PH 334 Community Nutrition

GENERAL INFORMATION:

Course title: PH 334 Community Nutrition
Campus: National Campus	Initiator: Paul Dacanay	Date: October 2021
Course description: This course provides students with a sound knowledge of common issues in community nutrition as it relates to the situation in the Pacific, and the skills to identify problems and address them. The practical component of the course provides hands-on experience in the analysis of existing data sets to identify trends in nutritional health in a particular community and to examine the surveillance system that is in place, the planning and implementation of an intervention strategy to promote and sustain health and prevent diseases amongst nutritionally vulnerable groups, and the evaluation of the likely impact of the intervention, its practicality, and sustainability.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture	3	x	16	x	48/16	=	3
Laboratory		x		x	/48	=
Workshop		x		x	/48	=
Co-op		x		x	/32	=
			Total Semester Credits				3

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: None

PSLOs OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program

CAC Chair signatures:__________ Date recommended:_________

VPIA signature::_________ Date approved:___________

1. INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply and are linked to the course student learning outcomes.)

[X]	1. Effective oral communication:capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[ ]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[ ]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[X]	5. Intercultural knowledge and competence: : a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X]	7. purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[X]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

Recognize, describe and discuss and research about the basic principles and practices of the specialty;
List, discuss and demonstrate the essential public health functions or the specialty and its interrelationships with the other specialties and health disciplines at community and national levels;
Describe, discuss and research adult, children and family health issues at community level;
Discuss and demonstrate an understanding and practice of the specialty public health competencies;
Demonstrate proper public health skills for its practice in the community as a national specialty practitioner;
Discuss and demonstrate community and cultural sensitivity in the health care environment;
Describe, discuss and research the health determinants and problems of adults, children and families;
Demonstrate proper cardio-pulmonary resuscitation (CPR) and first aid techniques and other healing and patient care abilities;
Demonstrate the ability and discuss how to conduct a community diagnosis and need assessment of the health determinants of the specialty in a community;
Identify and demonstrate good practice in the specialty; and
Demonstrate management, planning experience and leadership role at a public health specialty at community and national levels

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

Define “Community Nutrition”, describe the scope of activities therein and explain the role of nutrition in primary health care.
Discuss the benefits of integrating nutrition activities into the broader framework of primary health care, and of coordinating activities with the community health team.
Conduct a “pilot” nutritional assessment, classify the nutritional status of a community, identify possible nutrition promotion approaches, and determine which interventions would most likely be successful in the selected community.
Design intervention activities (including appropriate information, education and communication (IEC) materials and an evaluation strategy), for at least one nutrition issue affecting vulnerable groups and related nutrition surveillance components.

