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Syllabus

Master of Science in Applied Nutrition

APN 505: Applied Anatomy and Physiology – 16 week

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.

This is a 16-week course. 

Materials

Building Your Professional Nutrition Library

Throughout this program, you will use a variety of textbooks, professional resources, and practice platforms. These materials have been intentionally selected not only to support individual courses, but also to help you build your own professional nutrition library. Your own professional library is a collection of trusted resources that you will use throughout the program, during experiential learning, and often well into your career as a nutrition professional.

We recognize that these resources represent an investment. For that reason, faculty carefully evaluate each required resource to ensure it provides value beyond a single course. In fact, you will often see the same textbook used in multiple courses for that reason. In addition, UNE has invested in numerous databases, journals, and professional tools that are available to you at no additional cost through the UNE Library. Throughout the curriculum, we will clearly identify resources that are available through the library so you can take full advantage of these offerings.

As you progress through the program, think of these materials as tools for your professional development rather than course requirements. By graduation, you will have assembled a collection of resources that supports your learning, experiential education, exam preparation, and future practice.

Required Subscription

  • A subscription to Drug Nutrition Interactions is required.
    • Select the Student Plan and use the code UNE202608555 at checkout for a discounted rate.

Required Resources through UNE Library

  • Charney P, Malone A. Academy of Nutrition & Dietetics Pocket Guide to Nutrition Assessment. 4th ed. Academy of Nutrition and Dietetics; 2022.
  • Visible Body Suite: Detailed, interactive 3D atlas of the human body. Requires a free account through the UNE Library Database. 
  • Nutrition Care Manual: The Nutrition Care Manual (NCM) is an electronic professional practice resource for nutrition professionals, published by the Academy of Nutrition and Dietetics. This resource contains current evidence-based nutrition guidelines and nutrition education materials that can be used when working with patients and clients. As a student in the APN program at UNE, you have access to the NCM for free through the UNE Library. You can access the NCM by searching for it under N in the UNE Library Database.
    • View this tutorial video to help you become familiar with the features and information provided in the NCM. Then, take a look around the NCM on your own to locate information on nutrition care by disease state, practice using nutrition care calculators, and identify educational handouts and other resources that you may want to use when working with patients and clients.

Recommended Texts that require purchase (required in other Pre-Dietetics and Dietetics courses)

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.

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 renal 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.

ACEND Competencies Assessed

Unit 1: Foundational Knowledge

1.1 Apply foundational sciences and knowledge in food and nutrition

  • 1.1.1 Describe nutrient metabolism, including the integration and regulation of macro- and micro-nutrition
  • 1.1.2 Apply organic chemistry and biochemistry knowledge to make informed food and nutrition decisions for medical nutrition therapy and optimal health
  • 1.1.3 Apply an understanding of social, physical, and behavioral factors that impact food and nutrition across the lifespan

1.2 Apply knowledge of pharmacology and pharmacokinetics to recommend, prescribe, and administer medical nutrition therapy

  • 1.2.2 Apply knowledge of classifications, categories, and indications for commonly used medications and supplements (for example, weight management, hypertension, diuretics, cardiovascular disease, diabetes)

1.4 Integrate research methods and principles into evidence-based practice

  • 1.4.3 Evaluate research to support evidence-based decision-making and draw valid conclusions

Unit 2: Community Services

2.1 Promote health and wellness for individuals and groups

  • 2.1.2 Use nutrition and health coaching strategies to create a shared vision and goals with individuals

2.2 Design and implement a program that addresses nutrition needs for health, wellness, and disease prevention

  • 2.2.2 Provide evidence-based education to address nutrition misinformation in a manner that supports informed decision-making

Unit 3: Leadership

3.1 Apply critical thinking to make ethical and evidence-based decisions

  • 3.1.1 Make decisions based on evidence-based practice and ethical principles
  • 3.1.2 Define the problem and determine steps for resolution
  • 3.1.3 Identify fundamental research concepts that inform evidence-based practice

