risk for
candidiasis
Intraoral lesions and
delayed wound healing,
modified gingival tissue
permeability, susceptibility
to dental biofilm, glossitis,
glossodynia, angular
cheilosis, inflamed bleeding
gingiva, stomatitis,
mucositis, xerostomia, sore
or burning tongue, altered
taste
Table 32-1 in the textbook identifies
Thiamin (Vitamin B1)
food sources for each of the nutrients
listed in the infomap.
Intraoral lesions and
delayed wound healing,
modified gingival tissue
permeability, susceptibility
to dental biofilm, red
inflamed friable bleeding
gingival tissue, diffuse
petechiae, and overall sore
mouth
Incomplete calcification of
Riboflavin (Vitamin B2)
alveolar bone, osteoporosis,
osteomalacia,
postmenopausal bone
alterations, decreased
mineralization
Pyridoxine (Vitamin B6) Incomplete calcification of
alveolar bone, osteoporosis,
osteomalacia,
postmenopausal bone
alterations, incomplete
mineralization of teeth
Cobalamin (Vitamin B12) Incomplete mineralization
of teeth, prevention of
dental caries
Intraoral lesions and
Ascorbic Acid (Vitamin
delayed wound healing,
angular cheilosis, sore or
C)
burning tongue, increased
risk for candidiasis
Incomplete calcification of
Vitamin D
alveolar bone, osteoporosis,
osteomalacia,
postmenopausal bone
alterations, incomplete
mineralization of teeth
Incomplete calcification of
Calcium
alveolar bone, osteoporosis,
osteomalacia,
postmenopausal bone
alterations, incomplete
mineralization of teeth
Niacin (Vitamin B3)
Fluoride
Folate
Iron
Magnesium
Phosphorus
Zinc
Intraoral lesions and
delayed wound healing,
modified gingival tissue
permeability, susceptibility
to dental biofilm, altered
taste, increased risk for
candidiasis
Modified gingival tissue
permeability, susceptibility
to dental biofilm
Intraoral lesions and
delayed wound healing,
incomplete mineralization
of teeth, xerostomia, altered
taste, increased risk for
candidiasis
Intraoral lesions and
delayed wound healing,
modified gingival tissue
permeability, susceptibility
to dental biofilm, glossitis,
glossodynia, angular
cheilosis, inflamed bleeding
gingiva, stomatitis,
mucositis, xerostomia, sore
or burning tongue, altered
taste
Intraoral lesions and
delayed wound healing,
modified gingival tissue
permeability, susceptibility
to dental biofilm, red
inflamed friable bleeding
gingival tissue, diffuse
petechiae, and overall sore
mouth
Incomplete calcification of
alveolar bone, osteoporosis,
osteomalacia,
postmenopausal bone
alterations, decreased
mineralization
Protein
Incomplete calcification of
alveolar bone, osteoporosis,
osteomalacia,
postmenopausal bone
alterations, incomplete
mineralization of teeth
8.
￭ Vitamin A, B complex vitamins
￭ Ascorbic acid (vitamin C)
￭ Zinc
￭ Iron
9.
￭ B complex vitamins
￭ Vitamin C
￭ Calcium
10.
￭
Vitamin A
￭ Calcium
￭ Phosphorus
￭ Magnesium
￭ Fluoride
11.
cariogenic (or high sucrose)
12.
￭ Microorganisms
￭ Cariogenic diet
￭ Salivary factors
￭ Tooth resistance
13.
￭ Consistency (stickiness) of the cariogenic food
￭ Frequency of intake
14.
The purposes include identifying patients at risk and determining dietary factors
associated with increased risk for compromised oral health. It is important to refer the
patient to a registered dietitian if intervention beyond scope of dental hygiene practice is
necessary.
15.
Explain the purpose and the form used (and illustrate it with current day’s intake) and
provide general directions—complete soon after eating, use of typical day, details of
recording combination dishes, record all types of intake, designating where meal is
consumed, and using consecutive days + one weekend.
16.
Garnishes, beverages, snacks, gum, syrup from canned fruit, seasonings, cereal, and type
of potato
Using the information from a patient’s 24-hour diet recall, total up the frequency of
17.
exposure to each of the types of reference foods listed in the Sweet Score form. Calculate
the total points in each category by multiplying the number of exposures by the weighted
score that is listed for each category. Add the total points and compare to the risk for
dental caries score to determine the level of risk.
18.
Listed in Figure 34-6:
￭
Cut down on frequency of sweets and sweet beverages.
￭
Avoid slowly dissolving sweets such as hard candies.
￭
Suggest including more non–decay-promoting foods in diet.
￭
Patient willingness and ability to cooperate
￭
Resistance to change of habits and loss of favorite foods
￭
Limited knowledge and misconceptions
￭
Cultural patterns of eating
￭
Attitude toward sugar
19.
20.
￭
Providing too much information (overwhelming)
￭
Not providing appropriate information to increase the patient’s knowledge of how diet
affects oral health
￭
Not considering cultural, lifestyle, financial, and emotional issues
￭
Not using many of the pointers included in the Pointers for Success of a Conference that
are listed in the text
21.
