Genetic Dietary Teaching Plan Rubric Required content Score and Comments A. Narrative Paper- 1. Describe the cause(s), signs, symptoms, treatment, including dietary interventions of the genetic disorder. Points possible: 20 Points: 2. Briefly describe the target client who will receive the teaching (parent or caregiver). Include information re: developmental level, sensory deficits, cognitive level, preferred learning style, etc. Points possible: 10 Points: 3. Discuss how teaching strategies are developmentally appropriate and matched to the client’s sensory deficits as applicable, cognitive level, and preferred learning style. Points possible: 10 Points: 4. Identify the standard (overall outcome) for the teaching plan with rationale. Points possible: 10 Points: 5. Identify at least two public information resources for client related to this genetic disorder, and provide a description and complete information to access these resources within the body of the teaching plan. Points possible: 10 6. Points: B. Teaching Tool 1. Teaching Plan tool is completed, with all of the columns filled in. 2. Content covered in the teaching plan tool is appropriate in terms of amount, complexity, comprehensiveness and sequencing. Points possible: 20 3. sequencing. Points possible: 10 Points: 3. Evaluation methods are appropriate for the learner and are measurable. Points possible: 10 Points: Grammar, format: used correct grammar; punctuation, spelling and format are clear. APA format used for references. Points possible: 10 Points: Total points possible: 100 Total points received: Dehydration Causes, Dangers, and Treatment 1 Body Fluids Chemical reactions happen in aqueous solutions Solutes: Dissolved substances in a solution Vary throughout the body Proteins that transport Lipids Carbohydrates Electrolytes The chemical reactions in our bodies happen in aqueous solutions. The dissolved substances in a solution are called solutes. Solutes vary in different parts of the body but may include proteins. Including those that transport lipids, carbohydrates, and, very importantly, electrolytes (Betts et al., 2017). 2 Electrolytes A mineral separated from a salt that carries an ion. Sodium ions (Na+) Chloride ions (Cl-) Osmosis is diffusion of water from higher concentration to lower concentration Often in medicine, a mineral dissociated from a salt that carries an electrical charge (an ion) is called and electrolyte. For example, sodium ions (Na+) and chloride ions (Cl-) are often referred to as electrolytes. In the body, water moves through semi-permeable membranes of cells and from one compartment of the body to another by a process called osmosis. Osmosis is the diffusion of water from regions of higher concentration to those of lower concentration, along an osmotic gradient across a semi-permeable membrane. Resulting in water mov ...

1. Genetic Dietary Teaching Plan Rubric
Required content
Score and Comments
A. Narrative Paper-
1. Describe the cause(s), signs, symptoms, treatment, including
dietary interventions of the genetic disorder.
Points possible: 20
Points:
2. Briefly describe the target client who will receive the
teaching (parent or caregiver). Include information re:
developmental level, sensory deficits, cognitive level, preferred
learning style, etc.
Points possible: 10
Points:
3. Discuss how teaching strategies are developmentally
appropriate and matched to the client’s sensory deficits as
applicable, cognitive level, and preferred learning style.
Points possible: 10
Points:
4. Identify the standard (overall outcome) for the teaching plan

2. with rationale.
Points possible: 10
Points:
5. Identify at least two public information resources for client
related to this genetic disorder, and provide a
description and
complete information to access these resources within
the body
of the teaching plan.
Points possible: 10
6.
Points:
B. Teaching Tool
1. Teaching Plan tool is completed, with all of the columns
filled in.
2. Content covered in the teaching plan tool is appropriate in
terms of amount, complexity, comprehensiveness and
sequencing.

3. Points possible: 20
3. sequencing.
Points possible: 10
Points:
3. Evaluation methods are appropriate for the learner and are
measurable.
Points possible: 10
Points:
Grammar, format: used correct grammar; punctuation, spelling
and format are clear. APA format used for references.
Points possible: 10

4. Points:
Total points possible: 100
Total points received:
Dehydration
Causes, Dangers, and Treatment
1
Body Fluids
Chemical reactions happen in aqueous solutions
Solutes: Dissolved substances in a solution
Vary throughout the body
Proteins that transport
Lipids
Carbohydrates
Electrolytes
The chemical reactions in our bodies happen in aqueous
solutions. The dissolved substances in a solution are called
solutes. Solutes vary in different parts of the body but may
include proteins. Including those that transport lipids,
carbohydrates, and, very importantly, electrolytes (Betts et al.,
2017).

