Syllabus
Master of Science in Applied Nutrition
APN 505: Applied Anatomy and Physiology
Credits - 3
Description
This course will examine human anatomy and physiology from an integrative and applied perspective. Students will develop an understanding of the functions and structures of the human body, and explore how cells, tissues, and organ systems work together to maintain homeostasis within the human body, with a focus on human nutrition and metabolism. Functional and regulatory roles of macro and micronutrients will be examined. The course lays the foundation for understanding diagnosis and treatment of diseases in the nutrition care setting.
Materials
Learning Objectives and Outcomes
Students in this course will learn how to:
- Apply concepts and knowledge of anatomy and physiology, the general terminology related to anatomy and physiology, cells and tissues related to the integumentary, skeletal, muscular, nervous, endocrine, circulatory, lymphatic/immune, respiratory, digestive, urinary and reproductive systems and how they apply to nutrition.
- Critically evaluate evidence-based and primary literature to understand normal and clinical interpretations and applications of anatomy and physiology in a nutrition care setting.
- Describe the interdependency and interactions of human organ systems.
- Interpret information related to anatomy and physiology through case studies, assignments, and quizzes in order to assess current knowledge.
- Present on medically-complex clinical nutrition situations, and communicate information related to body systems to patients, clients, and other healthcare providers, in a medical setting.
- Evaluate information on anatomy and physiology relative to human health and nutrition including social, environmental, and ethical implications.
- Analyze function and structure of human anatomy and physiology using Visible Body and other evidence-based resources.
- Apply a holistic approach to nutrition and human health through understanding how human organ systems are interrelated.
Assignments
Lectures: The lectures in this course will not be a review of the course materials or the content in Visible Body. The focus of the lectures will be on the application of anatomy and physiology to nutrition, specifically the circumstances, cases, or disease states that you might see as a nutritional professional. Viewing these lectures will help you connect what you are learning about human anatomy and physiology to nutrition practice and case study assignments.
Visible Body Courseware: You will be directed to the Courseware site in each unit to view and study content, perform virtual 3D dissections, and take practice and graded quizzes. The practice quizzes are optional to provide you with additional learning and practice opportunities. Both types of quizzes are clearly labeled. The graded quizzes will count towards a percent of your total grade.
The Visible Body Course is aligned with the units in Brightspace. When you open the course, you will see all eight units listed. The content within each unit was curated from the Anatomy and Physiology, Human Anatomy Atlas, and Physiology Animations apps. When you open a module, for example, you will notice the software will open the A & P app. Pay attention to the modules assigned in each unit as you are only responsible for the content listed (you’ll notice that the numbers may be out of sequence or missing). In addition, the assigned content presents multiple formats such as chapters, slideshows, animations, illustrations, 3D Views with virtual dissections, pathology view, and multiple (ungraded) practice quizzes.
Visible Body Quizzes: Graded quizzes that are taken in the Visible Body platform to assess knowledge of anatomical structures and systems. Points for these quizzes are awarded based on completion (all or nothing) and no partial credit is awarded. The instructor will manually enter the Visible Body quiz grade into Brightspace; scores will not be automatically available upon completion.
Unit Quizzes and Lab Activities: Graded learning activities using Visible Body as a resource and submitted in Brightspace that assesses your ability to apply concepts and knowledge on each of the systems presented in the course. Includes the Anatomical Scavenger Hunt in Unit 1 and the Lab Activity in Unit 4.
Introductory A & P Case Studies: These case studies provide a scenario for the system(s) presented in the unit and assess your knowledge of the typical or normal state of the system(s) and/or how that state applies to nutrition.
Clinical Case Studies: These case studies present a detailed patient profile and a clinical nutrition situation. You will complete a narrative summary and answer questions that assess your application and knowledge on the interdependency and interactions of the systems and how these interactions apply to nutrition and the nutrition care process.
Clinical Case Presentation and Case Study: Assesses your ability to synthesize a complex clinical case by applying concepts and knowledge of anatomy and physiology with application to nutrition. You will record yourself presenting the case in a professional format and you will turn in your narrative summary.
Peer Evaluation: In this assignment, you will provide a critique of your peers’ clinical case presentations.
Case Study Presentation Reflection: In this assignment, you will reflect on your experience with the Clinical Case Presentation and peer evaluation.
Writing Statement
As professionals in the field, you will consistently be expected to clearly and concisely articulate advanced concepts for diverse audiences at a variety of educational levels.
