Researched essay on dining experience in advanced dementia care

Researched on dining experience in advanced dementia care - Essay Example â€Å"People who reach the advanced stage of dementia when food intake is curtailed have a low metabolic rate. Their resting metabolic rate is low because muscle wasting has shrunk their lean body mass and their brains are atrophic; their metabolic rate above basal is low because they are physically inactive.† (Aldridge 2006) Finally, they have a history of weight loss, which the body adapts to by diminishing its metabolic rate and retaining dietary protein more effectively. This adapted state can persist indefinitely. Hoffer writers, that â€Å"severely demented people may be thin and eat less food than seems appropriate to their physically active (and not infrequently overweight) doctors, nurses, and surrogate decision makers; but in many if not most cases they are not progressively starving. They are in a state of physiological homoeostasis.† (Hoffer 2006) Nevertheless, in some patients the weight loss profile shows that, without tube feeding, death by starvation is unavoidable. Thus, the problem of tube feeding is being discussed. Music therapy is a treatment which uses music and its components (melody, rhythm, vocal and instrumental performance, and so on) to make the patient heighten his perception, improve his â€Å"ability to use speech, motorics, socialization and, to open up to his unconscious self.† (Edwards 2002) â€Å"Musical stimuli like tones or melodies are known to be processed in the secondary auditory cortex in the right superior temporal gyrus.†

Interactions with your Preceptor Assignment Example | Topics and Well Written Essays - 500 words

Interactions with your Preceptor - Assignment Example Both need reinforcement, support, reassurance, and encouragement. The preceptor/student relationship shapes the student nurse midwife is role transition and development, which affects the students self-confidence and performance in the clinical setting. My preceptor is a nurse educator who assists me in my practicum project in a nursing home. Although there have been some challenges in my practicum projects, I usually have a positive working relationship with my preceptor, who teaches and guides me through practical projects in evidence-based practice for the prevention of ventilator associated pneumonia using ventilator bundle in long term Care (Gables, Reis, Impett &Asher, 2004). Since the time that I started my practicum, my preceptor has been helpful, understanding and patient. Despite the age differences, my communication with my preceptor is always open. She is usually open to assist me in any problem involving my projects and other aspects of nursing. She responds to questions positively. She has been offering me wise counsel on how to face challenges while in line of duty. The cooperation with my preceptor has enabled me to gain confidence and competence in handling pneumonia cases in long-term care, has enhanced my socialization capacity especially with patients and other nursing practitioners, has opened up employment opportunities, and has given me an opportunity to begin a transition from a student life to a general nurse professional life. In addition, she guides and teaches me different practices in the ventilator unit (Myrick, Sawa, Phelan, Rogers, Barlow &Hurlock, 2006). My nursing practicum experience is developed through partnership. My partners are my preceptor and the liaison instructor. Each partner has a special role in ensuring the goals of the practicum are met. In the partnership triad, the liaison instructor organizes for the practicum and the preceptor, provide communication link