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W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u sRevision Date:

August 2011

WCU NURS 310 Nutrition in Health and Disease

Section A:

Instructor’s Name Jeanne Schaffer MN, FNP, COHN-S, CCM, CEAPI. Instructor’s Contact Information, Course Pre and Co-Requisites

Phone Number: 818 726-6357E-mail: [email protected] location: Faculty SuiteOffice hours: By Appointment

Course Prerequisites NoneCourse Co-requisites None

II. Mission and OutcomesUniversity Mission: At West Coast University, we embrace a student-centric learning

partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

Program Mission: The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners; preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.

Program Learning Outcomes: 1. Apply concepts or theories from biological, physical or natural sciences as basis for professional nursing practice.

2. Utilize nursing process in health promotion, restoration, and disease and illness prevention.

3. Apply evidence-based practice in providing therapeutic nursing interventions for patients and families in a wide variety of health care, and community setting.

4. Apply critical thinking skills in providing culturally sensitive and developmentally appropriate nursing care to patients who are experiencing simple and/or complex health problems in a variety of settings.

5. Provide health care education to individuals, families, and aggregates.

6. Develop measurable goals that demonstrate the willingness to become a life-long learner in building expertise as a member of the nursing profession.

Revision Date: Month, Year (i.e. February, 2010) Page 1

Course Name: Nutrition in Health and Disease

Course Number: NURS 310Campus: Los Angeles


Page 1August 2011


7. Utilize effective communication to interact with patients, families, and the interdisciplinary health team.

8. Assume responsibility for the delegation and supervision of the delivery of nursing care to subordinates based on the subordinate’s legal scope of practice and ability.

9. Demonstrate knowledge in applying client care technology skills such as computer and informatics skills when providing health care in a variety of settings.

III. Course InformationTerm: 8-29-11 to 10-31-11Class Meeting Dates: Mondays, August 29, September 12, 19, 26, October 3, 10, 17 and 24.Class Meeting Times: 12:30 - 5:30 PMClass Meeting Location: TBAClass Credit Hours: 3 semester credits/5 contact hours per week/45 hours per termClass Credit Length: 9 weeksClass Required Texts, Learning Resources:

Dudek, S.G. (2010). Nutrition Essentials for Nursing Practice (6th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins

Class Recommended Texts, Learning Resources:

Wilson, A.B., Shannon, M.T., Shields K.M., & Stang, C.L. (2009). Nurse’s Drug Guide. Upper Saddle River New Jersey: Pearson Prentice Hall.

Course Catalog Description:

Food is the basis of human life so what, how and when a person ingests food or other substances affects human life and potentially brings on disease or helps cure it. Culturally and geographically different types of foods are available and ingested by people. A nurse needs to have an understanding of how food and special diets fit with the lifestyle, culture, and therapeutic plan of care for each person under his/her care.

Course Learning Outcomes: Course outcomes are

comprised of the knowledge, skills, values and/or behaviors that students should be able to demonstrate upon completion of the course.

Course outcomes map to the Program Learning Outcomes

Must be assessed in the course to determine if learning outcomes are met

1. Develop a nutritional plan of care that demonstrates application and comprehension of evidence based nursing with a teaching-learning communication Plan.

2. Discuss the role of the RN for developing and implementing sound educational materials for patient, family and community education.

3. Compare and Critique studies using evidence based nutritional practices and current common dietary practices.

4. List and prioritize Gordon’s Functional Patterns and the threads as the basis/model for nutritional nursing care.

5. Explain and discuss ways that nurses can be proactive in family and community based programs that affect various populations such as school lunches, nursing home menu’s, teen pregnancy, geriatric clients, etc.

6. Identify major macro-nutrients and micro-nutrients relevant to human health.

7. Discuss the scientific rationale for defining nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and older age.

8. Demonstrate knowledge of the role of key nutrients in the prevention

Revision Date: Month, Year (i.e. February, 2010)


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of chronic diseases. 9. Discuss nutrition-related diseases and dietary considerations in disease

management.10. Conduct a Nutritional Self Assessment and be able to utilize these tools

in clinical practice.

Teaching and Learning Strategies Updated per course

reflecting the instructional strategies appropriate to the subject area.

Examples:. simulation laboratory, clinical experience, discussion, case studies, blended learning, on line assignments, quizzes or other electronic teaching devices, lecture, guest speakers, community projects, class presentations, videos/DVD, kinesthetic learning activities

Lecture, class discussion and case presentations Web enhanced modules - A series of web enhanced learning

modules have been structured for students to utilize in this course to augment and enhance learning. Class room discussion regarding major concepts presented in class.