Graduate students are expected to produce their best quality work, including screening their work prior to submission for clarity, grammatical, spelling, formatting and mechanical issues.
While there is often a portion of each assignment’s rubric dedicated specifically to grammar, spelling, mechanics, and formatting, it is critical to understand that failure to submit work that has been adequately proofed may result in a reduction of points in other areas of the rubric. These may include, but are not limited to metrics rating professionalism or content knowledge and synthesis; work submitted in graduate courses should provide evidence of strategic reading, writing, and academic speaking skills essential for success in the discipline.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignments | Percent of Total Grade |
|---|---|
| Student Syllabus Contract | 1 % |
| Anatomical Scavenger Hunt | 1% |
| Visible Body Quizzes and Activities (8 units @ 2 points each) | 16 % |
| Brightspace Quizzes (11 quizzes @2 points each) | 22 % |
| Unit 4 Lab Activity Assignment | 2% |
| Introductory Case Studies (9 @ 2 points each) | 18 % |
| Clinical Case Studies (8 @ 3 points each) | 24 % |
| Final Clinical Case Presentation and Case Study | 9 % |
| Peer Evaluation - Clinical Case Presentation | 4 % |
| Reflection | 3 % |
| Total | 100 % |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Week 1: Sep 4 – Sep 10
Week 2: Sep 11 – Sep 17
Week 3: Sep 18 – Sep 24
Week 4: Sep 25 – Oct 1
Week 5: Oct 2 – Oct 8
Week 6: Oct 9 – Oct 15
Week 7: Oct 16 – Oct 22
Week 8: Oct 23 – Oct 27
Unit/Week |
Assignments |
Due Dates |
| Unit 1 |
Getting Started
Week 1 Learning Activities
|
Sunday by 11:59 pm ET
Tuesday by 11:59 pm ET |
| Unit 2 |
|
Tuesday by 11:59 pm ET |
| Unit 3 |
|
Tuesday by 11:59 pm ET |
| Unit 4 |
|
Tuesday by 11:59 pm ET |
| Unit 5 |
|
Tuesday by 11:59 pm ET |
| Unit 6 |
|
Tuesday by 11:59 pm ET |
| Unit 7 |
|
Tuesday by 11:59 pm ET |
| Unit 8 |
|
Clinical Case Presentation and Case Study due Wednesday by 11:59 pm ET Peer Evaluation due Friday by 11:59 pm ET All other assignments due Sunday by 11:59 pm ET |
Unit One: Cells, Tissues, and Integumentary System
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Describe typical cell anatomy, components, and basic functions
- Explain the cell life cycle
- Define the four primary tissue types
- Identify the organelles and describe their functions
- Classify the different types of tissues and their locations and functions in the body
- Describe the body tissues and their locations and main functions in the body
- Identify the major tissue types and examples of each in the body
- Apply knowledge of cells and tissues to clinical nutrition situations
- Describe the general structure and functions of the skin layers
- Identify the four types of epidermal cells and describe their functions
- Explain how the skin responds to injuries and repair
- Apply knowledge of the anatomy and physiology of the integumentary system to clinical nutrition situations
Lectures
Required Readings
Please note the readings in each unit will assist you in completing the Introductory and Clinical Case Studies.
- Pocket Guide to Nutrition Assessment: Chapter 1, The Nutrition Care Process
- Varani J, Dame MK, Rittie L, et al. Decreased Collagen Production in Chronologically Aged Skin: Roles of Age-Dependent Alteration in Fibroblast Function and Defective Mechanical Stimulation. American Journal of Pathology. 2006;168:1861-1868.
- Characteristics of the Aging Skin-linked in Brightspace
- Vowden K, Vowden P. Diabetic foot ulcer or pressure ulcer? That is the question. The Diabetic Foot. 2015;18:62.
- Frykberg RG. Diabetic foot ulcers: Pathogenesis and management. American Family Physician. 2002;66:1655-1662
- Quain AM, Khardori NM. Nutrition in Wound Care Management: A Comprehensive Overview. Wounds: a compendium of clinical research and practice. 2015;27:327-335.
- Gonzalez, Ana Cristina De Oliveira, Andrade ZDA, Costa TF, Medrado, Alena Ribeiro Alves Peixoto. Wound healing – A literature review. Anais Brasileiros de Dermatologia. 2016;91:614-620.