3.2 Demonstrate ethical and professional behaviors

  • 3.2.1 Apply knowledge of the professional Code of Ethics
  • 3.2.2 Maintain confidentiality and security when sharing, transmitting, storing, and managing protected health information
  • 3.2.3 Perform self-reflection to identify skills, strengths, knowledge, and experiences, and develop goals for self-improvement
  • 3.2.5 Practice in a manner that respects patient/client needs

3.3 Apply leadership skills to guide practice

  • 3.3.1 Apply knowledge of leadership and management theories
  • 3.3.2 Gain an understanding of social cues and group dynamics to facilitate desired outcomes

Unit 4: Nutrition Care Process and Medical Nutrition Therapy for Individuals

4.1 Conduct nutrition screening to identify health and nutrition-related problems

  • 4.1.1 Interview individuals and gather information from other sources, following established tools and guidelines

4.2 Conduct a nutrition assessment to inform the nutrition diagnosis

  • 4.2.1 Obtain diet history and the level of physical activity
  • 4.2.3 Recognize pertinent laboratory values and their impact on health and nutrition
  • 4.2.4 Address nutritional risk factors across the life span
  • 4.2.5 Conduct a nutrition-focused physical examination and interpret results
  • 4.2.6 Identify signs and symptoms of malnutrition and nutrient deficiencies and excesses
  • 4.2.7 Assess individual energy and nutrient needs based on physiology and health status
  • 4.2.8 Recognize and communicate the causes of disease and nutritional risks
  • 4.2.9 Develop a problem, etiology, signs and symptoms (PES) statement to communicate a nutritional diagnosis

4.3 Develop an individualized plan of care

  • 4.3.1 Develop goals that address nutrition care needs and diagnosis
  • 4.3.2 Create a nutrition prescription to address nutrition goals

4.4 Create an intervention, monitoring, and evaluation plan

  • 4.4.1 Evaluate and address the influence of food consumption on the development and management of diseases
  • 4.4.5 Instruct clients/patients on self-monitoring blood glucose levels, with consideration of their diabetes medication and medical nutrition therapy plan
  • 4.4.6 Evaluate the impact of nutrition intervention on the nutrition diagnosis
  • 4.4.7 Document all elements of the nutrition care process following professional standards and organizational policies

Assignments

Lectures

This course is lecture-based; please see each week’s module for required, supplemental, and optional viewing as applicable.

Discussion Board

Each week, you will be asked to respond to a prompt and foster discussion by responding to your classmates. Discussion boards are designed to build clinical reasoning and communication skills, including developing PES statements and applying the Nutrition Care Process (NCP) to case scenarios. Your success in the course relies on robust discussion, critical thinking, and peer response.

Weekly Quizzes 

Weeks 1-13 include short quizzes reviewing that week’s anatomy, physiology, and applied nutrition content. Quizzes are timed (2 hours) and include multiple choice, matching, fill-in-the-blank, and true/false questions.

Weekly Clinical Case Assignments

Each week, you will complete a series of case-based assignments applying anatomy, physiology, and the Nutrition Care Process to a patient scenario tied to that week’s body system. Most weeks culminate in a fully completed ADIME (Assessment, Diagnosis, Intervention, Monitoring/Evaluation) note.

Key Assessment: Cumulative Clinical Case Presentation (Weeks 13–15)

Beginning in Week 13, you will complete a three-part, cumulative clinical case project integrating anatomy and physiology, nutrition assessment, pathophysiology, and evidence-based interventions across multiple body systems and phases of care (acute care, step-down unit, and rehabilitation). The project concludes in Week 15 with a professional case presentation demonstrating the progression of nutrition care across all three phases. Your case presentation will be shared with peers for feedback as well as with your instructor for grading.

Peer Evaluation (Week 16)

Students watch two peer case presentations and complete a Presentation Evaluation Form for each, providing constructive, professional feedback using established evaluation criteria.

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 integrate and apply current scientific evidence and scholarly practice guidelines when completing assignments. Theories, ideas, concepts, and other information obtained or generated through review of the scholarly literature must be synthesized and summarized across multiple sources and correctly attributed.

Graduate students are expected to produce work that is their own and that is their best quality work. Students are expected to screen and proofread their work prior to submission for proper attribution of sources and authority, clarity, grammar, 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.

Please note that the Graduate Programs in Applied Nutrition, which includes the Doctor of Clinical Nutrition program, holds the position that Grammarly and other artificial intelligence (AI) writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate level rigor, assessment, and research. Use of these tools may result in an academic integrity infraction.

Grading Policy

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

Grade Breakdown

AssignmentsPoints
Student Syllabus Contract1
Quizzes (13 @ 1 point each)13
Discussions (14 @ 2 points each)28
Clinical Case Assignments (12 @ 3 points each)36
Cumulative Final Assessment Part 1: Critical Illness and Organ Dysfunction5
Cumulative Final Assessment Part 2: Clinical Stabilization and Transition of Care5
Cumulative Final Assessment Part 3: Rehabilitation and chronic disease management7
Week 16 Discussion: Peer Review3
Week 16 Assignment: Course Reflection2
Total100

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

Course Dates: September 2 – December 18, 2026

Week 1: Wednesday – Tuesday
Week 2: Wednesday – Tuesday
Week 3: Wednesday – Tuesday
Week 4: Wednesday – Tuesday
Week 5: Wednesday – Tuesday
Week 6: Wednesday – Tuesday
Week 7: Wednesday – Tuesday
Week 8: Wednesday – Tuesday

Week 9: Wednesday – Tuesday
Week 10: Wednesday – Tuesday
Week 11: Wednesday – Tuesday
Week 12: Wednesday – Tuesday
Week 13: Wednesday – Tuesday
Week 14: Wednesday – Tuesday
Week 15: Wednesday – Tuesday
Week 16: Wednesday – Friday

Week 1: Nutrition Care Process and Nutrition Diagnoses

Weekly Learning Outcomes

Students will be able to:

  • Describe levels of structural organization in the human body and apply correct anatomical terminology in a clinical context
  • Analyze how a specific nutrition-related behavior (e.g., fluid, sodium, protein, or meal pattern intake) impacts organ systems, including associated physiological adaptations
  • Apply foundational clinical communication conventions, including the use of approved medical abbreviations
  • Articulate the role of the Registered Dietitian Nutritionist in assessing and addressing nutrition-related impacts across body systems using the Nutrition Care Process

Assigned Reading and Multimedia

Required:

  • Pocket Guide to Nutrition Assessment
    • Chapter 1: The Nutrition Care Process
    • Chapter 2: Nutrition Screening
  • Adams S, Davidson P, Howes E, et al. Practice is evolving—a briefing of the revised 2024 Scopes and Standards of Practice. J Acad Nutr Diet. 2024;124(2):279-283. doi:10.1016/j.jand.2023.11.020
  • Nutrition Care Process.pdf
  • Visible Body Suite: Anatomical Terminology A.1–A.5

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 2: Overview: The Nutrition Care Process

Assignment(s)

  • Student Syllabus Contract (1 pt)
  • Quiz: APN 505 Resources Quiz (ungraded; must be completed before accessing course content)
  • Week 1 Assignment: Nutrition & Physiology Connection: A Systems Approach Case
  • Week 1 Quiz 1: Anatomical Terminology and NCP

Discussion Board Prompt(s)

  • Week 1 Discussion: Introductions!