Audiovisual/Computer-assisted instruction providing students with individualized learning options.

Case studies used for facilitating learning at the analysis and synthesis levels.

Student-peer interactions and student-faculty consultation.

IV. Evaluation Methods, GradingFormative Assessment of Student Learning: Will not count more than

80% of final grade Examples -- Evidenced-

based Research, presentations, Case Studies, Specific class projects, Weekly quizzes, homework assignments, clinical or lab assignments/assessment, practice exams

Summative Assessment of Student Learning: Will not count more than

30% of final grade Examples – Final Exam,

Term Paper or Term ProjectParticipation: Student Participation will

not account for more than 10% of the final grade.

Assignment/Assessments Due Date Points

Formative Assessment:Discussion Forum Participation See Sign Up

Sheet10

Three Exams 9/12; 9/26 10/10

40

Nutritional Assessment and Care Plan 10/3/11 20Summative Assessment:Comprehensive Final 10/24/11 30

V. Policies and ProceduresWest Coast University Grading Scale (reflective of

Grade PointsWCU Numerical Scale

for non-program specific courses

Nursing and Dental Hygiene Specific Numerical Score



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final course grade. See associated policy in Catalog)

A 4 90-100 91-100B 3 80-89 84-90C 2 70-79 76-83D 1 60-69 64-75F 0 59 and below 63 and below

TC N/A Transfer Credit Transfer CreditW N/A Withdrawal WithdrawalI N/A Incomplete Incomplete

CR N/A Credit

Credit granted for 75% or higher on a challenge exam or Credit awarded

for NURS 199Attendance Policy West Coast University has a clear requirement for students to attend courses.

Students should review the Attendance Policy in the “Academic Policies and Procedures” section of the University Catalog.

Academic Integrity Policy

Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources, and submit original work. Academic honesty is central to the institution/student partnership towards student success.

Any assignment submitted for credit in one course cannot be submitted for any other course.

Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the “Academic Policies and Procedures” section of the University Catalog.

Academic Dishonesty

Students should review the Academic Dishonesty Policy in the “Academic Policies and Procedures” section of the University Catalog.

Reasonable Accommodations

West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps towards seeking the accommodation. The Reasonable Accommodations Policy is found in the “Academic Policies and Procedures” section of the University Catalog.

West Coast University Make-up Work Policy

In order to meet course objectives, students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence.

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade).


http://westcoastuniversity.edu/content.aspx?id=130&ekfrm=274






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Classroom Policies Students are expected to dress professionally during class time. No children are allowed in classes or to be unattended on campus. Use of cell phones, Blackberries or any other electronic devises in the

classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.

Testing and Examination Policy

The university testing policy stipulates that no phones or other electronic devices, food or drink, papers or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed.

Once the exam results are available, students may schedule reviews of their exams with their instructors. Once the exam results are available, the instructor may review the test with students. This review is intended to help students learn, and is not intended for further distribution to other students.

Additional Program or Accreditation Requirements

Course Completion Requirements: Students are expected to participate in class. Participation includes being

present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

AACN Essentials for Baccalaureate Education for Professional Nursing Practice

The purpose of this section of the syllabus is to guide the student in understanding how the AACN 9 Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 310 Nutrition in Health and Disease include the following:



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Essential I, Liberal Education Outcome 5, Apply knowledge of social and cultural factors to the care of

diverse populationso Through the use of classroom discussions that assist students to

define nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and older age.

o Critically analyze the influence of social and cultural factors on nutritional planning, decisions and actions for patient.

o Keep a food diary for one week. Develop a diet plan for yourself that best suits your actual dietary needs based on height, weight, BMI, culture, activity level, health and drug use

o Conduct a nutritional self-assessment and gain the skill necessary to utilize these tools in clinical practice

Essential III, Scholarship for Evidence-based Practice Outcome 5. Participate in the process of retrieval, appraisal, and

synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes.

Outcome 6. Integrate evidence, clinical judgment, inter professional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care.

o Critique studies on evidence based nutritional practices and common dietary practices

o Develop a nutritional plan of care that demonstrates application of evidence-based nursing

o Discuss the scientific rationale for defining nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and old age

o Explore a variety of research databases (i.e. PUBMED, CINAHL, etc.) and other methods for locating current (credible) research knowledge and sources of evidence.