- Sunshein KF, Samouilov A. Evaluation of Peripheral Neuropathy in the Diabetic Foot. Primary Care Reports. 2017;23. [Table 4. Wagner Classification]
- Mayo Clinic A1C test-linked in Brightspace
Unit 1 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 1 Assignments
See table above for specific assignments and due dates
Unit Two: Skeletal and Muscular Systems and Joints
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Describe the major components and functions of bone tissue and its formation
- Indicate the classification, name, location, and description of the bones of the axial and appendicular skeleton
- Apply knowledge of the anatomy and physiology of the skeletal system to clinical nutrition situations
- Describe the characteristics of the skeletal muscle tissue as well as classification of muscles
- Identify the location and action of the major muscles of the neck and head and muscles of the wall of the thoracic and abdominopelvic cavities
- Apply knowledge of the anatomy and physiology of the muscular system to clinical nutrition situations
Lectures
Required Readings
Please note the readings in each unit will assist you in completing the Introductory and Clinical Case Studies.
- Pocket Guide to Nutrition Assessment: Chapter 6, Biochemical Tests, Medical Data and Procedures
- Jacobs RA, Flück D, Bonne TC, et al. Improvements in exercise performance with high-intensity interval training coincide with an increase in skeletal muscle mitochondrial content and function. Journal of Applied Physiology. 2013;115:785-793.
- Geller JL, Adams JS. Vitamin D therapy. Current Osteoporosis Reports. 2008;6:5-11.
- Compston JE, McClung MR, Leslie WD. Osteoporosis. The Lancet. 2019;393:364-376.
- Palacios C. The Role of Nutrients in Bone Health, from A to Z. Critical Reviews in Food Science and Nutrition. 2006;46:621-628.
- Bikle DD. Vitamin D and Bone. Current Osteoporosis Reports. 2012;10:151-159.
Unit 2 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 2 Assignments
See table above for specific assignments and due dates
Unit 3: Nervous System and Special Senses
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Describe the structure and function of the nervous tissue and the basic anatomical organization of the nervous system
- Describe the structure and function of the spinal cord and spinal nerves
- Describe the structure and function of the brain and cranial nerves
- Explain the general structure of the autonomic nervous system
- Describe the general structure and function of the eyes and ears
- Apply knowledge of the anatomy and physiology of the nervous system to clinical nutrition situations
Lectures
Required Readings
Please note the readings in each unit will assist you in completing the Introductory and Clinical Case Studies.
- The Essential Pocket Guide for Clinical Nutrition: Chapter 4, Anthropometric Measures
- Matsuo K, Palmer JB. Anatomy and Physiology of Feeding and Swallowing: Normal and Abnormal. Physical Medicine and Rehabilitation Clinics of North America. 2008;19:691-707.
- Brain Injury Association of America. Non-lethal Opioid Overdose and Acquired Brain Injury. Published June 2018-linked in Brightspace
- The International Dysphagia Diet Standardisation Initiative 2016: IDDSI Framework and Descriptors
- McGinnis CM, Homan K, Solomon M, et al. Dysphagia: Interprofessional Management, Impact, and Patient-Centered Care. Nutrition in Clinical Practice. 2019;34:80-95.
- Sharma K, Mogensen KM, Robinson MK. Pathophysiology of Critical Illness and Role of Nutrition. Nutrition in Clinical Practice. 2019;34:12-22.
- Chapter 3 Understanding Pathophysiological changes. Institute of Medicine 2011. Nutrition and Traumatic Brain Injury: Improving Acute and Subacute Health Outcomes in Military Personnel. Washington, DC: The National Academies Press. https://doi.org/10.17226/13121.
- Yeh DD, Johnson E, Harrison T, et al. Serum Levels of Albumin and Prealbumin Do Not Correlate With Nutrient Delivery in Surgical Intensive Care Unit Patients. Nutrition in Clinical Practice. 2018;33:419-425.
- Shi J, Dong B, Mao Y, et al. Review: Traumatic brain injury and hyperglycemia, a potentially modifiable risk factor. Oncotarget. 2016;7:71052-71061.
- Kinoshita K. Traumatic brain injury: Pathophysiology for neurocritical care. Journal of Intensive Care. 2016;4:29.
- Messina Z, Mills R. Anoxic Encephalopathy. In StatPearls [Internet]. 2019.
