Running head: PENDER REVIEW 1

Pender Review

CSUSM

Health Promotion and Patient Education Strategies

NURS 370

March 26, 2017

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Pender Review

“Effective planning for health promotion requires an assessment of the nutritional status of

the client to establish a baseline.” (Pender, Murdaugh, & Parson, 2015, p. 86) This health

promotion assessment will focus on the nutrition of a Caucasian 72-year-old male client that,

within the past three months, had a fall, which cause a sub-arachnoid brain bleed. This traumatic

event has cause changes in the client’s nutritional intake. Prior to this event the client was in the

maintenance stage of his nutrition management. He is now regressed to the planning/preparation

stage due to weakness, fatigue and lack of motivation.

Prior Behavior

Prior behavior includes finding the time to drive to Sprout’s and purchase very high

quality healthy fruits, vegetable, fish and healthy snacks. The client has made great efforts, prior

to his brain injury, to prepare small portions of foods that could be grabbed on the go such as

carrots, smoothies, chopped salads and nuts. The client drives long distances to his daily

destinations due to him home being far from his family and stores that he frequents. The clients

states that the attempts he made in the past worked very well for his lifestyle for many years and

he felt healthy and had more energy.

Personal Influences

The client reported that he feels he would benefit very much from changing his eating

habit in ordered to renew his energy to play with his grandchildren and felt he had more clarity

of thought. The client stated he does feel that he has many barriers making it very easy to

ignore what he should be doing to prepare for the correct nutritional choices. The barriers

include: living far from a grocery store, eating out when driving from home rather than preparing

something to take on the road, not stopping at a grocery store to choice healthy foods due to
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being tired and when cooking at home feeling too exhausted to prepare a meal with healthy

ingredients. When asked how successful the client feels to start a plan to over come these

barriers he states an 8/10 in terms of self-efficacy and motivation to start making the changes

required to feel health and wellness as he felt before his brain injury. The foods most enjoyable

to the client were stated to be: asparagus, all steamed vegetables, rice, fish, apples, bananas,

pears, lean grass fed meats.

Interpersonal Influences

The client has a wife, stepdaughter and three grandchildren that he sees weekly. The family

members are very healthy with their food choices and expect the client to also be selective and

choose high quality fresh fruits, vegetable, fish and lean grass-fed meats. They often dine

together and remind him of the kind of foods that he should be eating because of the foods they

select. The clients wife is the main social support system that has cooked low fat, high fiber,

gluten-free meals for the duration of their relationship, selected healthy restaurants and find

creative ways to eat healthy on the go. An example of creative foods to take on the road or to

work would be fruit or vegetable smoothies with omega fatty acids, pro-biotics, chlorella and

many other immune boosting additives.

Situational Influences

The client and I have discussed where he can find healthy foods in different situations such

as on the long hour drive from his home to run errands. He states that his wife has suggested that

if he does not find the time to prepare something for the road, he should stop by Whole Foods

Market, which is where he has to perform many weekly errands, and have a half of a veggie

sandwich and a cup of bean soup or whatever is the healthiest of the day. In regards to home, he

should make sure that he gets enough rest through the week and makes a trip to either Sprouts of
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Whole Foods to stock up the refrigerator with 5 easy healthy meals like broiled fish, steamed

vegetable or a simple tuna sandwich and small salad. When purchasing snacks, the choices

should be limited to applesauce, yogurt, raisins, nuts and other quick and healthy finger foods

when he craves a snack.

Commitment to Plan of Action

The client desires whole-heartedly to commit to a lifetime of healthy eating and is aware that

due to his injury, he needs to have to discipline to make an effort to take the time to plan,

purchase and prepared the foods required for him to regain his strength and wellness, even when

he is not motivated and tired. Eventually, this lifestyle of healthy, high quality nutrition will

bring him a new self and sense of accomplishment. An action plan was tailored for this client:

1. Stop eating high fat foods on the go unless time is limited and only eat at preselected

locations that have healthy food available,

2. Plan meal time and cook with his wife who is his guide and support system.

3. Adhere to ridged food choices containing only healthy, high quality foods.

4. Plan ahead by grocery shopping and ensure that high quality healthy foods are the only

thing available at home. The client should pay close attention to foods labels and

understand the calorie count, cholesterol %, saturated and trans fat % as well as sugar

content.

5. Set aside time out of each day to plan healthy meals while being creative and making it

fun and desirable to the pallet.

Literacy Assessment

In ordered to assess that the client understands this plan and actions that he will needs to set

forth to achieve his goal I have 1) given him a food label and asked him where to located the
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pertainant information on the label in order to decide if this item was a healthy choice. The

patient was aware of the food labels and how to decide if the item was a health or poor choice.

(Cornett, 2009) 2) I evaluated whether the client understood what a healthy meal consisted of I

asked him to describe the food choices for a healthy, high quality well balanced meal should

consist of. Often people that have difficulty with literacy tend to listen very intently, all the

while hiding that they do not understand the instructions given to them. Asking them to repeat

back the instructions and the plan will show you if they understood and can recall what was

discussed. (Cornett, 2009)

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References

Cornett, S. (2009, September 9, 2009). Assessing and Addressing Health Literacy [Periodical]. A

Scholarly Journal of the American Nurses Association, 14(3). Retrieved from

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/

OJIN/TableofContents/Vol142009/No3Sept09/Assessing-Health-Literacy-.html

Pender, N. (2011). The Health Promotion Model Manual. In The Health Promotion Model.

Chicago, Ill: .

Pender, N., Murdaugh, C., & Parson, M. (2015). Health Promotion in Nursing Practice (7th ed.).

USA: Pearson.