Nutrition Across the Lifespan

APN 604 – Nutrition Across the Lifespan

Credits – 3

Description

Nutrition requirements and metabolism from preconception through older adulthood are examined. The impacts and effects of culture, environment, economy, and mental and physical health on nutrition status across the life cycle are explored. Metabolism of macronutrients, nutrition assessment methodologies, and specific concerns for each life cycle stage are emphasized.

Materials

Learning Objectives and Outcomes

Program Objectives

• Develop and utilize nutrition concepts and best-practices for nutrition and health promotion initiatives
• Apply core research principles to measure the nutrition status and environment of individuals and communities
• Develop communications and collaboration strategies with representatives from government, non-profit, community, and business entities regarding nutrition initiatives
• Interpret and modify explanations of complex nutrition concepts for various audiences

Course Outcomes/Objectives

• Describe the nutrition requirements from preconception through older adulthood
• Evaluate the effects of culture and social and economic environment on nutritional status across the life cycle
• Evaluate the effects of nutrition on mental and physical health across the life cycle
• Describe the metabolism of macronutrients
• Evaluate and apply nutrition assessment methodologies
• Identify specific nutritional concerns for each lifecycle stage
• Identify nutritional risk factors for chronic disease
• Interpret research and communicate nutrition-related information to a specific audience
• Make evidence-based nutrition recommendations
• Describe governmental nutrition programs available for populations across the lifespan and the impact of government on nutrition recommendations and services
• Locate and evaluate current research for use in nutrition practice