Week 2: Medical and Nutrition Terminology, the Nutrition Care Process, and Professional Documentation

Weekly Learning Outcomes

Students will be able to:

  • Apply approved medical abbreviations and standardized clinical terminology in nutrition documentation
  • Utilize the Nutrition Care Process and eNCPT to accurately identify and code nutrition diagnoses
  • Construct PES statements that clearly define the nutrition problem, etiology, and supporting signs/symptoms using case-based data

Assigned Reading and Multimedia

Required:

  • Pocket Guide to Nutrition Assessment
    • Chapter 4: Anthropometric Measures
    • Chapter 5: Nutrition Focused Physical Assessment

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 1: Role of the Registered Dietitian Nutritionist in the Healthcare System

Assignment(s)

  • Week 2 Quiz: Clinical Language in Nutrition Care: NCPT & Medical Abbreviations
  • Week 2 Assignment: Talk the Talk (Video submission)

Discussion Board Prompt(s)

  • Week 2 Discussion: MedTerm & NCP

Week 3: Cells, Tissues, and the Building Blocks of Nutritional Physiology

Weekly Learning Outcomes

Students will be able to:

  • Describe how key nutrients support cellular structure, energy production, metabolism, immune function, and tissue repair
  • Interpret clinical findings in relation to underlying cellular and tissue-level physiology
  • Develop an evidence-based PES statement using appropriate NCP terminology and case-specific assessment data
  • Explain how current nutrition status can affect wound healing at the cellular level

Assigned Reading and Multimedia

Required:

  • Visible Body Suite: 1.1, 1.2, 1.3; 2.4, 2.6; Unit 4 (all)
  • Ng JY, Yan Ng XM, Wong QYA, Chew FT. Dietary interventions in skin aging: a systematic review and meta-analysis. J Physiol Anthropol. 2025;44(1).
  • Ward-Ongley P. Nutrition and Wound Healing: A Critical Role? Gale Academic OneFile; 2021.
  • Munoz N, Posthauer ME, Cereda E, Schols JMGA, Haesler E. The role of nutrition for pressure injury prevention and healing: The 2019 international clinical practice guideline recommendations. Adv Skin Wound Care. 2020;33(3):123-136.
  • Nutrition Intervention – Nutrition Care Manual.pdf

Assignment(s)

  • Week 3 Assignment: Cellular Function & Nutrition in Clinical Care 
  • Week 3 Quiz: Cells, Tissues, and Nutritional Physiology

Discussion Board Prompt(s)

  • Week 3 Discussion: Nutrition Status and Healing

Week 4: The Skeletal System: Movement, Bones, and Nutrients

Weekly Learning Outcomes

Students will be able to:

  • Analyze how alterations in nutrient status affect bone metabolism, remodeling, and fracture risk
  • Interpret clinical, dietary, and biochemical data and identify appropriate monitoring and evaluation indicators to assess nutrition status related to bone health
  • Evaluate the impact of medications and social determinants of health (SDOH) on nutrient intake, absorption, and overall nutrition risk
  • Develop a complete ADIME note, including a PES statement, using standardized Nutrition Care Process terminology based on a clinical case

Assigned Reading and Multimedia

Required:

  • Pocket Guide to Nutrition Assessment
    • Chapter 3: Food- and Nutrition-Related History
    • Chapter 6: Biochemical Tests, Medical Data and Procedures
  • Visible Body Suite: 7.1, 7.2, 8.1, 9.4, 9.15, 9.16, 9.17, 10.1, 10.11
  • Hejazi J, Davoodi A, Khosravi M, et al. Nutrition and osteoporosis prevention and treatment. Biomed Res Ther. 2020;7(4):3709-3720.
  • Academy of Nutrition and Dietetics. Osteoporosis Nutrition Therapy. Academy of Nutrition and Dietetics; n.d.
  • Dennett C. Social Determinants of Health — Looking Beyond the Individual. Today’s Dietitian Magazine. Published June 2020.

Assignment(s)

  • Week 4 Assignment: Clinical Case Study: Nutrition and Bone Metabolism
  • Week 4 Quiz: The Skeletal System

Discussion Board Prompt(s)

  • Week 4 Discussion: Nutrients and Structural Integrity/Function

Week 5: The Muscular System: Skeletal Muscle Metabolism, Protein, and Body Composition

Weekly Learning Outcomes

Students will be able to:

  • Explain how inadequate protein and energy intake impacts muscle protein synthesis, muscle breakdown, and functional status
  • Analyze clinical indicators of malnutrition, muscle loss, and decreased intake in relation to body composition and recovery
  • Evaluate the impact of medications and social determinants of health (SDOH) on nutrition status, intake, and metabolism
  • Develop an appropriate PES statement using standardized Nutrition Care Process terminology and supporting clinical evidence
  • Design and justify a SMART nutrition goal and targeted intervention that supports muscle preservation and recovery, including appropriate monitoring and evaluation indicators

Assigned Reading and Multimedia

Required:

  • Pocket Guide to Nutrition Assessment
    • Review Chapter 5: Nutrition Focused Physical Assessment
    • Chapter 7: Client History
    • Chapter 8: Nutrient Requirements
  • Visible Body Courseware: Unit 13 (all); 16.3, 16.7, 16.8, 16.10, 16.11
  • Campbell WW, Deutz NEP, Volpi E, Apovian CM. Nutritional Interventions: Dietary Protein Needs and Influences on Skeletal Muscle of Older Adults. J Gerontol A Biol Sci Med Sci. 2023;78(Suppl_1):67-72.
  • Glanz S. How to make your goals smarter. Dietitians on Demand. Published 2018.

Assignment(s)

  • Week 5 Assignment: Clinical Case Study: Protein Interventions
  • Week 5 Quiz: The Muscular System

Discussion Board Prompt(s)

  • Week 5 Discussion: Muscular System/Protein Metabolism and NCP

Week 6: The Nervous System and Special Senses: Brain, Gut, and the Appetite Connection

Weekly Learning Outcomes

Students will be able to:

  • Identify how neurological impairments affect swallowing function, appetite regulation, and the ability to meet nutrition needs
  • Analyze clinical indicators of impaired oral intake to determine nutrition risk and appropriateness of oral feeding
  • Evaluate the need for nutrition support and justify the selection of enteral versus parenteral nutrition using clinical reasoning and physiology
  • Develop an appropriate PES statement using standardized Nutrition Care Process terminology based on a complex clinical case
  • Identify and justify appropriate monitoring and evaluation indicators to assess the effectiveness and tolerance of nutrition interventions

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: Unit 17 (all);  22.1, 23.2, 23.3, 23.4, 23.5, 23.7
  • Shuler MS, Prasad A, Flanagan R, et al. Nutrition in Parkinson’s disease: what neurologists need to know. Pract Neurol. Published Online First: 27 January 2026.
  • Patil S, Mehdi SS. The gut-brain axis and mental health: How diet shapes our cognitive and emotional well-being. Cureus. 2025;17(7):e88420.
  • Camilleri M. Gastrointestinal motility disorders in neurologic disease. J Clin Invest. 2021;131(4):e143771.

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 20: Diseases and Disorders of the Neurological System
    • Chapter 5: Energy Balance and Weight Control

Assignment(s)

  • Week 6 Assignment: Nutrition Care in Parkinson’s Disease: Protein, Medication Timing, and Functional Status
  • Week 6 Quiz: Nervous System, Special Senses, and Neuromuscular Function

Discussion Board Prompt(s)

  • Week 6 Discussion: Nervous System & NCP

Week 7: The Endocrine System: Hormones, Glucose Metabolism and Nutrition Care

Weekly Learning Outcomes

Students will be able to:

  • Explain how endocrine function and hormone regulation influence metabolism, blood glucose control, and nutrition status
  • Analyze dietary intake patterns and blood glucose trends to assess nutrition-related risks and metabolic outcomes in patients with endocrine disorders
  • Evaluate the impact of medication use, adherence, and lifestyle factors on glycemic control and overall nutrition outcomes
  • Develop a complete ADIME note using standardized Nutrition Care Process terminology based on a clinical case
  • Evaluate and justify evidence-based nutrition recommendations in a recorded clinical video, using appropriate terminology and identifying relevant monitoring indicators

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 25.1, 26.3, 26.5, 26.11, 26.14
  • American Diabetes Association. Nutrition Recommendations and Interventions for Diabetes: A position statement of the American Diabetes Association. Diabetes Care. 2007;31(Suppl 1):S61-S78.
  • Academy of Nutrition and Dietetics. Carbohydrate Counting for People with Diabetes. 2020 update. Academy of Nutrition and Dietetics; 2020.

