Syllabus

Master of Science in Applied Nutrition

APN 620 Nutrition Education and Health Behavior Change (Summer A 2022)

Credits - 3

Description

Health behavior theories and practices utilized to facilitate healthful behavior change in a variety of nutrition counseling and clinical settings are examined. Topics include motivational interviewing, practice of professional and engaged verbal and nonverbal communication, active listening, practitioner directed goal setting and group counseling.  The design and evaluation of nutrition counseling practices are explored.

Materials

Learning Objectives and Outcomes

Program Objectives

The course will satisfy the following program objectives. You will learn how to:

• Develop and utilize nutrition concepts and best-practices for nutrition and health promotion initiatives
• Interpret and modify explanations of complex nutrition concepts for various audiences
• Research, develop and disseminate evidence-based and theory driven educational materials and work-products at an audience appropriate level for topics related to nutrition and health promotion

ACEND Competencies

• 1.5 Applies knowledge of patho-physiology and nutritional biochemistry to physiology, health and disease.
  • 1.5.4 Analyzes the correlation between mental health conditions and nutritional health.(S)
• 1.7: Integrates the principles of cultural competence within own practice and when directing services
  • 1.7.1: Demonstrates knowledge of the cultural competence models (K)
  • 1.7.2: Applies knowledge of foods, cultural foods, eating patterns and food trends (K)
  • 1.7.3: Identifies challenges that arise when different cultures, values, beliefs and experiences exist between clients/patients and nutrition and dietetics professionals. (S)
  • 1.7.4 Identifies and implements strategies to address cultural biases and differences. (S)
  • 1.7.5: Applies culturally sensitive approaches and communication skills (S)
  • 1.7.6: Develops awareness of one’s own personal beliefs, values and biases to better serve clients/patients of different cultures and backgrounds. (S)
• 1.13 Demonstrates computer skills and uses nutrition informatics in the decision making process.
  • 1.13.2 Evaluates accuracy and reliability when accessing and evaluating nutrition information in electronic format. (S)
• 1.15 Applies knowledge of nutritional health promotion and disease prevention for individuals, groups and populations.
  • 1.15.3 Examines the influence of the determinants of health on health and wellness. (S)
  • 1.15.5 Applies behavior change theories for nutritional health promotion and disease prevention. (S)
• 2.4: Implements or coordinates nutritional interventions for individuals, groups or populations
  • 2.4.6 Applies education theories, adult learning, pedagogy and education principles when developing, modifying, delivering or implementing education materials.(S)
  • 2.4.7: Assesses audiences readiness to learn and identifies barriers to learning (D)
  • 2.4.8: Develops or modifies nutrition education materials or delivery methods to meet the needs of the audience (D)
  • 2.4.10: Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience (D)
  • 2.4.15 Identifies the indications, contraindications, benefits, risks and limitations of the counseling or therapy. (K)
  • 2.4.16 Demonstrates understanding of transference and counter transference in the therapeutic relationship. (K)
  • 2.4.17: Demonstrates awareness of various appropriate counseling techniques. (K)
• 5.1 Demonstrates leadership skills to guide practice.
  • 5.1.2 Demonstrates understanding of social cues and team dynamics. (S)
• 6.1: Incorporates critical thinking skills in practice.
  • 6.1.1 Considers multiple factors when problem solving. (D)
  • 6.1.2: Incorporates the thought process used in critical thinking models. (D)
  • 6.1.3 Engages in reflective practice to promote change and continuous learning. (D)
• 6.3: Applies current research and evidence-informed practice to services.
  • 6.3.4 Analyzes and formulates a professional opinion based on the current research and evidence-based findings and experiential learning. (D)
• 7.1: Assumes professional responsibilities to provide safe, ethical and effective nutrition services
  • 7.1.1 Demonstrates ethical behaviors in accordance to the professional Code of Ethics. (S)
  • 7.1.2 Engages in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors (S)
  • 7.1.4 Applies client/patient-centered principles to all activities and services. (S)
  • 7.1.6 Practices in a manner that respects diversity and avoids prejudicial treatment. (S)
  • 7.1.7 Adheres to legislative requirements and facility/employer guidelines regarding protection of privacy and security of information. (S)
• 7.2 Uses effective communication, collaboration and advocacy skills.
  • 7.2.1 Applies effective and ethical communication skills and techniques to achieve desired goals and outcomes. (D)
  • 7.2.4 Selects mode of communication appropriate to the messaging to meet the needs of the audience. (D)

Course Learning Outcomes:

• Analyze diet-health experience
• Identify the basics of nutrition education
• Assess the hallmarks of effective communication, including social and environmental factors, cultural considerations, and for various life stages
• Identify barriers to communication and ways to overcome communication barriers
• Assess various learning methods and how they apply to nutrition education
• Assess theories of patient-centered counseling
• Articulate an opinion related to theory of change
• State what you believe is most important in being an agent of change
• Assess your level of cultural competence
• Identify areas for improving cultural competency
• Implement motivational interviewing techniques
• List the hallmarks of motivational interviewing
• Discuss the philosophy and science behind HAES
• Communicate scientific findings related to HAES to medical practitioners
• Identify the hallmarks and benefits of group education, including acceptance, vulnerability, empathy, and stages of change

Assignments

There are 5 Key Assessments in this course:

Part One: Assessing a Fact Sheet for Readability (due in Week 2)

You will analyze a published fact sheet for readability, rewriting the content for a general audience.

Part Two: The Food and Culture Fact Sheet (due in Week 3)

You will create a fact sheet intended to educate your peers about culture in different parts of the United States, focusing on food insecurity and how immigration affects food culture.

Part Three: The Food and Culture Brochure (due in week 4)
You will develop a brochure to be used in the community for an immigrant that has moved to the US and is coming to you, as the nutrition professional, for for tips and resources in the community. Use the same community and resources as you used for the Food and Culture Fact Sheet.

Part Four: Therapeutic Relationship Report (due in Week 6)

You will complete a report detailing a particular therapeutic approach and the importance of motivational interviewing.

Part Five: HAES Video Essay (due in Week 7)

You will create a brief video essay to present information about Health At Every Size™ in a video essay. Your video essay might be shown during a telehealth visit while in a “waiting room” before the dietitian arrives, a wellness clinic waiting room, at a school, on a health & wellness blog, etc.

Smaller Assignments

You will complete smaller assignments that will help you complete the larger assignments. These smaller assignments include an essay on telehealth, the Theory of Change paper, and two case studies.

Discussion Board

You will be required to participate in discussions. Initial posts are due on Sundays, and responses are due by Tuesday. Please be sure to follow the individual directions provided with each Discussion Board Prompt, as the requirements may vary from Discussion Board to Discussion Board. If the initial post and response are not submitted within the discussion week you will be given a zero. Posts submitted after the discussion week will not be graded.

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

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

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

Grading Policy

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

Grade Breakdown