Nutrition Course Outline - University of the West Indies PDF

1 THE UNIVERSITY OF THE WEST INDIES FACULTY OF MEDICAL SCIENCES THE UWI SCHOOL OF NURSING, MONA Course Outline COURSE TITLE : NUTRITION COURSE C...

1 THE UNIVERSITY OF THE WEST INDIES FACULTY OF MEDICAL SCIENCES THE UWI SCHOOL OF NURSING, MONA Course Outline COURSE TITLE : NUTRITION COURSE CODE : NURS 1013 DURATION : 45 Hours (30 Teaching, 15 Tutorials) CREDITS : 3 PRE-REQUISITE : Biochemistry COURSE RATIONALE: There is a strong statistical association with nutritional intake and maintaining health. Many homeostatic activities are hinged on normal nutritional intake. The introduction of this course allows students the opportunity to link concepts of normal physiology and nutritional requirements. The course forms the foundation for dietary therapy and nutritional intervention in chronic, acute and medical surgical conditions. COURSE DESCRIPTION This course introduces the students to the principles of human nutrition and current dietary trends across the lifecycle. It emphasizes nutrients, food sources and functions in the body, nutrients and the relationship to health throughout the lifespan of the Caribbean people with a focus on Jamaica. Content includes cultural and economic influences on dietary practices. Students will be engaged in forty-five (45) hours of lectures and tutorial sessions. Course materials will be presented in lectures/ discussions, small group assignments, video presentations, skill demonstrations and role plays. At the end of the course, students will be expected to plot children’s’ nutritional status on growth standards, conduct anthropometric skills, create meal plans for individuals and compute caloric load of different meals. LEARNING OUTCOMES On successful completion of the course, the student should be able to: 1. Describe basic nutritional terms used in the course; 2. Discuss the classification, source and human requirements of food nutrients; 3. State the scientific principles of nutrition; 4. Explain dietary standards such as Dietary Reference Intakes especially Recommended Dietary Allowances MyPlate, and the Caribbean Food Groups 5. Critique the role of essential food nutrients in the maintenance of health; 6. Evaluate the influence of cultural and socio-economic factors on the Jamaican family diet; 7. Analyze the biological and psycho-social factors, which influence the eating habits of individuals throughout the lifecycle; 8. Determine the nutritional requirements of the individual throughout the lifecycle; 9. Evaluate the nutritional status of individuals, families and communities using nutritional screening and assessment techniques. 10. Review the role of international, regional and national agencies, institutions and organizations in determining nutritional standards. 11. Create meal plans for varying individuals based on appropriate nutritional guidelines. 12. Evaluate the cultural dietary practices of Caribbean peoples based on nutritional standards. 13. Formulate lists of economic and healthy foods based on budget and nutritional standards. 14. Critique food safety standards and practices locally and regionally.  2 CONTENT OUTLINE UNIT I : BASIC CONCEPTS OF NUTRITION Hours : 8 Theory Specific Objectives At the end of the unit, the student will be able to: 1. Discuss the history and importance of nutrition as a science; 2. Define the terms protein, carbohydrates, fats, minerals, vitamins and calories/joules; 3. Describe the classification and sources of the essential nutrients; 4. Identify local sources of food and their nutrients; 5. Identify the major functions of the various nutrients; 6. Relate the functions of nutrients to the body’s requirements; 7. Discuss the concepts of energy metabolism; 8. Explain the role of water in biological function; 9. Match the functions of nutrients to metabolic needs/demands. Content 1. History & the importance of nutrition as a science 2. Definition of terms a. Carbohydrates b. Protein c. Fats d. Calories e. Vitamins f. Minerals 3. Carbohydrates a. Sources b. Classification c. Functions d. Human needs e. Caloric value 4. Proteins a. Sources b. Functions c. Human needs d. Caloric value e. Concept of quality i.. Amino acids ii. Biological value  3 5. Fats a. Sources b. Functions c. Human needs d. Caloric value e. Concepts of chemical structure 6. Minerals a. Major minerals b. Trace elements c. Human needs 7. Vitamins a. Types b. Sources c. Functions d. Human needs e. Characteristic/stability 8. Water a. Sources b. Functions c. Human needs d. Role in body