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology.
    • Chapter 17: Diseases of the Endocrine System

Assignment(s)

  • Week 7 Assignment: Nutrition Care in Diabetes: Diabetes and Patient Education
  • Week 7 Quiz: Endocrine System, Hormones, and Blood Glucose Regulation

Discussion Board Prompt(s)

  • Week 7 Discussion: Endocrine System & NCP

Week 8: The Cardiovascular System: Blood and Heart

Weekly Learning Outcomes

Students will be able to:

  • Explain how lipid metabolism, vascular function, and blood pressure regulation influence cardiovascular health and disease risk
  • Interpret clinical findings, dietary patterns, laboratory values, and blood pressure data related to cardiovascular risk and nutrition status
  • Analyze how nutrition-related problems (e.g., excessive sodium or saturated fat intake) impact lipid levels, blood pressure, fluid balance, and cardiovascular function
  • Develop an appropriate ADIME note using standardized Nutrition Care Process terminology and approved medical abbreviations based on a cardiovascular case scenario
  • Design and justify a targeted, evidence-based nutrition intervention that addresses cardiovascular risk factors and incorporates appropriate monitoring and evaluation indicators while considering real-world factors such as access, habits, and preferences

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 28.1, 29.25, 29.28, 30.7, 30.8, 30.9
  • Feng T, Wei Y, Wang Z, Sun J, Zhu R. Diet, the protective bridge connecting nutrition and cardiovascular health: A review. Food Chem X. Published online April 1, 2026:103856.
  • Nutrition Care Manual: Cardiovascular Disease, Biochemical Data, Medical Tests, and Procedures

Assignment(s)

  • Week 8 Assignment: Nutrition and Cardiovascular Care Case Study
  • Week 8 Quiz: The Cardiovascular System

Discussion Board Prompt(s)

  • Week 8 Discussion: Cardiovascular System & NCP

Week 9: The Lymphatic and Immune Systems: Infection and Inflammation

Weekly Learning Outcomes

Students will be able to:

  • Explain how the lymphatic and immune systems function to support immune regulation, inflammation, and recovery
  • Analyze how macro- and micronutrients influence immune cell activity, barrier function, inflammation, and healing processes
  • Interpret clinical findings and nutrition-related factors associated with inflammation, infection risk, and impaired immune function
  • Develop an appropriate ADIME note using standardized Nutrition Care Process terminology and approved medical abbreviations related to immune and inflammatory conditions
  • Design and justify a targeted, evidence-based nutrition intervention that supports immune function and recovery, including appropriate monitoring and evaluation indicators and consideration of population-specific needs or clinical conditions

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 31.1, 33 (all)
  • Yang PH, Lin MC, Liu YY, Lee CL, Chang NJ. Effect of Nutritional Intervention Programs on Nutritional Status and Readmission Rate in Malnourished Older Adults with Pneumonia: A Randomized Control Trial. Int J Environ Res Public Health. 2019;16(23):4758.
  • Dalimunthe A, Tan MW, Lu FC, et al. Immunonutrients as modulators of inflammation, barrier integrity, and immune regulation: Toward precision nutrition. J Funct Foods. 2026;136:107119.