Essential IV, Information Management and Application of Patient Care Technology

Outcome 1, Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice..

o Discuss the tools used to plan and evaluate dietso All papers must be typed in word processing, in APA format, and

that PowerPoint presentations are required for the end of the



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term group presentation.

Essential VII, Clinical Prevention & Population Health Outcome 3, Assess health/illness beliefs, values, attitudes, and practices

of individuals, families, groups, communities, and populations.o Discussions that describe the significance of nutrition and

preventive care in decreasing the incidence/prevalence of diseases

o Explore the different hospital diets and the nurse’s role in promoting adequate food intake among their patients

. Essential VIII, Professionalism and Professional Values

Outcome 9. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.

Providing nutritional plan and education plan that are tailored and culturally sensitive among diverse and venerable populations are also discussed.



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SELF ASSESSMENT EXERCISE

1. Calculate your weight based on the BMI formula and the Hamwi method- page 7a. Analyze where you are on the BMI and Hamwi scale in terms of health- provide

documentation and references to support your position

2. Keep a food Diary for one week of everything that goes into your digestive system or body, i.e. everything you eat, drink or drug (prescription, over the counter medication or recreation.)

a. After ingestion keep track of how you feel both physically and emotionally.

3. Analyze your weekly food, liquid and drug intake by food groups and nutrients.

4. Estimate the quantity of what you are ingesting but it is better to use the package information of quantity, calories and nutrients or measure the quantity rather than estimate. People usually underestimate how much they are actually eating or drinking and underestimate the calories they are consuming so it is important to learn just how much you are actually consuming. You can later use this exercise with patients so you need to learn it now.

5. Analyze the strengths and weaknesses in your weekly intake of nutrients and drugs.a. Is there any interactive effect with the diet and the drugs?

6. Analyze how you felt, where you were, what you were doing, why you ingested what you did and when you ingested the food, liquids or drugs.

7. Are their other medical conditions you presently experience that contribute to your diet, nutrient or drug intake?

8. Is there a cultural influence to your diet choices that may negatively affect your health? If yes what are they and what can you do to change that?

9. Develop a diet plan for yourself that best suits your actual dietary needs based on height, weight, BMI, culture, activity level, health and drug use.

10. Explain how you plan to implement the change and what obstacles you will have to overcome to meet this goal.

11. Describe how this exercise helped you learn more about why, what, how, where and when people eat and how this influences what they ingest.

12. The report itself should be 5-8 pages in length in APA format, typed (word processed) double spaced. Attach your weekly diary and nutritional analysis of your diet to the report.



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Nursing Care Plan

Student Course DateInstructor

Patient Initial _____________ Age _______________ Height/WeightUnit Room#

Code Status_____________ Allergies_____________________________________________________________________________________

Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood Pressure Pain Scale 1-10

History of Present Illness including Admission DiagnosisRelevant Physical Assessment Findings(normal & abnormal)

Relevant Diagnostic Procedures/Results & Surgeries (include dates, if not found state so)

Past Medical & Surgical History,Pathophysiology of medical diagnoses

(with APA citations)

Pertinent Lab tests/ Values (with normal ranges), with dates and rationales

Erikson’s Developmental Stage with Rationale(APA citation)

Socioeconomic/Cultural/Spiritual Orientation & Psychosocial Considerations

Potential Health Deviations, Predisposing &Related Factors;Interventions to assess or prevent potential health deviations

(“At Risk for…” nursing dx) (AT LEAST TWO)

Interprofessional Consults, Discharge Referrals, & Current Orders(include diet, test, and treatments) with Rationale

(with APA citations)

Approved by NCC: 3/10/11

College of Nursing


August 2011

PrioritizedGordon’s

Functional Health Care Patterns

Nursing Diagnosis(at least 2)

Planning(outcome/goal)

Measureable goal during your shift

(at least 1 per Nursing diagnosis)

PrioritizedIndependent and collaborative nursing

interventions; include further assessment,

intervention and teaching(at least 4 per goal)

Rationale(use APA citations)

EvaluationGoal Met,

partially met, or not Met

& Explanation

Current Medications

Medications (with APA citations

Class/Purpose Route FrequencyDose(& range)If out of range,

why?

