PH-131 Food and Nutrition in the Life Cycle

Course Description: This course provides theoretical principles of basic nutrition and fundamental elements of nutritional needs of different age groups in the lifecycle.  The course enables students to relate the nutritional principles to the human growth and development process; and to explore the health consequences of nutrition practices chosen by each person.  Students will understand the physiological changes related to nutrition and the important role nutrition plays in maintaining health.  This course also introduces the concept of nutritional anthropometry and growth monitoring, which may well help students to detect signs of inadequate intake of key nutrients.

A. PROGRAM LEARNING OUTLINES (PLOs):

The student will be able to:

1. Recognize, describe and discuss the basic public health science facts and principles;
2. List and discuss the essential public health functions and their interrelationships at community and district level;
3. Describe and discuss adult, children and family health issues;
4. Discuss and demonstrate an understanding and practice of some generic public health competencies;
5. Demonstrate proper public health skills for public health practice in the community as a state or local public health officer;
6. Discuss and demonstrate community and cultural sensitivity in the health care environment;
7. Describe and discuss the health determinants and problems of adults, children and families;
8. Demonstrate proper cardio-pulmonary resuscitation (CPR) and first aid techniques;
9. Demonstrate the ability and discuss how to make a community diagnosis based on the determinants of health;
10. Identify and demonstrate good public health practice; and
11. Have had work experience at a public health facility at community and district levels.

B. STUDENT LEARNING OUTCOMES (SLOs) - GENERAL:

The student will be able to:

1. Understand the components and functions of Food and Nutrition in the lifecycle
2. Identify the different socio-economic groups and other special groups and their nutritional requirements
3. Understand the nutritional needs and the factors that affect an individual’s ability to meet nutritional needs at different stages of the life cycle
4. Identify common nutritional concerns at specific ages, or lifecycle stages, and their possible causes
5. Understand different growth monitoring methods and techniques used to evaluate nutritional status of individuals, groups and populations
6. Demonstrate an understanding of practical means of improving nutrition

SLO	PLO1	PLO2	PLO3	PLO4	PLO5	PLO6	PLO7	PLO8	PLO9	PLO10	PLO11
SLO1				D		I,D	D
SLO2				D		I,D	D
SLO3				D		I,D	D
SLO4				D		I,D	D
SLO5				D		I,D	D
SLO6				D		I,D	D

C. STUDENT LEARNING OUTCOMES (SLOs)–SPECIFIC:

General SLO 1. Understand the components and functions of Food and Nutrition in the lifecycle

Student Learning Outcome	Assessment Strategies
1.1. Define Food and explain what it means	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
1.2. Explain Nutrition	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
1.3. Identify and give examples of the factors that may influence dietary choices	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
1.4. List and explain the three functions of food	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
1.5. Describe in detail the seven components of food; give examples of the food items (especially of the local food items) in which each of these components is present	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
1.6. Explain what essential nutrients are and why it is necessary to have an adequate intake of essential nutrients	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
1.7. Describe the Food Guide Pyramid; MyPyramid and the related recommendations.	Group discussion and oral reports to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes

General SLO 2. Identify the different socio-economic groups and other special groups and their nutritional requirements

Student Learning Outcome	Assessment Strategies
2.1. Identify and describe lifecycle groups, special groups, socio-economic groups, and vulnerable groups 2.2. Describe and explain the nutritional requirements and needs of each group 2.3. Explain why it is important to have a knowledge of nutrients and needs at different lifecycle stages	Group discussion and oral report to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes

General SLO 3. Understand the nutritional needs and the factors that affect an individual’s ability to meet nutritional needs at different stages of the life cycle

Student Learning Outcome	Assessment Strategies
3.1. Define and explain nutritional needs in relation to age and to lifecycle evolution	Direct and multiple choice questions in examinations and quizzes
3.2. Identify and explain the specific nutritional needs, in detail, of at least one specific lifecycle group	Direct and multiple choice questions in examinations and quizzes
3.3. Identify the factors that affect an individual’s ability to meet nutritional needs at different stages of the life cycle	Direct and multiple choice questions in examinations and quizzes

General SLO 4. Identify common nutritional concerns at specific ages, or lifecycle stages, and their possible causes

Student Learning Outcome	Assessment Strategies
4.1. Identify common nutritional problems at different lifecycle stages in Micronesia and in the Pacific region	Group discussion to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
4.2. Identify and discuss possible causes of such  nutritional problems in Micronesia as well as in the Pacific	Group discussion to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
4.3. Propose and discuss possible solutions to address  those problems	Group discussion to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes

General SLO 5. Understand different growth monitoring methods and techniques used to evaluate nutritional status of individuals, groups and populations

Student Learning Outcome	Assessment Strategies
5.1. Discuss the purposes and significance of nutritional assessment and of growth monitoring	Group discussion and oral report to be graded according to a specified rubric Individual assignment Direct and multiple choice questions in examinations and quizzes
5.2. Describe the main nutritional assessment techniques/ methods, i.e. dietary, anthropometric and biochemical techniques	Group discussion and oral report to be graded according to a specified rubric Individual assignment Practical demonstration to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
5.3. Describe different growth monitoring methods	Group discussion and oral report to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
5.4. Explain the differences between nutritional assessment and growth monitoring	Group discussion and oral report to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
5.5. Identify appropriate nutritional assessment methods using indicators for different age groups	Group discussion and oral report to be graded according to a specified rubric Practical demonstration to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
5.6. Differentiate between food/ nutrition facts and food       misinformation, e.g. range of sporting supplements, false claims, etc.	Group discussion and oral report to be graded according to a specified rubric Individual assignment Practical demonstration to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
5.7. Read and interpret correctly food labels, nutrition facts, and ingredients lists shown on food packaging	Group discussion and oral report to be graded according to a specified rubric Individual assignment Practical demonstration to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes

General SLO 6. Demonstrate an understanding of practical means of improving nutrition

Student Learning Outcome	Assessment Strategies
6.1. Identify different means through which nutritional status can be improved	Group discussions and oral reports to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
6.2. Discuss how nutritional status among low-income groups could be improved through gardening	Group discussions and oral reports to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
6.3. Outline the basic elements required for planning, preparing and maintaining a family/ community food garden	Group discussions and oral reports to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
6.4. Develop a nutritious and affordable one-week menu for a low-income family	Group discussions and oral reports to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
6.5. Reflect, through personal or collective observations,  examples of how Micronesian and Pacific communities improve their nutrition/ diet through traditional and/or cultural practices	Group discussions and oral reports to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes
6.6. Discuss the strengths and limitations of those practices among different cultures and/or traditions	Group discussions and oral reports to be graded according to a specified rubric Direct and multiple choice questions in examinations and quizzes

D. COURSE CONTENTS

1. Course Overview and Introduction to the Concept of Food and Nutrition
   1. Definitions of Food and Nutrition
   2. Food: components and functions
   3. Essential nutrients
   4. Common nutritional deficiency conditions
   5. Food Guide Pyramid
   6. Prospective nutritional/ health benefits
   7. Financial benefit of appropriate nutritional outputs
2. Different Groups of the Lifecycle
   1. Different age groups
   2. Special groups: pregnant women, lactating mothers, sport persons/ athletes
   3. Socio-economic groups: low-income group, middle-income group, high-income group
   4. Vulnerable groups: women, infants, young people, the elderly, the poor
   5. Specific nutritional requirements and needs
3. Nutritional Needs at Different Life Cycles
   1. Nutritional needs in relation to age
   2. Nutritional needs in relation to lifecycle developmental process
   3. Specific nutritional needs at different lifecycle stages
   4. Factors affecting individual’s ability to meet nutritional needs at different lifecycle stages
4. Common Nutritional Concerns in Different Groups of the Life Cycle.
   1. Common nutritional problems at different lifecycle stages – reflection on the Micronesian and Pacific communities
   2. Possible causes of nutritional inadequacies in Micronesia and in the Pacific
   3. Possible solutions to address such nutritional problems
5. Nutritional Assessment and Growth Monitoring
   1. Purposes of nutritional assessment and of growth monitoring
   2. Nutritional assessment methods:
      1. Dietary technique
      2. Anthropometric technique
      3. Biochemical technique
   3. Growth monitoring methods:
      1. Growth charts
      2. Weight-for-age
      3. Weight-for-length (height)
   4. Nutritional assessment methods using indicators for different age groups
   5. Food and nutrition facts and food misinformation
      1. How to read food labels
      2. How to read nutrition facts
      3. How to read ingredients list
6. Practical Means to Improve Nutrition
   1. How to improve nutritional status
      1. The classic ways
      2. The Micronesian and Pacific approaches
   2. Improving nutritional status among low-income groups
   3. Food menu: an adequate, nutritionally balanced and affordable family food menu
   4. Food garden: planning, preparing and maintaining

 

E.METHODS OF INSTRUCTION

1. Lectures: in-class lectures, followed by group discussions and activities relevant to the topics presented.
2. Tutorials: review and revising of the learning objectives; discussions on outcomes of group activities assigned after lectures.
3. One or more field trips to family and/or community food gardens:  students would have a chance to observe and reflect on how what they have learnt from the course links to what is being done in practice and what more could be done in real community life

F. REQUIRED TEXT(S) AND COURSE MATERIALS

Wardlaw G.M., Hampl J. (2006). Perspectives in nutrition (7th Ed.). New York, NY:  McGraw-Hill. (or most recent edition)

G. REFERENCE MATERIALS

1. Guthrie HA. (1988). Introductory nutrition (7th Ed.). Toronto, Canada: Times Mirror/ Morsby College Publishing. (or most recent edition)
2. Williams SR. (1999). Essentials of nutrition and diet therapy (7th Ed.). Sydney Australia: Morsby. ( or most recent edition)
3. Mahan KL & Escott-Stump S. (2003). Krause’s food, nutrition and diet therapy (11th Ed.).  Sydney, Australia: Saunders. (or most recent edition)
4. Edlin G., Golanty E. (2007). Health and wellness (9th Ed.). Sudbury, Massachusetts: Jones and Bartlett Publishers.  (or most recent edition)
5. NFNC. (1987). Health and nutrition guide for Fiji.  Suva, Fiji: NFNC.(or most recent edition)
6. WHO. (1979). Health aspects of food and nutrition (3rd Ed.). Manila, Philippines: WHO. (or most recent edition)
7. UNICEF. (2001) The state of the world’s children. New York, NY: UNICEF. (or most recent edition)

H. INSTRUCTIONAL COST

None

I. EVALUATION

None

J. CREDIT-BY-EXAMINATION

None