5. 2
Electrolytes
A mineral separated from a salt that carries an ion.
Sodium ions (Na+)
Chloride ions (Cl-)
Osmosis is diffusion of water from higher concentration to
lower concentration
Often in medicine, a mineral dissociated from a salt that carries
an electrical charge (an ion) is called and electrolyte. For
example, sodium ions (Na+) and chloride ions (Cl-) are often
referred to as electrolytes. In the body, water moves through
semi-permeable membranes of cells and from one compartment
of the body to another by a process called osmosis. Osmosis is
the diffusion of water from regions of higher concentration to
those of lower concentration, along an osmotic gradient across a
semi-permeable membrane. Resulting in water moving into and
out of cells and tissues, depending on the concentrations of the
water and solutes. A balance of solutes inside and outside of
cells must be maintained to ensure normal function (Betts et al.,
2017).
3
Body Water Content
Infants – 75% of body mass
Adults – 50-60% of body mass
Elderly – as low as 45%
Brain and Kidneys – Highest proportion 80-85%
Teeth – Lowest proportion 8-10%

6. Human beings are mostly water, ranging from about 75 percent
of body mass in infants to about 50–60 percent in adult men and
women, to as low as 45 percent in old age. The percent of body
water changes with development, because the proportions of the
body given over to each organ and to muscles, fat, bone, and
other tissues change from infancy to adulthood. The brain and
kidneys have the highest proportions of water, which composes
80–85 percent of their masses. Teeth have the lowest proportion
of water, at 8–10 percent (Betts et al., 2017).
4
Fluid Compartments
Intracellular fluid (ICF) compartment is the system that
includes all fluid enclosed in cells by their plasma membranes.
Extracellular fluid (ECF) surrounds all cells in the body.
plasma
Interstitial fluid (IF) that surrounds all cells not in the blood
Body fluids can be discussed in terms of their specific fluid
compartment, a location that is largely separate from another
compartment by some form of a physical barrier. The
intracellular fluid (ICF) compartment is the system that includes
all fluid enclosed in cells by their plasma membranes.
Extracellular fluid (ECF) surrounds all cells in the body.
Extracellular fluid has two primary constituents: the fluid
component of the blood (called plasma) and the interstitial fluid

7. (IF) that surrounds all cells not in the blood (Betts et al., 2017).
5
Plasma osmolality
Osmolality is the ratio of solutes in a solution to a volume of
solvent in a solution. Plasma osmolality is thus the ratio of
solutes to water in blood plasma. Plasma osmolality value
indicates the levels of hydration. A healthy body will keep
plasma osmolality within a small range by using several things
that regulate both water intake and output. Drinking water is
voluntary. If someone is dehydrated, there is a net loss of water
that results in insufficient water in the blood and other tissue.
The water that leaves the body, as exhaled air, sweat, or urine,
is eventually removed from blood plasma. As the blood becomes
more concentrated, a sequence of physiological methods is
triggered (Betts et al., 2017).
6
Osmolality is the ratio of solutes in a solution to a volume of
solvent in a solution.
Plasma osmolality is thus the ratio of solutes to water in blood
plasma.
Dehydration is the net loss of water that results in insufficient
water in blood and other tissues.
The water that leaves the body, as exhaled air, sweat, or urine,
is ultimately extracted from blood plasma.

8. Thirst Response
Osmoreceptors are sensory receptors in the thirst center in the
hypothalamus that monitor the concentration of solutes, known
as osmolality, of the blood. If blood osmolality increases above
its ideal amount, the hypothalamus sends signals that cause a
conscious recognition of thirst. A person normally responds by
drinking water. The hypothalamus of a dehydrated person also
releases antidiuretic hormone through the posterior pituitary
gland. ADH alerts the kidneys to regain water from urine and
dilutes the blood plasma. The hypothalamus also sends signals
by way of the sympathetic nervous system to the salivary glands
in the mouth. Resulting in a decrease in watery, serous output
and an increase in stickier, thicker mucus output. These
variations in secretions result in a “dry mouth” and the feeling
of thirst.
Decreased blood volume results in 2 more ways. First,
baroreceptors, blood-pressure receptors in the arch of the aorta
and the carotid arteries in the neck, detect a decrease in blood
pressure.
The heart is alerted to increase its rate and/or strength of
contractions to offset the lowered blood pressure. Second, the
kidneys have a renin-angiotensin hormonal system that
increases the production of the active form of the hormone
angiotensin II, which helps stimulate thirst, but also stimulates
the release of the hormone aldosterone from the adrenal glands.
Aldosterone increases the reabsorption of sodium in the distal
tubules of the nephrons in the kidneys, and water follows this
reabsorbed sodium back into the blood (Betts et al., 2017).

9. 7
Not drinking enough water
Diarrhea
Vomiting
Sweating too much
Urinating too much
Fever
What causes dehydration?
The simplest cause of dehydration is a lack if drinking water.
However, other causes may be diarrhea, vomiting, sweating,
urinating, or fever. Some of which can be related to specific
medications a person is taking.
Diabetes, ADH hyposecretion and overuse of diuretics are
additional causes of dehydration (NIH, 2020).
8
What is dehydration?
Dehydration is condition caused by the loss of too much fluid
from the body.
More water than sodium
Causes extracellular fluid (ECF) osmolarity to rise
ECF is approximately 1/3 of the body’s water content
20% in plasma
CSF
Lymph
Synovial fluid
Pleural

10. Pericardial
Peritoneal
Aqueous humor
Dehydration is also known as a negative water balance. It
occurs when the body eliminates significantly more water than
sodium which increases ECF osmolarity.
The ECF accounts for the other one-third of the body’s water
content. About 20% of the ECF is found in plasma.
Other water-based ECF include the CSF, lymph, the synovial
fluid in joints, the pleural fluid in the pleural cavities, the
pericardial fluid in the cardiac sac, the peritoneal fluid in the
peritoneal cavity, and the aqueous humor of the eye. Because
these fluids are outside of cells, these fluids are also considered
components of the ECF compartment (Betts et al., 2017).
9
Effects of profuse sweating on fluid compartments
Dehydration affects all fluid compartments. If a person loses a
liter of sweat, most of it filters out of the bloodstream through
the capillaries of the sweat glands. A liter of sweat would
amount to approximately 1/3 of the blood plasma. However, as
blood loses water, its osmolarity rises and the water from the
tissue fluid enters the bloodstream to balance the loss. This
raises the osmolarity of the tissue fluid, so water moves out of
the cells to balance that. This ultimately causes the ICF, bl ood
and tissue fluid to lose water. To excrete 1 liter of sweat, about
300 ml of water would come from the tissue fluid and 700 ml
from the ICF. Sweating without fluid replacement can lead to

11. losses greater than 1 L per hour (Betts et al., 2017).
10
Potential complications of untreated dehydration
Heat exhaustion
Heat cramps
Seizures due to electrolyte loss
Hyponatremia
Hypernatremia
Hypocalcemia
Hypercalcemia
Hypomagnesemia
Low blood volume
Kidney failure
Coma
Heatstroke
Muscle cramps
Weariness
Headache
Dizziness
Feeling faint
Nausea
Pale, red, or dry skin
Confusion
Trouble walking
Dilated pupils
Vomiting
Inappropriate or uncharacteristic behavior
Rapid or racing heart rate
Rapid breathing
Seizures
Unconsciousness

12. Heat exhaustion occurs when your body overheats in response
to external factors, like high temperature. Heat exhaustion can
happen to anyone. It’s common in athletes, particularly those
who exercise outdoors during extreme summer weather. It can
also occur if you’re in a hot car or other indoor area that isn’t
air-conditioned. Babies, small children, and older adults are
more susceptible.
Heat cramps are the first stage of heat emergency. They usually
happen when you’ve been physically active in the heat, but they
can also occur if you haven’t been active.
Heat cramps are especially likely in the elderly or small
children, overweight people, and people who have been drinking
alcohol. Muscle pain and tightness are symptoms of heat
cramps.
Heatstroke develops when the body is unable to effectively
sweat to cool itself down. As core temperatures rapidly elevate,
the skin becomes dry, and your heart rate begins to elevate
(Taylor-Chavoustie, 2019).
11
Strategies to treat dehydration
Rehydration
IV
Drink water
Electrolyte containing drink
Pedialyte
Things to avoid
Soda
Alcohol
Sweet drinks
Caffeine

