Mini Nutritional Assessment
®
MNA
Last name:
First name:
Sex:
Age:
Weight, kg:
Height, cm:
Date:
Complete the screen by filling in the boxes with the appropriate numbers. Total the numbers for the final screening score.
Screening
A Has food intake declined over the past 3 months due to loss of appetite, digestive problems, chewing or
swallowing difficulties?
0 = severe decrease in food intake
1 = moderate decrease in food intake
2 = no decrease in food intake
B Weight loss during the last 3 months
0 = weight loss greater than 3 kg (6.6 lbs)
1 = does not know
2 = weight loss between 1 and 3 kg (2.2 and 6.6 lbs)
3 = no weight loss
C Mobility
0 = bed or chair bound
1 = able to get out of bed / chair but does not go out
2 = goes out
D Has suffered psychological stress or acute disease in the past 3 months?
0 = yes
2 = no
E Neuropsychological problems
0 = severe dementia or depression
1 = mild dementia
2 = no psychological problems
F1 Body Mass Index (BMI) (weight in kg) / (height in m)
0 = BMI less than 19
1 = BMI 19 to less than 21
2 = BMI 21 to less than 23
3 = BMI 23 or greater
2
IF BMI IS NOT AVAILABLE, REPLACE QUESTION F1 WITH QUESTION F2.
DO NOT ANSWER QUESTION F2 IF QUESTION F1 IS ALREADY COMPLETED.
F2 Calf circumference (CC) in cm
0 = CC less than 31
3 = CC 31 or greater
Screening score
(max. 14 points)
12-14 points:
8-11 points:
0-7 points:
Ref.
Normal nutritional status
At risk of malnutrition
Malnourished
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Vellas B, Villars H, Abellan G, et al. Overview of the MNA® - Its History and Challenges. J Nutr Health Aging 2006;10:456-465.
Rubenstein LZ, Harker JO, Salva A, Guigoz Y, Vellas B. Screening for Undernutrition in Geriatric Practice: Developing the Short-Form Mini
Nutritional Assessment (MNA-SF). J. Geront 2001;56A: M366-377.
Guigoz Y. The Mini-Nutritional Assessment (MNA®) Review of the Literature - What does it tell us? J Nutr Health Aging 2006; 10:466-487.
Kaiser MJ, Bauer JM, Ramsch C, et al. Validation of the Mini Nutritional Assessment Short-Form (MNA®-SF): A practical tool for identification
of nutritional status. J Nutr Health Aging 2009; 13:782-788.
® Société des Produits Nestlé SA, Trademark Owners.
© Société des Produits Nestlé SA 1994, Revision 2009.
For more information: www.mna-elderly.com
Mini-Cog©
Instructions for Administration & Scoring
ID:_____________ Date:__________________
Step 1: Three Word Registration
Look directly at person and say, “Please listen carefully. I am going to say three words that I want you to repeat back
to me now and try to remember. The words are [select a list of words from the versions below]. Please say them for
me now.” If the person is unable to repeat the words after three attempts, move on to Step 2 (clock drawing).
The following and other word lists have been used in one or more clinical studies.1-3 For repeated administrations,
use of an alternative word list is recommended.
Version 1
Banana
Sunrise
Chair
Version 2
Leader
Season
Table
Version 3
Village
Kitchen
Baby
Version 4
River
Nation
Finger
Version 5
Captain
Garden
Picture
Version 6
Daughter
Heaven
Mountain
Step 2: Clock Drawing
Say: “Next, I want you to draw a clock for me. First, put in all of the numbers where they go.” When that is completed,
say: “Now, set the hands to 10 past 11.”
Use preprinted circle (see next page) for this exercise. Repeat instructions as needed as this is not a memory test.
Move to Step 3 if the clock is not complete within three minutes.
Step 3: Three Word Recall
Ask the person to recall the three words you stated in Step 1. Say: “What were the three words I asked you to
remember?” Record the word list version number and the person’s answers below.
Word List Version: _________ Person’s Answers: ___________________
___________________
__________________
Scoring
Word Recall:
Clock Draw:
_____ (0-3 points)
(0 or 2 points)
1 point for each word spontaneously recalled without cueing.
Normal clock = 2 points. A normal clock has all numbers placed in the correct sequence and approximately correct position (e.g., 12, 3, 6 and 9 are in
anchor positions) with no missing or duplicate numbers. Hands are pointing to the 11 and 2 (11:10). Hand length is not scored.
Inability or refusal to draw a clock (abnormal) = 0 points.
Total score = Word Recall score + Clock Draw score.
Total Score:
(0-5 points)
A cut point of <3 on the Mini-Cog™ has been validated for dementia screening,
but many individuals with clinically meaningful cognitive impairment will
score higher. When greater sensitivity is desired, a cut point of <4 is recommended as it may indicate a need for further evaluation of cognitive status.
Mini-Cog © S. Borson. All rights reserved. Reprinted with permission of the author solely for clinical and educational purposes.
May not be modified or used for commercial, marketing, or research purposes without permission of the author (soob@uw.edu).
v. 01.19.16
Clock Drawing
ID:_____________ Date:__________________
References
1.
Borson S, Scanlan JM, Chen PJ et al. The Mini-Cog as a screen for dementia: Validation in a population based
sample. J Am Geriatr Soc 2003;51:1451–1454.
2.
Borson S, Scanlan JM, Watanabe J et al. Improving identification of cognitive impairment in primary care. Int J
Geriatr Psychiatry 2006;21: 349–355.
3.
Lessig M, Scanlan J et al. Time that tells: Critical clock-drawing errors for dementia screening. Int
Psychogeriatr. 2008 June; 20(3): 459–470.
4.
Tsoi K, Chan J et al. Cognitive tests to detect dementia: A systematic review and meta-analysis. JAMA
Intern Med. 2015; E1-E9.
5.
McCarten J, Anderson P et al. Screening for cognitive impairment in an elderly veteran population:
Acceptability and results using different versions of the Mini-Cog. J Am Geriatr Soc 2011; 59: 309-213.
6.
McCarten J, Anderson P et al. Finding dementia in primary care: The results of a clinical demonstration
project. J Am Geriatr Soc 2012; 60: 210-217.
7.
Scanlan J & Borson S. The Mini-Cog: Receiver operating characteristics with the expert and naive raters. Int J
Geriatr Psychiatry 2001; 16: 216-222.
Mini-Cog © S. Borson. All rights reserved. Reprinted with permission of the author solely for clinical and educational purposes.
May not be modified or used for commercial, marketing, or research purposes without permission of the author (soob@uw.edu).
v. 01.19.16