Mechanism of action

Onset of action

Common side effects

Nursing considerationsSpecific to this

client


DiagnosticLabel

ContributingFactors

Signs andSymptomsRelated to As evidenced by


June 2011

References


College of Nursing


Page 21June 2011

NURSING CARE PLAN RUBRICNAME: COURSE: ________ DATE: ________________

CLIENT INITIALS: CLIENT DISEASE/DISORDER: _____________________

Scale 4(Excellent)

3( Good)

2(Minimally Competent)

1(Unacceptable) Points

CRITERIA 10 8 5 31.History of Present Illness, Physical Assessment, &Diagnostic tests/ procedures

HPI explained in detail with accurate and in-depth understanding of chief complaint and presenting signs/symptoms supported by physical assessment;identifies 5-6 key assessments parameters relevant to medical diagnoses with APA references.

HPI explained in some detail with moderate understanding of chief complaint and presenting signs/symptoms somewhat supported by physical assessment;identifies 3-4 key assessments parameters relevant to medical diagnosis with references.

HPI explained in limited detail with marginalunderstanding of chief complaint and presenting signs/symptoms vaguely supported by physical assessment;identifies 1-2 key assessments parameters relevant to medical diagnosis, no references cited.

HPI details limited with poor understanding of chief complaint and presenting signs/symptoms does not support medical diagnosis,Identifies assessments parameters not relevant to medical diagnoses, no references cited.

2. Past Medical & Surgical History,Pathophysiology

Past medical history detailed with full explanation of Pathophysiology for each diagnosis & accurate details with specific detail related to the client’s history and symptoms.APA references cited.

Past medical history given with partial explanation of identified preexisting medical diagnoses& explanation accurate with some detail related to the client’s history and symptoms.References cited

Past medical history given with minimal explanation of identified preexisting medical diagnoses & few details related to the client’s history and symptoms without references.

No past medical history given without explanation; no preexisting medical diagnosis identified orexplanations inaccurate and not related to the client’s history and symptoms without references.

3. Erikson’s Developmental Stages & Socioeconomic/Psychosocial Assessment

Identifies and defines correct stage with examples of meeting/not meeting tasks with APA references. Describes socioeconomic and cultural background in complete detail.Identifies 3 psychosocial concerns

Identifies and defines correct stage with examples of meeting/not meeting tasks with references. DescribesSocioeconomic and cultural background in some detail.Identifies 2 psychosocial concerns

Identifies correct stage without adequate definition or example of meeting/not meeting tasks without references. Describes Socioeconomic and cultural background in vague detail without referencesIdentifies 1 psychosocial concerns

Identifies incorrect stage without definition or inappropriate examples given, no references.Describes socioeconomic and cultural background with no detail without referencesIdentifies no psychosocial concerns


College of Nursing


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College of Nursing

Scale 4( Excellent)

3(Good)

2(Minimally Competent)

1(Unsatisfactory) Points

CRITERIA 10 8 5 34. Multidisciplinary Consults & Discharge Referrals

Lists 3 or more appropriate collaborative issues/concerns Rationale demonstrates excellent understanding of interventions

Lists 2 appropriate collaborative issues/concerns Rationale demonstrates satisfactory understanding of interventions

Lists 1 appropriate collaborative issue/concernRationale demonstrates vague understanding of interventions

Lists inappropriate collaborative issues/concerns Rationale demonstrates unsatisfactory understanding of interventions

5. Potential Health Deviations

Identifies TWO prioritized risk factors according to NANDA format& identifies 3 signs and symptoms associated with the “at risk” diagnosis.Writes 3 independent nursing interventions

Identifies 1 prioritized risk factor according to NANDA format& identifies 2 signs and symptoms associated with the “at risk” diagnosisWrites 2 independent nursing interventions

Identifies 2 prioritized risk factors but not NANDA format& identifies 1 sign or symptom associated with the “at risk” diagnosisWrites 1 independent pertinent intervention

Does not identify prioritized risk factors or signs & symptoms not identified or not related to “at risk” diagnosisWrites 1 independent intervention not pertinent

CRITERIA 5 3 2 1 POINTS6. Gordon’s 11 Functional Health Care Patterns

Identifies 2 appropriate health care patterns

Identifies 1 appropriate health care patterns

Identifies 2 inappropriate health care patterns

Identify 1 inappropriate health care patterns

CRITERIA 10 8 5 3 POINTS7. Priority NANDA Nursing Diagnosis

TWO diagnoses written correctly per NANDA format with proper etiology &sufficient data to support diagnosis

Written correctly without sufficient data to support diagnosis

Written incorrectly with sufficient data to support diagnosis

Written incorrectly without sufficient data to support diagnosis

8.Planning/Goals&Evaluation

Goal is measureable, realistic, related to the problem;Data supports if goal is met, not met with appropriate revisions

Goal is not measureable, realistic, related to the problem;Data somewhat supports if goal is met, not met with appropriate revisions

Goal is not measureable, not realistic, related to the problem;Data vaguely supports if goal is met, not met with inappropriate revisions

Goal is not measureable, not realistic, not related to the problem;Data does not support if goal is met, not met with inappropriate revisions


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Scale 4 (Excellent)

3 (Good)

2 (Minimally Competent)

1 (Unsatisfactory) Pointw

CRITERIA 10 8 5 39. Implementation & Rationale

Identifies 4 independent interventions with teaching; Scientific rationale is supported textbook citation[Evidence Base Information]

Identifies 3 independent interventions with teaching;Scientific rationale is somewhat relevant & supported with citation

Identifies 2 independent interventions with teaching; Scientific rationale is vaguely relevant & not supported from textbook

Identifies 1 independent interventions with teaching; Scientific rationale is not relevant & not supported from textbook

10. Medications Lists all MAR medications with relevant side effects and nursing considerations specific to patient and reasons why patient is receiving drug.

Lists all MAR medications but does not include relevant side effects and nursing considerations specific to patient and why patient is receiving drug.

Lists most of the MAR medications with relevant side effects and nursing considerations specific to patient and why patient is receiving drug.

Lists some MAR medications but does not include relevant side effects and nursing considerations specific to patient.

CRITERIA 5 4 3 1 POINTS11. General Organization

Accurate APA format, Appropriate citations &references, No spelling or grammar errors

1-2 APA format errors,Some citations, references are appropriate, Minimal spelling or grammar errors

Many APA format errors,Inappropriate citations or references, Many spelling or grammar errors

No APA formatting,No citations or references included, many spelling or grammar errors

TOTAL:

COMMENTS:

STUDENT SIGNATURE: ____ DATE:

INSTRUCTOR SIGNATURE: ___ DATE:


College of Nursing


Page 21June 2011


Section B: Course Outline

Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments

Week 18/29/11

CLO # 2, 5

1. Describe how nutritional care can be approached using the nursing care process.

2. Apply the “rule of thumb” formula for calculating the ideal body weight for men and women based on height.

3. Discuss an in-depth analysis of a person’s nutritional status

Introduction to the course.Review of syllabus.

Principles of Nutrition - Nutrition in nursing- Nutritional care process utilizing Gordon’s Functional model.

OrientationAttendance

StudentParticipation Project Sign-Up: Evidence Based Article or Open Book Review Game.

See pb works online for instructions..http://wcunurs310.pbworks.com

Discussion - Nutritional Assessment Individual/Group Project.

EXAMS:1. Week 32. Week 53. Week 74. Week 8 Take HomeFinal: Week 9

Film/Discussion/LectureRead Pages 2-63…Dudek, Pre and Post Tests.Chapter 1, 2, 3.Labor Day Holiday: 9/5/11 No Class Week 2.

Dudek, pp. 6-53

EVOLVE website has study skills, case studies, tests and remediation available

Week 2 1. Identify major micro and Principles of Nutrition Labor Day Holiday: 9/5/11 Dudek, pp. 63-124



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9/5/11

CLO # 6, 7

macro nutrients relevant to human health.

2. Differentiate between simple and complex carbohydrates.

3. Explain the difference between complete and incomplete proteins.

4. Discuss the role of the following nutrients in health and the recommended intake:

- Carbohydrates- Protein- Lipids- Vitamins- Water and minerals

5. Discuss how the body breaks down nutrients for energy and how it stores energy for future needs.

6. Discuss total energy requirements and the topic of increasing activity for health promotion.

- Carbohydrates- protein, lipids- vitamins- water and minerals- energy metabolism

No Class

Complete Weekly Reading: Dudek, Pages 62-167Chapters 4 - 7.

Complete Pre and Post Tests.

EXAM I Practice Test - graded.

IMPORTANT:Complete Exam I - Practice Multiple Choice Test for Chapters 1 - 7 in black ink this week. Turn in your completed exam beginning of period 9/12/11. No Make UP Allowed.



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Week 39/12/11

CLO #1, 10

1. Conduct a nutritional self assessment and gain the skill necessary to utilize these tools in clinical practice.

EXAM I

Nutritional self assessment exercise

Weekly Reading: Dudek, Pages 167 - 244Pre and Post Tests.Chapters 8, 9, 10.pbworks Article: Metabolic Syndrome.

