SUPPLEMENTAL MATERIAL CHAPTER 1 QUESTION
1. A facility uses a traditional trayline where trays are plated in the kitchen and transported to the clients. What steps should a foodservice manager take to ensure that the trays are plated correctly and the temperature is maintained?
ANSWER
1) A foodservice manager should follow the flow of steps for a traditional trayline, as illustrated in Figure 1.1. This would start with preparing the meal tickets or tray identification cards for each client. These are grouped together by unit or dining room location. This streamlines the process so that the trays needing to go to a particular area are grouped together. It also helps maintain temperature because the staff are not bringing one cart to many different locations, risking the temperature and quality of the food.
2) The meal tickets or tray identification cards are sent down the trayline for assembly. Food items and supplies are organized by stations on the trayline. Hot foods are grouped together and cold foods are grouped together. The temperature of these foods are monitored.
Staff will select the proper items that fit the menu, client’s diet, and preference requests, and place those onto the tray. Hot foods are typically placed in one section of the tray and cold foods are typically placed in another section. The tray will continue to move down the trayline and each staff member will do their part in placing appropriate items on it until the tray is complete.
3) Trays are then placed on a cart. There are different types of carts used in different facilities. The goal of the cart is to keep the temperature correct during transportation to clients. Once the cart reaches the proper location, nursing or foodservice staff delivers the tray to the client.
2. Using Table 1.4 in the Supplemental Material as an example, develop a non-selective menu for one day for a hospital patient meal service. Explain the choices for each meal in ensuring its nutritional adequacy.
Each future CDM, CFPP completing this question will likely create a unique menu. When examining the select menu created, consider if it meets these criteria:
• There is no repetition in meal items over the course of the day. For example, the menu should not include the same entrée for lunch and dinner.
• The meal includes a protein, grain, vegetable, fruit, and beverage option.
• The meals generally look balanced as far as food selection and method of preparation.
• There are a variety of colors and textures in the meal. • There are alternative menu choices available that can be selected.
3. List three steps a foodservice manager would take to focus on culture change in long-term care (i.e., a shift to more client-directed care).
Steps to create a culture change could include any of the following:
• Question clients to determine what they want for dining services, or what they feel needs changing. This can include the style of service or menu.
• Analyze whether a proposed change is feasible with budget, staff, equipment, and scheduling requirements.
• Choose appropriate resources for changing dining and/or menu options to reflect clients’ food and dining preferences.
• Survey other facilities or talk to colleagues to determine how they have begun to implement a culture change in their dining services.
• Work with all departments in the facility through communication and training to successfully implement a culture change.
53
Foodservice Management—By Design
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142