13. Treatments for dehydration include rehydrating methods,
electrolyte replacement, and treating diarrhea or vomiting, if
needed.
Rehydration by drinking may not be possible for all people, like
those who have severe diarrhea or vomiting. In this case, fluids
can be given by IV which provides a solution that’s often a mix
of water and electrolytes.
For those able to drink, drinking water along with an
electrolyte-containing rehydration drink, such as a low-sugar
sports or electrolyte drink, may be recommended. Children with
dehydration are often directed to drink Pedialyte.
Avoid soda, alcohol , overly sweet drinks, or caffeine. These
drinks can worsen dehydration (Taylor-Chavoustie, 2019).
12
References
Betts, J. G., Desaix, P., Johnson, E., Johnson, J. E., Korol, O.,
Kruse, D., Poe, B., Wise, J., Womble, M. D., & Young, K. A.
(2017). 26 FLUID, ELECTROLYTE, AND ACID-BASE
BALANCE. In Anatomy & physiology (pp. 1174–1197). essay,
OpenStax College, Rice University.
Nardone, R., Brigo, F., & Trinka, E. (2016, January). Acute
Symptomatic Seizures Caused by Electrolyte Disturbances.
Journal of clinical neurology (Seoul, Korea).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4712283
NIH. (2020, October 1). Dehydration. MedlinePlus.
https://medlineplus.gov/dehydration.html.
Taylor-Chavoustie, C. (2019, September 19). What to Know

14. About Dehydration. Healthline.com.
https://www.healthline.com/health/dehydration.
Written Assignment:
Genetic Dietary Teaching Plan (12 points) C.O. 4- Integrate
knowledge of the principles of genetic health promotion, risk
reduction, and management of genetic-based illnesses of
individuals, families and groups.
1. Purpose: The student will design a teaching plan, which
includes dietary alterations required for a specific genetically
transmitted disease. They will choose one disease from a list of
multiple genetically transmitted diseases.
2. The approach to this intervention is from the perspective of
the registered nurse developing a teaching plan for the cli The
student will utilize teaching/learning principles from assigned
readings and Power Point slides to develop the teaching plan.
3. The assignment consists of two parts:
·
· Narrative discussion double space typed paper (2-3 pages) to
include:
· Causes, signs and symptoms, and treatment of the genetic
disorder, with a heavy emphasis on dietary
· Target audience, discussing their unique characteristics, based
on developmental level, any sensory deficits, cognitive level
(The target audience can be parents of the child or an adult
caregiver.)
·
·
· Teaching strategies discussion on how they were chosen based
on resources available, content. Also discuss target audience
characteristics, that is, discuss how teaching strategies are

15. developmentally appropriate and matched to the learner’s
sensory deficits as applicable, cognitive level, and preferred
learning style. See rubric for details.
1.
1.
· Identify the standard (overall outcome)
· Identify at least two public informationresources for client
related to this genetic disorder, and provide a description and
complete information to access these resources within the body
of the teaching plan
·
· Teaching Plan Tool- (See form.) The plan should include:
· Target Clients
· Topic
· Standard- (overall outcome)
· One column for each of the following:
·
·
·
· one goal is for the client to learn how the disease was
genetically transmitted,
·
·
·
· another goal is for the client to learn dietary measures to assist
their loved one
·
·
·
· a third goal is for the client to learn what resources are
available locally
Two learning objectives for each goal (6 objectives all together)
content to be covered for each objective- includes the narrative
used to teach the client
Materials needed and time allotment to meet
objectives

16. Teaching-learning strategies
Evaluation
4. The teaching plan assignment is to be submitted
electronically. The
The typed teaching plan narrative portion is to be
double-spaced.
The teaching plan tool is to be typed, but it can be
single-spaced. Please use the
teaching tool provided. Please include the tool as
part of the paper, so that there is
only one document.
FORMAT FOR TEACHING TOOL
Target Clients:
Topic:
Standard (Overall Outcome)
Genetic Dietary Teaching Plan
Goals-3
Objectives 2 for each goal
Content to be taught for each objective -worded the way it
should be discussed with the client
Materials and Time allotment
Teaching/Learning
Strategies
Method of Evaluation
The client will:

17. 1
1a
1b
2
2a
2b
3
3a
3b