*Turn In Practice Exam ILecture/ Exam Review Chapters 1-7.

*Student Project: Evidence Based Article related to Chapters 1-10.

Send actual article as an attachment 3 business days prior to presentation to the instructor so it can be posted online for all students to read and bring to this class.

Bring "5" discussion questions related to your article.

Links are not acceptable for a grade.

Dudek, pp. 177-258

See guidelines below for self nutritional assessment

Week 49/19/11

1. Discuss the role of the nurse in developing and implementing sound educational materials for patient, family, and

Nutrition in Health PromotionCommunicate a nutritional plan that demonstrates application of evidence based practice.

Weekly Reading: Dudek, Pages 246 - 321. Chapters 11, 12, 13.

Dudek, pp. 275-340



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CLO # 2, 3,6,

community education.2. Critique studies on evidence-

based nutritional practices and common dietary practices.

3. Discuss the tools used to plan and evaluate diets.

- Guidelines for healthy eating; Dietary Guidelines for Americans- Consumer issues- DRI- RDA

* Student Review Games - Chapters 1-7 and 8-10.

Complete Homework: Practice Case Study and Multiple Choice Exam II - 9/26/11. Chapters 1-10.

Week 5

9/26/11

CLO # 7, 8

1. Demonstrate knowledge of the role of key nutrients in the prevention of chronic diseases across the lifespan.

2. Discuss the scientific rationale for defining nutritional requirements in healthy individuals and populations, with reference to specific conditions such as pregnancy, lactation, and old age.

EXAM IINutrition in Health Promotion- Cultural, ethnic, and religious influences- Nutrition across in the lifespan

Weekly Readings: Dudek,Pages 326 - 400,Chapters 14, 15, and 16.

*Review: Completed Practice Case Study and Multiple Choice Exam Chapters 1-10.

*Exam II. Multiple Choice and Case Study. Chapters 1-10.

*Evidence Based Articles.Chapters 6-16. See Previous Instructions.

Dudek, pp. 364-377

Week 610/3/11

CLO # 4, 8, 9

1. Explore the concept of “normal” weight and how weight is evaluated.

2. Discuss obesity and eating disorders including the complications and the nutritional management.

Nutrition in Clinical PracticeUsing Gordon’s Conceptual framework and the 7 strands discuss the nurse’s role in developing and implementing sound educational materials for patient, family and community.- Obesity and eating disorders- Feeding patients: hospital food, enteral, and parenteral nutrition

Weekly Readings: Dudek,Pages 402 - 511. Chapters 17-20. Pre and Post Tests.

*Paper Due: Nutrition Assessment.

Dudek, pp. 386-427



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- Critical illness and hypermetabolic disorders

*Student/ExamReviewGame: Chapters 8 - 16.

Complete Homework: Practice Exam III Lifespan Case Study . Chapters 1-16.Due 10/10/11.



June 2011



Week 710/10/11

CLO # 8, 9

1. Discuss nutrition-related diseases and dietary considerations in disease management:

1. Gastrointestinal diseases2. Cardiovascular diseases3. Diabetes Mellitus

EXAM IIINutrition in Clinical PracticeUtilize Gordon’s Conceptual framework and the 7 strands in the nursing process develop a plan of care for the following patients:-Nutrition for patients with gastrointestinal disorders- Nutrition for patients with cardiovascular disorders-Nutrition for patients with diabetes mellitus

Weekly Reading: Dudek,Pages 402 - 511. Chapters 17, 18, 19, and 20.Pre and Post Tests.

*Student Review Game: Chapters 17-20.

*Evidence Based Articles - Chapters 17 - 20.

*Exam III - Chapters 1-16 Multiple Choice and Case Study.

Homework: GI, CAD, DM: Case Study - Due 10/17/11 beginning of period. No Make Up allowed.

Dudek, pp.429-489

Week 8

10/17/11

1. Discuss nutrition-related diseases and dietary considerations in disease management:

1. Renal Disorders

Nutrition in Clinical Practice- Nutrition for patients with renal disorders- Nutrition for patients with cancer or HIV/AIDs

Weekly Reading: Dudek, pages 485 - 559.Chapters 20, 21 and 22.Pre and Post Tests.

Dudek, pp.494-505

EVOLVE website has study skills, case studies, tests and remediation



Page 21June 2011



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