composition 9. Non-digestible dietary substances a. Substances b. Sources c. Functions d. Human needs 10. Energy a. Measurement b. Kilocalories c. Joules d. Energy metabolism concepts e. Human caloric requirements f. Caloric value of various foods 11. Relationship of nutrients to needs of man a. Optimal mental, physiological & physical health b. Growth & development c. Achievement of potential d. Biological needs for survival 12. Local Sources of food and nutritional value UNIT 2 : NUTRITIONAL REQUIREMENTS & RESOURCES Hours : 5 Theory Specific Objectives At the end of the unit, the student will be able to: 1. Review the relationship between metabolic demands and recommended dietary allowances (RDA’s ); 2. Explain the rationale for dietary allowances; 3. Discuss factors that determine RDA’s; 4. Analyze and Plan diets using food compositions tables (PAHO and CDC); 5. Outline nutritional screening processes; 6. Differentiate between the Caribbean Food Groups and the US Food Groups; a. Classify common Caribbean foods within Caribbean and US Food Groups; 7. Describe the multi-mix principle and food composition tables a. Identify foods that can be grouped together using the multi-mix principle b. Examine the nutrient composition of common foods Content 1. Review of biological processes a. Metabolism i. Digestion, absorption b. Energy storage 2. Human requirements a. Recommended Dietary Allowances b. Dietary Reference Intakes c. Variables in determining/calculating RDAs & DRIs 3. Food composition a. Basis & technology for determining b. Food composition tables c. Use of data i. Dietary analysis ii. Dietary planning d. Nutrient requirement calculations i. For individuals ii. For groups e. Food intake analysis  4. 5 i. Dietary history ii. Food records 5. Food classification a. Rationale for group classification i. Major nutrient ii. Source iii. Composition 6. Food groups a. Six food groups concept b. Origin & development c. Uses in planning i. Diets for individuals ii. Diets for groups, families & institutions d. Uses in analysis i. Adequacy of diets, menus ii. General indications of nutritional status of individuals & groups 7. My Plate & international food guides a. Application 8. Caribbean Food Group Plan/diet a. General characteristics i. Locally produced foods, staples, imported foods b. Regional variations c. Major sources of carbohydrate, protein, fat, vitamin &mineral sources 9. Influences on family diet a. Socio-cultural, economic factors b. Food availability factors c. Social institutions & systems d. Educational level of individuals e. Working pattern of families & individuals f. Cost g. Financial resources of individuals & families h. Equipment availability for home preparation & storage i. Trade/import policies  6 UNIT 3 : NUTRITIONAL REQUIREMENTS OF SPECIAL GROUPS Hours : 8 Theory Specific Objectives At the end of the unit, the student will be able to: 1. Describe nutritional requirements during pregnancy; 2. Explain the effects of the nutritional status of the pregnant woman on the foetus and the infant; 3. Describe the effects of nutrition on the mother during the lactating period; 4. Analyze the importance of nutrition to lactation; 5. Explain the importance of breast feeding in infant nutrition; 6. Discuss barriers to breast feeding; 7. Assess the nutritional status of special groups; 8. Describe special nutritional needs of the infant, pre-school child, school child and adolescent; 9. Prepare balanced diets for the infant and pre-school child; 10. Explain the relationship between the nutritional status and developmental and learning abilities of the growing child; 11. Discuss the factors, which influence the nutritional status of the adult and the elderly; 12. Identify the special nutritional needs of the institutionalized groups. Content 1. Pregnant & lactating mothers a. Nutrient requirements during pregnancy 2. Maternal nutrition effects on a. Foetal development 3. Assessing & monitoring of nutritional status a. Nutrient requirements for lactation b. Maternal nutrition effects on i. Breast milk quality & quantity ii. Health of mother iii. Development of infant 4. Nutritional status monitoring i. Weight gain ii. Growth curves/ BMI charts iii. Other 5. Infants (0–1 year) a. Nutritional needs i. At birth ii. At age intervals 6. 7  a. Breast feeding b. Barriers to breast feeding c. Characteristics of complementary feeding d. Artificial feeding e. Semi-solid foods 7. 