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Define “Community Nutrition”, describe the scope of activities therein and explain the role of nutrition in primary health care.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
1.1 Describe and discuss activities supporting community nutritions within primary health care (PHC)	3, 8	2, 4	Individual oral presentation in response to direct questions assessed by a rubric Individual assignments assessed with an answer key Direct and multiple-choice questions as part of examinations and quizzes given during the semester
1.2 Identify the nutrition-related health status of the population	3, 5	2, 3, 7	Individual oral presentation in response to direct questions assessed by a rubric Individual assignments assessed with an answer key Direct and multiple-choice questions as part of examinations and quizzes given during the semester
1.3 Describe and discuss the nutritional status of a community and its influence in primary health care	3, 5	2, 3, 7, 9	Individual oral presentation in response to direct questions assessed by a rubric Individual assignments assessed with an answer key Direct and multiple-choice questions as part of examinations and quizzes given during the semester
CSLO (General) 2: Discuss the benefits of integrating nutrition activities into the broader framework of primary health care, and of coordinating activities with the community health team.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 Compare the advantages of integrated community nutrition actions carried out by the PHC team	3, 8	2, 5, 9, 10	Individual oral presentation in response to direct questions assessed by a rubric Individual assignments assessed with an answer key Direct and multiple-choice questions as part of examinations and quizzes given during the semester
2.2 Describe the work of a public health nutritionist and the nutrition interventions at the different levels of prevention	3	2, 5, 9, 10	Individual oral presentation in response to direct questions assessed by a rubric Individual assignments assessed with an answer key Direct and multiple-choice questions as part of examinations and quizzes given during the semester
CSLO (General) 3: Conduct a “pilot” nutritional assessment, classify the nutritional status of a community, identify possible nutrition promotion approaches, and determine which interventions would most likely be successful in the selected community.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1 Perform a small, pilot nutrition assessment in a community, completing it with nutritional classification and identification of possible interventions ranked by likelihood of success	1, 3, 6, 8	5, 6, 9, 10	Case Scenario discussions assessed with a rubric.
3.2 Describe epidemiologic methods used by public health nutritionist	3, 6	2, 5, 6, 9	Case Scenario discussions assessed with a rubric.
3.3 Recognize commonly used anthropometric, biochemical, clinical, and dietary measures of nutritional status	3, 6	2, 5, 6, 9	Case Scenario discussions assessed with a rubric.
3.4 Discuss the strengths and weaknesses of nutrition assessment methods	3, 6	2, 5, 6, 9	Case Scenario discussions assessed with a rubric.
CSLO (General) 4: Design intervention activities (including appropriate information, education and communication (IEC) materials and an evaluation strategy), for at least one nutrition issue affecting vulnerable groups and related nutrition surveillance components.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1 Design at least one activity, complete with information, education, and communication (IEC) materials, surveillance details and an evaluation mechanism, for at least one nutrition issue affecting vulnerable groups	1, 3, 6, 7, 8*	5, 9, 10, 11, 12	Assessment of result and evaluation of project based on a rubric Oral reports and group discussions to be graded according to a specified rubric
4.2 Identify key nutritional factors affecting vulnerable groups	3, 5, 6	5, 6, 9, 10	Simulation work group graded by peer assessment rubric Direct and multiple-choice questions as part of examinations and quizzes given during the semester
4.3 Describe nutrition programs and services available for the vulnerable groups	3, 5, 6	5, 6, 9, 10	Simulation work group graded by peer assessment rubric Direct and multiple-choice questions as part of examinations and quizzes given during the semester
4.4 Describe and discuss the changing and variable nutritional needs of the vulnerable groups	3, 5, 6	5, 6, 9, 10	Simulation work group graded by peer assessment rubric Direct and multiple-choice questions as part of examinations and quizzes given during the semester

COURSE CONTENTS

Introduction to Nutrition
Implications for Community Nutrition Professionals
Art and Science of Community Nutrition
Seamless Health Care System
Community Nutrition Across the Lifecycle
Achieving Effective Community Nutrition Programs
Developing Community Nutrition Program
Evaluating Nutrition Programs

METHODS OF INSTRUCTION

[X] Lecture [X] Cooperative learning groups

[ ] Laboratory [X] In-class exercises

[ ] Audio visual [X] Demonstration

[X] Others: Field assessment of the nutrition status of a community

REQUIRED TEXT(S) AND COURSE MATERIALS:
Edelstein S. (2017). Nutrition in public health: A handbook for developing programs and services (4th ed.). Sudbury, Massachusetts: APHA Press. (or most recent edition)

REFERENCE MATERIALS:

Badcock J., et al. (1990). Developing community nutrition programmes, (1st ed.). Geneva, Switzerland: World Health Organization. (or most recent edition)
United Nations International Children’s Emergency Fund. (2006). Community nutrition: nutrition materials for healthcare workers in resource-poor areas, (1st ed.). St Albans, Hertfordshire: Teaching Aids at Low Cost (TALC).(or most recent edition)

9.INSTRUCTIONAL COSTS:
None

10. EVALUATION:
Students must have a grade of 70%[C] or better to pass this course.

11. CREDIT BY EXAMINATION
None

PH 334 Community Nutrition	Endorsed by CC: 05/04/22
	Approved by VPIA: 05/05/22

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PH 334 Community Nutrition

Hours per Week

No. of Weeks

Total Hours

Semester Credits