ACEND Competencies

• 1.1: Applies an understanding of environmental, molecular factors (e.g. genes, proteins, metabolites) and food in the development and management of disease.
  • 1.1.1 Analyzes the usefulness and limitations of epidemiological, clinical and other study designs and identifies trends in diet and disease. (S)
  • 1.1.2 Demonstrates general understanding of nutrition and genetics, as it relates to health conditions. (K)
  • 1.1.3 Communicates epidemiological evidence related to the relationship between diet and the development of disease. (S)
  • 1.1.5 Identifies the influence of food consumption on the development of diseases. (K)
• 1.2 Applies an understanding of anatomy, physiology, and biochemistry
  • 1.2.1 Analyzes the impact of food and nutrition on physiological processes. (S)
  • 1.2.2: Integrates knowledge of anatomy, physiology and biochemistry to make decisions related to nutrition care (S)
• 1.4 Integrates knowledge of chemistry and food science as it pertains to food and nutrition product development and when making modifications to food.
  • 1.4.2 Integrates nutritional biochemistry knowledge to make informed food and nutrition decisions for optimal health. (K)
• 1.5: Applies knowledge of patho-physiology and nutritional biochemistry to physiology, health and disease
  • 1.5.1 Examines nutritional biochemical indicators specific to the disease process. (K)
  • 1.5.2 Interprets and analyzes the effect of diet, fluids, electrolytes and nutritional status on the development and progress of the disease process. (K)
  • 1.5.3 Interprets and analyzes the effects of disease, clinical condition and treatment on nutritional health status. (S)
• 1.6 Applies knowledge of social, psychological and environmental aspects of eating and food.
  • 1.6.1 Formulates food and nutrition services considering psychological and social factors to meet the needs of individuals, communities and populations. (S)
• 1.7 Integrates the principles of cultural competence within own practice and when directing services.
  • 1.7.2 Applies knowledge of foods, cultural foods, eating patterns and food trends. (S)
• 1.10 Applies knowledge of math and statistics.
  • 1.10.3 Applies math skills to perform food and nutrition calculations. (S)
• 1.11 Applies knowledge of medical terminology when communicating with individuals, groups and other health professionals.
  • 1.11.1 Interprets and communicates medical terminology to non-health professional audiences. (S)
• 1.12 Demonstrates knowledge of and is able to manage food preparation techniques.
  • 1.12.2 Converts recipes and ingredients based on client/patient’s preferences or dietary needs (S)
• 1.13 Demonstrates computer skills and uses nutrition informatics in the decision making process.
  • 1.13.4 Uses electronic databases to obtain nutrition information and evaluate credible sources in decision making. (K)
• 1.14: Integrates knowledge of nutrition and physical activity in the provision of nutrition care across the life cycle.
  • 1.14.1: Evaluates, integrates and communicates nutritional requirements across the life cycle (K)
  • 1.14.2: Identifies nutritional risk factors across the life cycle (K)
  • 1.14.3 Teaches the benefits of physical activity across the life cycle to individuals, groups and populations. (K)
  • 1.14.4 Explains and takes into consideration how nutrients, nutritional supplements and hydration influence physical activity and wellness. (K)
• 1.15 Applies knowledge of nutritional health promotion and disease prevention for individuals, groups and populations.
  • 1.15.1 Recognizes and communicates the cause of disease and nutrition risks. (K)
  • 1.15.2 Identifies, prioritizes and implements health risk reduction strategies for individuals, groups and populations. (S)
  • 1.15.3 Examines the influence of the determinants of health on health and wellness. (K)
• 2.3: Utilizes the nutrition care process with individuals, groups or populations in a variety of practice settings. (D)
  • Nutrition Assessment
    • 2.3.6 Collects, assesses and interprets anthropometric measures and body composition. (K)
    • 2.3.9: Identifies signs and symptoms of nutrient deficiencies or excesses (K)
    • 2.3.11 Determines accuracy and currency of nutrition assessment data. K)
    • 2.3.12: Identifies patient appropriate validated formula and performs calculations to determine nutritional requirements. (K)
  • Diagnosis
    • 2.3.13: Analyzes and synthesizes nutrition assessment data to inform diagnosis(es) and nutritional plan of care (K)
    • 2.3.15 Prioritizes the nutrition diagnosis(es) . (K)
  • Intervention
    • 2.3.16 Develops an individualized plan of care that addresses nutritional care needs diagnosis and client/patient nutrition goals in collaboration with the client/patient and team members. (K)
    • 2.3.22 Identifies barriers to meeting client’s/patient’s nutritional goals and makes recommendations to modify the nutrition plan of care or nutrition intervention, and communicates changes to client/patient and others. (K)
• 2.4: Implements or coordinates nutritional interventions for individuals, groups or populations.
  • Education
  • 2.4.6 Applies education theories, adult learning, pedagogy and education principles when developing, modifying, delivering or implementing education materials. (K)
  • 2.4.8 Develops or modifies nutrition education materials or delivery methods to meet the needs of the audience. (K)
  • 2.4.10: Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (K)
  • 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (K)
• 4.1 Utilizes program planning steps to develop, implement, monitor and evaluate community and population programs.
  • 4.1.2 Conducts community and population based assessments considering all relevant factors. (K)
• 5.1 Demonstrates leadership skills to guide practice.
  • 5.1.3 Communicates at the appropriate level and understands emotions and emotional situations. (K)
• 6.1: Incorporates critical thinking skills in practice
  • 6.1.1 Considers multiple factors when problem solving. (K)
  • 6.1.2: Incorporates the thought process used in critical thinking models (K)
  • 6.1.3: Engages in reflective practice to promote change and continuous learning (K)
• 6.2: Applies scientific methods utilizing ethical research practices when reviewing, evaluating and conducting research
  • 6.2.7: Translates and communicates research findings and conclusions through a variety of media (K)
• 6.3: Applies current research and evidence-informed practice to services
  • 6.3.1 Uses research terminology when communicating with other professionals and
  • publishing research. (K)
  • 6.3.2 Critically examines and interprets current research and evidence-informed practice findings to determine the validity, reliability and credibility of information. (K)
  • 6.3.3: Integrates current research and evidence-informed practice findings into delivery of safe and effective nutrition care. (K)
• 7.1: Assumes professional responsibilities to provide safe, ethical and effective nutrition services.
  • 7.1.2 Engages in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors
• 7.2: Uses effective communication, collaboration and advocacy skills.
  • 7.2.1 Applies effective and ethical communication skills and techniques to achieve desired goals and outcomes. (K)
  • 7.2.4

Assignments

Assignments: A series of case studies and short assignments designed to build the skills necessary to succeed in the key assessment

Key Assessment, Part 1: The Case Study Report

Key Assessment, Part 2: The Educational Handout

Key Assessment, Part 3: The Presentation

Discussion Board:

You will be required to participate in discussions. Initial posts are due on Sundays, and responses are due by Tuesday. If the initial post and response are not submitted within the discussion week you will be given a zero. Posts submitted after the discussion week will not be graded.

Your success in the course relies on robust discussion, critical thinking, and peer response. Weekly posts responding to prompts posed are meant to facilitate a deeper understanding of the broader themes of the course as well as enrich the readings, handouts, and lectures. Your initial response should be no less than 400 words. Peer-responses should be no less than 200 words and must be thoughtful, contain compliment as well as constructive criticism, and maintain a professional tone.

Furthermore, in regard to all assignments, please observe the following:

• All assignments must be completed using AMA formatting where appropriate.
• All times refer to Eastern Time (ET).
• All questions about assignments and all questions, in general, should be sent through email.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown