Meeting the Nutritional Requirements of Individuals with Dementia
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1 Unit 15: Understanding and Meeting the Nutritinal Requirements f Individuals with Dementia Unit reference number: D/616/7124 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 26 Unit summary Individuals with dementia ften have specific nutritinal needs because f the impact f this prgressive degenerative disrder n their understanding f fd and nutritin, their appetite r their physical ability t eat and digest fd. It may als be because f changes in their calrie requirements r their emtinal reactins t fd and eating. In this unit, yu will develp the knwledge and skills t meet these nutritinal requirements. Yu will gain an understanding f the imprtance f nutritinal balance fr the individual and the impact f dementia n the prcess f maintaining health and wellbeing thrugh nutritin. Yu will cnsider the impact f different factrs, such as envirnment and individual preference, n the persn with dementia. Yu will develp a clear understanding f the imprtance f the persn-centred apprach and culture in nutritinal planning, and f develping strategies fr interpreting the reactins f peple with diminishing cmmunicative capacities t fd and drink. This unit will enable yu t plan, prepare, implement and evaluate strategies t maximise the wellbeing f the individual with dementia with regard t their nutritinal intake. The unit will als enable yu t demnstrate the skills needed fr putting the strategies int practice. 1
2 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcme 3 needs t be assessed in the wrkplace envirnment. Learning utcmes 1 Understand the nutritinal needs that are unique t individuals with dementia 2 Understand the effect that mealtime envirnments can have n individuals with dementia Assessment criteria 1.1 Describe hw cgnitive, functinal and emtinal changes assciated with dementia can affect eating, drinking and nutritin 1.2 Explain why it may be imprtant fr smene with dementia t have their persnal and cultural preferences recgnised with reference t fd and drink 1.3 Explain hw ther health and emtinal prblems can affect the nutritinal needs f individuals with dementia 1.4 Explain why it is imprtant t include a variety f fd and drink in the diet f an individual with dementia 2.1 Explain hw a persn-centred apprach can supprt an individual with dementia t eat and drink as independently as pssible 2.2 Explain hw mealtime envirnments and fd presentatin can be designed t help an individual with dementia t eat and drink 2.3 Evaluate hw mealtime cultures and envirnments can be a barrier t meeting the nutritinal needs f an individual with dementia 2
3 Learning utcmes 3 Be able t supprt an individual with dementia t enjy gd nutritin Assessment criteria 3.1 Demnstrate hw mealtimes fr an individual with dementia are planned t supprt his/her ability t eat and drink 3.2 Demnstrate hw the specific supprt needs fr eating and drinking f an individual with dementia are addressed 3.3 Evaluate hw a persn-centred apprach t meeting the nutritinal requirements f an individual with dementia has affected the wellbeing f the individual 3
4 Cntent What needs t be learned Learning utcme 1: Understand the nutritinal needs that are unique t individuals with dementia Individuals with dementia An individual is smene requiring care r supprt. Cgnitive changes: supprt the individual with dementia t understand imprtance f nutritin supprt the individual with dementia t cntribute t the scial aspect f eating and drinking. Functinal changes: the effects f dementia n an individual s fine and grss mtr skills prmte chice and variety in the fd t individuals with dementia. Emtinal changes: effects f dementia n the individual s perceptin f taste, appetite and understanding f the need fr a balanced diet. Persnal and cultural preferences Benefits f prmting persnal fd preferences f peple with dementia. Cultural variatins in tastes. Differing nutritinal value in different fds. The effects f dementia n the sense f taste. Impact f ther health cnditins n nutritin The impact n nutritinal needs f: physical ill health emtinal distress. Learning utcme 2: Understand the effect that mealtime envirnments can have n individuals with dementia Mealtime envirnments and fd presentatin Hw fd presentatin can stimulate appetite. Effects and recgnitin f the imprtance f mealtime scial cnventins n an individual with dementia. The imprtance f the dining envirnment n: appetite emtinal state cmpliance f the individual with dementia. 4
5 What needs t be learned The persn-centred apprach Persn-centred apprach is a way f wrking which aims t put the persn at the centre f the care situatin, taking int accunt their individuality, wishes and preferences. Recgnise and meet the dietary needs f an individual with dementia. Respnd t the bdy language f the individual with dementia. Prvide and supprt the individual t use the right equipment. Prmte independence with eating and drinking fr the individual cnsidering: capability need envirnmental cnstraints staffing levels. Learning utcme 3: Be able t supprt an individual with dementia t enjy gd nutritin Planning t supprt t eat and drink This is a way f wrking that aims t put the individual at the centre f the care situatin, taking int accunt their individuality, wishes and preferences. Planning and cnsultatin with the individual and the team as part f the persncentred apprach t nutritin fr an individual with dementia. The imprtance f nutritinal requirements t the wellbeing f an individual with dementia. Planning fr and meeting the nutritinal needs f an individual with dementia Designing and implementing a plan fr meeting the nutritinal needs f an individual with dementia. Mealtimes: meal planning fd shpping fd preparatin pre- and pst-meal activities dining snacking. Supprting individuals with dementia in meeting their nutritinal needs with reference t: specialist equipment the rle f the healthcare wrker in assisting feeding the imprtance f effective cmmunicatin. 5
6 What needs t be learned Wellbeing Physical health. Apprpriate weight gain/lss. Imprved sleep patterns. Emtinal health. Reduced cnfusin. Imprved physical health. Reduced infectins. Scial inclusin. Imprved emtinal state. 6
7 Infrmatin fr tutrs Suggested resurces Bks Cleman G Alzheimer s Sciety Guide t Catering fr Peple with Dementia (Alzheimer s Sciety, 2009) ISBN Pulsfrd D, Thmpsn R Dementia Supprt fr Family and Friends (Jessica Kingsley Publishers, 2013) ISBN Websites Infrmatin and advice n caring fr individuals with dementia. Website fr infrmatin and advice fr carers. Evidence-based infrmatin n caring fr individuals with dementia. 7
8 Assessment This guidance shuld be read in cnjunctin with the assciated qualificatin specificatin fr this unit. This unit is internally assessed. T pass this unit, the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria, and the requirements f the assessment strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the guidance given in Sectin 8 Assessment f the assciated qualificatin specificatin and meet the requirements frm the assessment strategy given belw. Wherever pssible, centres shuld adpt an hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in accrdance with the assessment strategy (principles) in Annexe A f the assciated qualificatin specificatin. Assessment decisins fr learning utcme 3 (cmpetence) must be made based n evidence generated during the learner s nrmal wrk activity. Any knwledge evidence integral t this learning utcme may be generated utside f the wrk envirnment, but the final assessment decisin must be within the real wrk envirnment. Simulatin cannt be used as an assessment methd fr learning utcme 3. Assessment f learning utcmes 1 and 2 (knwledge) may take place in r utside f a real wrk envirnment. 8
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