- Agamanolis D. Chapter 4 Traumatic Brain Injury and Increased Intracranial Pressure-linked in Brightspace
Unit 3 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 3 Assignments
See table above for specific assignments and due dates
Unit 4: Endocrine System
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Name the main types of hormones of the body
- Classify the main types of hormones of the body
- Describe and locate the endocrine glands
- List organs with endocrine functions
- Apply knowledge of the anatomy and physiology of the endocrine system to clinical nutrition situations
Lectures
Required Readings
- The Essential Pocket Guide for Clinical Nutrition: Chapter 2, Nutrition Screening
- Gribble FM. The gut endocrine system as a coordinator of postprandial nutrient homoeostasis. Proceedings of the Nutrition Society. 2012;71(4):456-462. doi:10.1017/s0029665112000705
- Zouhal H, Saeidi A, Salhi A, Li H, Essop MF, Laher I, Rhibi F, Amani-Shalamzari S, Ben Abderrahman A. Exercise Training and Fasting: Current Insights. Open Access J Sports Med. 2020;11:1-28 https://doi.org/10.2147/OAJSM.S224919
- American Diabetes Association; 2. Classification and Diagnosis of Diabetes: Standards of Medical Care in Diabetes—2021. Diabetes Care 1 January 2021; 44 (Supplement_1): S15–S33. https://doi.org/10.2337/dc21-S002
- American Diabetes Association; 3. Prevention or Delay of Type 2 Diabetes: Standards of Medical Care in Diabetes—2021. Diabetes Care 1 January 2021; 44 (Supplement_1): S34–S39. https://doi.org/10.2337/dc21-S003
- American Diabetes Association; 9. Pharmacologic Approaches to Glycemic Treatment: Standards of Medical Care in Diabetes—2021. Diabetes Care 1 January 2021; 44 (Supplement_1): S111–S124. https://doi.org/10.2337/dc21-S009
- Nyenwe EA, Jerkins TW, Umpierrez GE, Kitabchi AE. Management of type 2 diabetes: evolving strategies for the treatment of patients with type 2 diabetes. Metabolism. 2011 Jan;60(1):1-23. doi: 10.1016/j.metabol.2010.09.010.
- Evert AB, Dennison M, Gardner CD, et al. Nutrition therapy for adults with diabetes or prediabetes: A consensus report. Diabetes Care. 2019;42(5):731-754. doi:10.2337/dci19-0014
Unit 4 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 4 Assignments
See table above for specific assignments and due dates
Unit 5: Cardiovascular/Circulatory, Lymphatic/Immune, and Respiratory Systems
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Describe the anatomical location, structure, and function of the organs of the cardiovascular/circulatory, lymphatic/immune, and respiratory systems
- Apply knowledge of the anatomy and physiology of the lymphatic and immune systems to clinical nutrition situations
- Apply knowledge of the anatomy and physiology of the respiratory system to clinical nutrition situations.
- Describe the composition and general functions of the blood
- Describe the anatomy and physiology and function of the heart
Lectures
Required Readings
- Pocket Guide to Nutrition Assessment: Chapter 5, Nutrition Focused Physical Assessment
- Lu DP. Halitosis: An etiologic classification, a treatment approach, and prevention. Oral Surgery, Oral Medicine, Oral Pathology. 1982;54:521-526.
- Irimajiri M, Jay EE, Glickman LT, Luescher AU. Mild polycythemia associated with compulsive disorder in dogs. Journal of Veterinary Behavior. 2006;1:23-28.
- Diogo CC, Fabretti AK, Camassa, José Arthur de Abreu, Bonelli MDA, Bahr Arias MV, Pereira PM. Diagnosis and Treatment of Primary Erythrocytosis in a Dog: A Case Report. Topics in Companion Animal Medicine. 2015;30:65-67.
- Hadi HAR, Carr CS, Al Suwaidi J. Endothelial dysfunction: cardiovascular risk factors, therapy, and outcome. Vascular health and risk management. 2005;1:183-198.
- Hamoudi A, Taqi V. Iron Overload Cardiomyopathy due to Non-Classical Hereditary Hemochromatosis. Journal of Medical Cases. 2019;10:58-61.
- Aronow WS. Management of cardiac hemochromatosis. Archives of medical science: AMS. 2018;14:560-568.
- Laing K. Immune Responses to Viruses-linked in Brightspace
- Laing K. Immune Responses to Bacteria-linked in Brightspace
- Roth AN, Karst SM. Norovirus mechanisms of immune antagonism. Current Opinion in Virology. 2016;16:24-30.