1-3 year-old child a. Vulnerability to poor diet b. Toddler diets c. Uses of multi-mixes 8. Pre-school child (4-5 years) a. Nutrient requirements i. Growth demands & patterns ii. Use of family food b. Effects of nutrition on i. Teething ii. Chewing ability c. Monitoring nutritional status i. Linear measure ii. Weight iii. Growth curves 9. School child (6-12 years) a. Nutritional requirements i. Growth demands ii. Activity demands iii. Growth patterns b. Social & developmental needs c. Peer group pressures d. School meals e. Nutritional influences on learning behaviours 10. Adolescents (13-18 years) a. Nutrient requirements i. Growth/activity demands ii. Puberty & maturational demands b. Social & psychological needs c. Peer group influences d. Food fads 11. Adults (19-64 years) a. Nutritional requirements b. Variations & effects on nutritional requirements  12. 8 i. Body size ii. Body composition iii. Gender iv. Activity/occupation v. Other b. Child bearing age women c. Lifestyle influence d. Climate & related factors 13. Elderly (65 years +) a. Nutrient requirement changes i. Physical ii. Physiological iii. Psychosocial & economic 14. Institutionalized groups a. Hospitalized Children and Adults UNIT 4 : NUTRITIONAL STATUS OF THE COMMUNITY Hours : 5 Theory Specific Objectives At the end of the unit, the student will be able to: 1. Identify the tools used to assess the nutritional status of the community; 2. Relate the impact of nutritional status of the population on the nation’s health and development. 3. Discuss food safety and related issues. Content 1. Evaluation &assessment a. Direct indicators i. Anthropometry ii. Physical status assessment iii. Dental health status assessment 2. Indirect indicators a. Vital statistics b. Morbidity rates c. Mortality rates d. Surveys: medical/clinical records, general 3. Nutritional status impact a. National b. Regional c. International 4. Food Safety and security a. HACCP b. Food Safety i. Farming ii. Food preparation /storage & services practices c. Food Security i. Importation ii. Famine iii. Natural disasters Student Assessment Course work /mid semester Students will be required to sit a two-hour mid semester examination with sixty (60) objective type questions. The questions will relate to calculations in nutrition and interpretations of calculations in nutrition as well as the structure and function of macronutrients and about the roles, functions and normal needs for micronutrients in differing populations. Final examination Students will be required to sit a two hour final examination with eighty (80) objective type questions. The questions will relate to all course objectives excluding and calculations in nutrition. The exam will value 60 %. Required Reading Wright-Myrie, D. (2018). Computations in nutrition: A guide for healthcare workers. (1st Ed.). South Carolina: Kindle Direct Publishing. Wright-Myrie, D. (2018). Nutrition for the Ordinary Man. South Carolina: Kindle Direct Publishing. Nix, S. (2021). Williams’ Basic Nutrition and Diet Therapy. (16th Ed.). Missouri: Elsevier. Geissler, Catherine & Powers, Hilary. (2008). Human nutrition. New York: Elsevier. Gibney, M., Margetts, B., Kearney, J., & Arab, L. (2012). Public Health Nutrition. Oxford: Blackwell Publishing Company. Recommended Reading Caribbean Food & Nutrition Institute. (Current Ed.). Recommended dietary allowances. Kingston, Jamaica: Author. Caribbean Food & Nutrition Institute (Current Ed.). Food composition table for the English-Speaking Caribbean. Kingston, Jamaica: Author. Caribbean Food & Nutrition Institute (Current Ed.). Meal planning for diabetics. Kingston, Jamaica: Author. Web Resources Duff, E.M., O’Connor, A., McFarlane-Anderson, N., Wint, Y.B., Bailey E.Y. & Wright-Pascoe, R.A. (2006). Self-care, compliance and glycaemic control in Jamaican adults with diabetes mellitus. West Indian Medical Journal 55 (4), 232-236. O’Connor, A., McFarlane-Anderson, N., Duff, E.M.W., Wright-Pascoe, R. & Wint, Y.B. (2006). High levels of isoprostanes in Jamaican adults with diabetes mellitus. International Journal of Diabetes and Metabolism 14, 46-49. BMI categories. (2010). World Health Organization. Retrieved from https://www.who.int/europe/news-room/fact-sheets/item/a-healthy- lifestyle---who-recommendations FAO/WHO (2004). Vitamin and mineral requirements in human nutrition. Report of a joint FAO/WHO expert consultation, Bangkok, Thailand, September 1998. Retrieved on April 3, 2009 from: http://www.idpas.org/pdf/JointFAOWHOExpertConsultationOnHumanVitaminMineral RequirementsPreliminaryReportOnRecommendedNutrientIntakes.pdf Nutritional databases http://ndb.nal.usda.gov/ www.esha.com/nutrition/database-information