Reflection of Competency Areas
This reflection is composed of evidence retained from the following courses that have challenged my ability to apply the knowledge that I have accumulated over my career as an undergraduate. The education that I have received from the University of Cincinnati has left me prepared to utilize all five of the core competencies.
Knowledge Integration
1) Lifecycle Nutrition – Exam #2: I demonstrated my proficiency in topics ranging from the medical symptoms and health consequences of metabolic syndrome, to the differences between water soluble and fat soluble vitamins, a topic that I felt comfortable with due to my Survey of Biochemistry class. I was also able to draw on the knowledge I accumulated in my Introduction to Psychology course in order to define and assess for Munchausen Syndrome.
2) Public Speaking Speech – The Caffeine Effect: I gave a speech on the effects that caffeine has on the body by using the concept of extemporaneous speaking learned in class. However, the content of my speech was based on the psychoactive properties of caffeine that I learned about in General Organic Biochemistry. I also spoke regarding how popular having a caffeine addiction is in America, which I learned about in Medical Nutrition Therapy II. This speech resonated very well with my audience of college students.
3) Nutrition Research Methods – I was required to locate, interpret, and evaluate an original research paper that has been published in a peer-reviewed journal. I learned how to use PubMed from Community Nutrition in order to locate an original research paper, and I was already familiar with the strengths and weaknesses of implementing a semiquantitative Food Frequency Questionnaire (FFQ) from Nutritio...
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...le also observing the physical therapists at work with the patients. I learned a lot about how versatile of a disease that Parkinson’s and became very involved with the innovative rehabilitation techniques that the clinic used.
Strengths and Areas to Improve:
I consider myself an open-minded and empathetic individual that exceeds in educating others in a way that is not demeaning or overwhelming. I would consider my ability to communicate effectively and to collaborate with a team in order to accomplish a common goal. I have also developed the ability to efficiently locate and integrate resources when planning presentations and conducting research for reports. However, I have often caught myself overburdening myself with too many responsibilities. I consider the fact that I occasionally over-schedule myself a weakness in regards to planning and critical thinking.
Wardlaw, G. M., & Smith, A. M. (2011). Contemporary nutrition (8th ed.). New York, NY: McGraw-Hill.
This reflective essay will lay emphasis on one of the learning needs I have developed during my two week taster placement in hospital. Reflection helps an individual build upon their skills and makes room for self-criticism as he or she can contemplate upon actions and make relevant changes (Taylor, 2000). I will be applying the “What”, “So what” and “Now what” model of reflection by Driscoll (2000) in this piece of work because it is a more coherent and comprehensible approach to follow when writing a reflective account and is also an easier guide to writing reflections. The learning need I chose to reflect on from my learning plan is having a better understanding of diabetes and the 6 basic medications used in treating the condition since it is a common illness on the ward I am have been allocated on for my first placement. The timescale set for achieving this objective was by the end of my two week placement that is from 27th January to 9th February and I achieved it with the help of a host of factors. In this assignment, all the names of the patients and wards have been omitted and indicated with letters and numbers for confidentiality reasons as stated in the Nursing and Midwifery Council (NMC) code of conduct (2008). The paper will primarily touch on the type 2 diabetes and furthermore on the achievement on my learning need.
Wardlaw, G.M. and Smith. Contemporary Nutrition: Issues and Insights. 5th Edition. Boston: McGraw-Hill, pp 85, 2004.
Whitney, E., Debruyne, L. K., Pinna, K., & Rolfes, S. R. (2011). Nutrition for health and health
My sixteen week class in English 111. I was really nervous about this class. Because English has never been my strong point. This class has hard, but fun all at the same time. I learn a lot from this class. Meanwhile,the first day of class you handed a paper with a question on it. “The first thing I want to say to you who are students is that you must not think of being here to receive an education; instead, you will do much better to think of being here to claim one.” Even though putting my all in what I have learned, claiming my education with hard work because using the skills of the meal plan, as we write to different audiences and learning to be a Critically thinker as I start becoming a critically-Literate Citizenship.
The purpose of this personal dietary assessment is to measure my individual food and nutrient intake level, as well as my activity level. By recording my current food and nutrient intake, I am able to compare them with the recommended nutrients intake values and understand both advantages and disadvantages of my personal habits. Moreover, this assignment can provide me a deeper understanding of the knowledge of nutrition, allow me to build a much healthier eating habit, and improve my lifestyle.
Boyle, Marie A., and Sara Long Roth. Personal Nutrition 8th ed. Mason: Cengage Learning, 2013. Print.
Primary research for this report includes an interview with a Nutrition professor, e-mails to one of the professor’s assistants and to the Director of the Department of Nutrition, Dr. Hansen-Petric. As well as, a meeting with an advisor in the College of Education, Health, and Human Sciences.
I have learned that I am not the amazing communicator I once thought I was. I have many skills to practice and develop to become an effective communicator. Discovering my working style has allowed me to look more closely at my roles in various groups at work and understand why these groups don’t always work. I was also able to take away a better understanding for my learning styles and how to embrace them instead of trying to conform to a more traditional way of learning. These skills will aid me in my quest to be the first person in my family to earn a Bachelor’s degree. I can, and I will
This study was conducted by M. L. Bradlee, M. R. Singer, and L. L. Moore for a journal on nutrition and dietetics. They found that
Ronzio, Robert A. (1997). The encyclopedia of Nutrition and Good Health, 61 Robert A. Ronzio
American Dietetic Association. Position Paper on food and nutrition misinformation on selected topics. Journal of American Dietetic Association. 1974;66: 277-80.
Nelson, Jennifer K., and Katherine Zeratsky. “Nutrition and Healthy Eating.” mayoclinic.org. Mayo Foundation for Medical Education and Research, 1998-2014. Web. 14 Jan. 2014.
This lesson is designed to review and reinforce a few important concepts about plants (e.g. Needs, parts, sequence of planting) and to also guide the students through applying a few scientific inquiry (e.g. Making observations, experimentation, discussion, reflection, reporting results etc.). The students have previously planted corn and bean seeds and today’s lesson has provided the students a chance to see the results of the planted corn and bean seeds. Additionally, seeds have been planted under and growing under the following conditions: without water, and without soil. The students see the results of these seeds planted under these conditions for the past week. Two plants in particular have already been grown their growth has been