- Taeb AM, Hooper MH, Marik PE. Sepsis: Current Definition, Pathophysiology, Diagnosis, and Management. Nutrition in Clinical Practice. 2017;32:296-308.
- Kim W, Hong S. Sepsis and Acute Respiratory Distress Syndrome: Recent Update. Tuberculosis and Respiratory Diseases. 2016;79:53-57.
- Cardozo Júnior LC, Silva RR. Sepsis in intensive care unit patients with traumatic brain injury: factors associated with higher mortality. Rev Bras Ter Intensiva. 2014;26(2):148–154.
-
McClave SA, Taylor B, Martindale RG, et al. Guidelines for the provision and assessment of nutrition support therapy in the adult critically ill patient. Journal of Parenteral and Enteral Nutrition. 2016;40(2):159-211. doi:10.1177/0148607115621863 (Section E and Section N)
Unit 5 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 5 Assignments
See table above for specific assignments and due dates
Unit 6: The Digestive System Part 1
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Describe the anatomical location and structure of the organs of the upper digestive system
- Explain how oral cavity structures contribute to the digestive process
- Describe the process of peristalsis
- List the main functions associated with the organs of the upper digestive system
- Locate and identify the sphincters through which food enters and exits the stomach
- Apply knowledge of the anatomy and physiology of the digestive system to clinical nutrition situations.
- Apply A&P to define nutrition recommendations pertaining to clinical background of a case study patient.
Lectures
Required Readings
- Pocket Guide to Nutrition Assessment: Chapter 3, Food- and Nutrition-Related History
- Bharucha AE, Kudva YC, Prichard DO. Diabetic Gastroparesis. Endocrine Reviews. 2019;40:1318-1352.
- van Beek AP, Emous M, Laville M, Tack J. Dumping syndrome after esophageal, gastric or bariatric surgery: pathophysiology, diagnosis, and management: Dumping syndrome. Obesity Reviews. 2017;18:68-85.
- Liu N, Abell T. Gastroparesis updates on pathogenesis and management. Gut and Liver. 2017; 11(5):579-589.
- Bouras EP, Vazquez Roque MI. Gastroparesis: From Concepts to Management. Nutrition in Clinical Practice. 2013; 28(4):437-447.
- Ilić M, Pašić F, Kirigin L, Mirošević G, Bekavac Bešlin M. Changes in Gut Hormones After Roux en Y Gastric bypass, Sleeve Gastrectomy, and Adjustable Gastric Banding. Endocrine Oncology and Metabolism. 2015;1:25-36.
- Lee WJ, Almalki O. Gastro Esophageal Reflux Disease after Sleeve Gastrectomy: A Real Issue and Future Perspectives. American Journal of General and Gi Surgery. 2018;1(1): 1-7.
- Zhang Y, Ji G, Li G, et al. Ghrelin reductions following bariatric surgery were associated with decreased resting state activity in the hippocampus. International Journal of Obesity. 2019;43:842-851.
- Dimitriadis GK, Randeva MS, Miras AD. Potential Hormone Mechanisms of Bariatric Surgery. Current Obesity Reports. 2017;6:253-265.
- Patel JJ, Mundi MS, Hurt RT, Wolfe B, Martindale RG. Micronutrient Deficiencies after Bariatric Surgery: An Emphasis on Vitamins and Trace Minerals. Nutrition in Clinical Practice. 2017;32:471-480.
- Peterli R, Wölnerhanssen BK, Peters T, et al. Effect of Laparoscopic Sleeve Gastrectomy vs Laparoscopic Roux-en-Y Gastric Bypass on Weight Loss in Patients With Morbid Obesity: The SM-BOSS Randomized Clinical Trial. JAMA. 2018;319:255-265.
- Parrott J, Frank LL, Rabena R, Craggs-Dino L, Isom K, Greiman L. American Society for Metabolic and Bariatric Surgery Integrated Health Nutritional Guidelines for the Surgical Weight Loss Patient 2016 Update: Micronutrients. Surgery for Obesity and Related Diseases. 2017;13(5):727-741.
Unit 6 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 6 Assignments
See table above for specific assignments and due dates
Unit 7: The Digestive System Part 2
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Locate and identify the accessory digestive organs of the abdominal cavity
- Apply knowledge of anatomy and physiology of the lower digestive system and accessory organs to clinical nutrition situations
- Describe the role of the liver, gallbladder, and pancreas in producing, transporting, and storing digestive juices
- Describe the process of absorption that occurs in the small intestine
- Describe the function of the villi and circular folds in the small intestine
- Locate and identify the regions of the small intestine
- Describe the digestive process that occurs in the large intestine including the role of bacteria
Lectures
Required Readings
- Pocket Guide to Nutrition Assessment: Chapter 8, Nutrient Requirements
- Melini V, Melini V, Melini F, Melini F. Gluten-free diet: Gaps and needs for a healthier diet. Nutrients. 2019;11:170.
- Boland M. Human digestion – a processing perspective. Journal of the Science of Food and Agriculture. 2016;96:2275-2283.
- Nallapeta NS, Foris LA, Tuma F, Patel K. Diverticulosis. In StatPearls [Internet]. 2019.
- Linzay CD, Pandit S. Acute Diverticulitis. In StatPearls [Internet] 2019.
Unit 7 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 7 Assignments
See table above for specific assignments and due dates
Unit 8: Urinary and Reproductive Systems
Learning Objectives
Upon completion of this Unit’s module, you will be able to:
- Describe the anatomical location and structure of the organs of the urinary system and reproductive system
- List the main functions associated with the organs of the urinary and reproductive system
- Apply knowledge of the anatomy and physiology of the urinary and reproductive system to clinical nutrition situations
- Application of A&P to define nutrition recommendations pertaining to the clinical background of a case study patient.
- Present a clinical case study in a professional format
- Evaluate peers’ clinical case presentations
Lectures
Required Readings
Please note the readings in each unit will assist you in completing the Introductory and Clinical Case Presentation.
- Pocket Guide to Nutrition Assessment: Chapter 7, Client History
- Beerendrakumar N, Ramamoorthy L, Haridasan S. Dietary and Fluid Regime Adherence in Chronic Kidney Disease Patients. Journal of caring sciences. 2018;7:17-20.
- Wright M, Southcott E, MacLaughlin H, Wineberg S. Clinical practice guideline on undernutrition in chronic kidney disease. BMC Nephrology. 2019;20:1-10.
- Hantavirus: Centers for Disease Control and Prevention [website linked in Brightspace]
- Collings JT, Badireddy M. Anatomy, Abdomen and Pelvis, Small Intestine. In StatPearls [Internet] 2019.
- Frankenfield DC, Ashcraft CM. Estimating energy needs in nutrition support patients. Journal of Parenteral and Enteral Nutrition. 2011;35(5):563-570. doi:10.1177/0148607111415859
Clinical Case Presentation Required Materials
- Beerendrakumar N, Ramamoorthy L, Haridasan S. Dietary and Fluid Regime Adherence in Chronic Kidney Disease Patients. Journal of caring sciences. 2018;7:17-20.
- Wright M, Southcott E, MacLaughlin H, Wineberg S. Clinical practice guideline on undernutrition in chronic kidney disease. BMC Nephrology. 2019;20:1-10.
- Hantavirus: Centers for Disease Control and Prevention [website]
- Collings JT, Badireddy M. Anatomy, Abdomen and Pelvis, Small Intestine. In StatPearls [internet] 2019.
- Enteral Feeding Needs: How to Calculate [Handout]
- McClave SA, Taylor B, Martindale RG, et al. Guidelines for the provision and assessment of nutrition support therapy in the adult Critically Ill patient. Journal of Parenteral and Enteral Nutrition. 2016;40(2):159-211. doi:10.1177/0148607115621863
- ASPEN Nutrition Care Algorithm
Databases and Guides
- Nutrition Care Manual (Database- select from UNE Library list)
- Abbott Nutrition Product Reference
- Access Medicine Database
Unit 8 Visible Body Courseware
See Visible Body Course and Brightspace for specific assignment activities.
Unit 8 Assignments
See table above for specific assignments and due dates
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Applied Nutrition page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Applied Nutrition Database
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
AMA Writing Style Statement
In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.
Online resources: AMA Style Guide
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in AMA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Late Policy
Assignments: Assignments submitted after the due date and time will receive a deduction of 10% of the total possible grade for each day it is late. After three days, the assignment will not be accepted. No assignments will be accepted after the course ends.
Discussion posts: If the initial post is submitted late, acceptance of the discussion board is at the discretion of the faculty. Any posts submitted after the end of the Discussion Board week will not be graded (does not apply to practicum).
Students are encouraged to make every effort ahead of time to contact their instructor and their student support specialist if they are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.