Xylitol
COMPETENCY EXERCISES
Click here to access the Evaluation Rubric for Competency Exercises template, which can be
used to grade all competency exercises including Everyday Ethics and Factors To Teach The
Patient.
1.
2.
Key Considerations:
￭
Analysis of factors in patient case
￭
Application of nutritional assessment techniques
Key Considerations:
￭
Application of nutritional assessment techniques
￭
Analysis of factors in patient case for clinical decision making
￭
Application of patient-appropriate language and patient-centered approach
3.
4.
5.
6.
Key Considerations:
￭
Application of nutritional assessment techniques
￭
Application of use of technology in patient assessment and clinical decision making
￭
Application of patient-appropriate language and patient-centered approach
Key Considerations:
￭
Application of nutritional assessment techniques
￭
Application of use of technology in patient assessment and clinical decision making
￭
Application of patient-appropriate language and patient-centered approach
Key Considerations:
￭
Application of nutritional assessment techniques
￭
Application of use of technology in patient assessment and clinical decision making
￭
Application of patient-appropriate language and patient-centered approach
￭
Respect/cultural competence
Key Considerations:
￭
Analysis of patient factors for clinical decision making
￭
Application of care-planning process
CROSSWORD PUZZLE
A PRIMER AND TEMPLATE FOR THE USE OF
EVALUATION RUBRICS
Competence is the ability to apply knowledge and skills in a relevant way to solve problems, answer questions, or
make decisions.
Objectively evaluating a learner’s ability to recall factual information is relatively easy. Evaluation of student
responses to exercises/learning activities that are intended to assess competence is often significantly more difficult.
Competence is a complex interaction of skills that begins with an understanding of basic facts (KNOWLEDGE)
and incorporates the ANALYSIS of all relevant factors in a specific situation, and SYNTHESIS of information in
order to answer questions or solve problems. Competence also includes being able to SUPPORT or clearly explain
the rationale for decisions and as well as effectively COMMUNICATE the plan for action.
An academic grading rubric provides objective criteria useful for evaluating student work that has been submitted to
demonstrate competence. The assignment of points for each of the criteria stated in the rubric will aid the faculty
member in providing an objective grade or score. When the evaluation rubric is provided along with instructions for
the assignment, students receive a guide to faculty expectations. When the finished assignment is graded, focused
feedback will help the student understand errors or omissions that result in a lower score or grade for the
assignment.
The example evaluation rubric below, which is also included as Appendix E in the workbook, can be used as a
template for grading all of the competency exercises, including those related to Factors To Teach The Patient and
Everyday Ethics, in each chapter of the Student Workbook. The point range as well as the list of criteria in this
sample rubric can be revised as needed by the evaluator. The revised rubric can then be downloaded or printed to
provide a guide for evaluation of student work.
EVALUATION RUBRIC FOR COMPETENCY EXERCISES
CATEGORIES
KNOWLEDGE
Familiarity with and
understanding of
concepts and
information.
Points _________
ANALYSIS
Breaking down a
complex topic into its
component parts.
EXCELLENT
3 points
Student includes relevant
and accurate information
from the main chapter.
AND
Student includes relevant
information from related
chapters in the textbook
(based on what is
reasonable to expect at the
student’s current level in
the dental hygiene
curriculum).
All components of the
question, case scenario, or
patient assessment data are
considered in the student’s
answer.
ACCEPTABLE
2 points
Student includes relevant
and accurate information
from the main chapter.
UNSATISFACTORY
0–1 points
Significant relevant
information from the main
chapter is missing
OR
Misunderstanding of one or
more basic concepts is
evident.
Only minor details or
components of the
question, case scenario, or
patient assessment data
have not been addressed in
the student’s answer.
At least one major
component has not been
addressed.
Connection or
comparisons made
between factors, concepts
Connection or
comparisons between
factors, concepts, and
Important or obvious
connections are missing from
the students answer.
Points _________
SYNTHESIS
Combining ideas to
form a complex,
cohesive whole using
logical reasoning and
deduction.
and facts/knowledge from
the textbook chapter is
very clear.
facts/knowledge from the
chapter textbook is
apparent, but not
completely explained.
Student provides clear
explanations that support
conclusions, statements, or
connections made.
Examples:
 Linking basic
information and
intended actions or
conclusions drawn
 Explaining personal
perspective
 Defining controversy
that requires further
investigation
Meets professional writing
standards for:
 Grammar
 Spelling
 Appropriate use of
either a formal or
“patient-friendly”
writing style (based
on the focus of the
exercise).
Explanations are provided
that support conclusions,
statements, or connections,
but could be more
completely or clearly
explained.
Little evidence is provided to
support conclusions,
statements or connections
Meets professional writing
standards for:
 Grammar
 Spelling
 Appropriate use of
either a formal or
“patient-friendly”
writing style (based
on the focus of the
exercise).
Errors in spelling or
grammar.
OR
Writing style is too
casual/conversational for
professional writing.
OR
Inappropriate professional
jargon is used for a patient
discussion.
.
Points _________
SUPPORT
Providing rationale for
statements
Points _________
COMMUNICATION
Conveying information
Points _________
Total points ______________ / 15 possible points
FACULTY FEEDBACK: