Step 1: Pull out your food journal

Using your own diet  analysis,  set up a dietary consultation as if you were with a client.  The client may be fictional or yourself

• Create a goal for your “client”.  It can be a made up goal or one that you have for yourself.
• Analyze your diet by looking at the diet and exercise as a whole over the duration of your journal

Some things to include:

• Determine any dietary suggestions that may be necessary to meet the client’s goal
• Does the client (or you) eat more over the weekend?
• Does the client (or you) eat more during the week?
• Do your exercise patterns change during the week compared to the weekend?
• Does  your macronutrient (Fat, Protein, and Carbohydrates) break out work  towards the overall goal for yourself or your “client? If yes, Explain  why.  If no, How can you improve to meet the nutritional goal?
• Based  on your Food log, clients body composition, and overall health goal-  determine if the goal was realistic to achieve.  If yes, explain why.   If not, how would you help them to create a realistic goal

Your  food recommendations paper should be a minimum of 2-3 pages in length,  APA formatted, properly cited reference page, 12 point font.

Step 2: Create a Food Journal Portfolio

Include in this order:

• Title page
• Personal Food Journal
• Food Journal Analysis
• Food Recommendations for a fictional client or yourself
• Reference Page

All components to your portfolio must be presented in essay style APA format, include properly cited reference page, title page, and 12 point font.

APA format 2 pages long 3 references 1 from walden university library

please use one of the references from this post

     An educational program’s worth is determined by a process that is defined as an evaluation (Keating & DeBoor, 2018).  “Evaluation is a broad term that describes the process of determining the value, worth, or quality” (Billings & Halstead, 2016, p. 385).  There are several evaluation models that are utilized by nursing programs and nursing educators. 

     During this week’s assigned readings, I found two models that could be used for the evaluation of an educational intervention in a healthcare setting.  One is the RSA Model which was developed by Roberta Straessle Abruzzese, a nursing educator.  This model is a triangle that progresses in a hierarchy fashion moving from process evaluation (the lowest level) to content evaluation, outcome evaluation, and the highest level – impact evaluation (DeSilets, 2010).  Another attractive model is the CURRICULUM Model which includes context, content, and conduct.  Under context the letters C – consider context and U – understand learners; content includes the letters R – wRite goals, R – wRite objectives, I – identify content, C – choose methods and materials, and U – unite resources; and conduct includes the letters L – lead implementation, U – undertake evaluation, and M – monitor outcomes (Kalb, 2009).

     Although the above-referenced evaluation models are appropriate for an educational program within a healthcare setting, our team has chosen the Kirkpatrick Evaluation Model combined with a Shared Governance Model approach.  The Kirkpatrick Evaluation Model “evaluates four levels of change:  reaction, learning, behavior, and results” (Billings & Halstead, 2016, p. 389).  Each of these levels must be evaluated before expanding upon the next.  This model will be useful for the nurse and the educator as it will show if the training yields the desired outcomes; the degree of change on the nursing units; and the amount of content learned (Kirkpatrick Partners, 2019).  Moses Cone Hospital already has a Shared Governance model in place which will aid in achieving quality patient care by aligning nursing professional practice with organizational values and beliefs (Nursing World, 2004).  This model can help nurses by encouraging one another to provide evidenced-based care and live the mission, vision, and values of the Cone Health organization. 

     According to Billings & Halstead (2016, p. 395), “to design and implement an evaluation plan and then ignore the results would defeat the purpose of evaluation.”  Evaluation of an educational program not only reveals the success of the said program; it can also assist the nurse educator in any changes that need to be made for future reference.  “Implementing an educational model that is based on outcomes reflects the influence of education on practice” (Dickerson, Shinners, & Chappell, 2017).    

References

Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty (5th ed.)

DeSilets, L. D. (2010, January). Another Look at Evaluation Models. The Journal of Continuing Education in Nursing, 41(1), 12-13. Retrieved from the Walden Library databases.

Dickerson, P. S., Shinners, J., & Chappell, K. (2017). Awarding credit for outcomes-based professional development. The Journal of Continuing Education in Nursing, 48(3), 97-98. Retrieved from the Walden Library databases.

Kalb, K. A. (2009, May/June). The three Cs model: The context, content, and conduct of nursing education. Nursing Education Perspectives, 30(3), 176-180. Retrieved from the Walden Library databases.

Keating, S. B., & DeBoor, S. S. (2018). Curriculum development and evaluation in nursing education (4th ed. New York, NY: Springer.

Nursing World. (2004). Shared governance models: The theory, practice, and evidence. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/

ANAPeriodicals/OJIN/TableofContents/Volume92004/No1Jan04/SharedGovernance

Models.aspx