Assignment(s)

  • Week 9 Assignment: Nutrition, Inflammation, and Immune Function
  • Week 9 Quiz: Lymph/Immune Systems 

Discussion Board Prompt(s)

  • Week 9 Discussion: Lymph/Immune System & NCP

Week 10: The Respiratory System: Breathing, Gas Exchange, and Nutritional Support in Pulmonary Disease

Weekly Learning Outcomes

Students will be able to:

  • Explain how respiratory physiology, gas exchange, and pulmonary function are influenced by nutrition status and macronutrient metabolism
  • Analyze how chronic respiratory conditions (e.g., COPD) impact energy needs, oral intake, respiratory workload, and overall nutrition status
  • Interpret clinical findings and nutrition-related factors associated with impaired pulmonary function, fatigue, and decreased intake
  • Develop an appropriate ADIME note using standardized Nutrition Care Process terminology and approved medical abbreviations related to respiratory disease and nutrition care
  • Design and justify targeted, evidence-based nutrition interventions that support respiratory function, energy balance, and pulmonary health, including appropriate monitoring and evaluation indicators

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 34.1, 35 (all)
  • Keogh E, Williams EM. Managing Malnutrition in COPD: a Review. Respir Med. 2020;176:106248.
  • Academy of Nutrition and Dietetics. Chronic Obstructive Pulmonary Disease (COPD) Nutrition Therapy. Academy of Nutrition and Dietetics; 2022.

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology.
    • Chapter 21: Diseases of the Respiratory System

Assignment(s)

  • Week 10 Assignment: Nutrition and Respiratory Function
  • Week 10 Quiz: Respiratory System

Discussion Board Prompt(s)

  • Week 10 Discussion: Respiratory System & NCP

Week 11: Digestive System Part 1: Upper GI Tract and Nutrient Intake

Weekly Learning Outcomes

Students will be able to:

  • Explain how upper gastrointestinal (GI) anatomy and physiology influence swallowing, digestion, nutrient tolerance, and overall nutrition status
  • Analyze how upper GI symptoms (e.g., nausea/vomiting, gastroparesis, dysphagia, GERD) impact food intake, digestion, nutrient availability, and risk for nutrition-related complications
  • Interpret clinical findings and symptom patterns associated with upper GI disorders in relation to mechanical and chemical digestion processes
  • Develop an appropriate ADIME note using standardized Nutrition Care Process terminology and approved medical abbreviations related to upper GI disorders and nutrition care
  • Design and justify targeted, evidence-based nutrition interventions that address upper GI symptoms, improve tolerance and intake, and include appropriate monitoring and evaluation indicators

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 38 (all), 39 (all), 40 (all), 41 (all)
  • McIntosh E. Dysphagia. Home Healthcare Now. 2023;41(1):36-41.
  • Störsrud S, Algera JP, Törnblom H. Nutritional management in functional dyspepsia and gastroparesis. Best Pract Res Clin Gastroenterol. Published online December 2025:102079.
  • Newberry C, Lynch K. The role of diet in the development and management of gastroesophageal reflux disease: why we feel the burn. J Thorac Dis. 2019;11(S12):1594-1601.
  • Rondanelli M, Perna S, Cattaneo C, et al. A Food Pyramid and Nutritional Strategies for Managing Nausea and Vomiting During Pregnancy: A Systematic Review. Foods. 2025;14(3):373.
  • Durban R, Dellon ES. Nutrition care of the patient with eosinophilic esophagitis. Pract Gastroenterol. 2018;42(4):40-51.
  • Academy of Nutrition and Dietetics. Nutrition Therapy for Nausea and Vomiting. Academy of Nutrition and Dietetics; n.d.

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology.
    • Chapter 14: Diseases of the Upper Gastrointestinal Tract

Assignment(s)

  • Week 11 Assignment: Nutrition and Upper GI Disorders
  • Week 11 Quiz: Upper GI Quiz

Discussion Board Prompt(s)

  • Week 11 Discussion: Upper GI & NCP

Week 12: The Digestive System Part 2: Lower GI Tract, Absorption, and Accessory Organs

Weekly Learning Outcomes

Students will be able to:

  • Explain how lower gastrointestinal (GI) anatomy and physiology influence digestion, absorption, elimination, and overall nutrition status
  • Analyze how lower GI disorders and digestive-related conditions (e.g., diarrhea, ulcerative colitis, fat malabsorption, celiac disease) impact nutrient digestion, absorption, tolerance, and risk for nutrition-related complications
  • Interpret clinical findings and symptom patterns associated with lower GI dysfunction in relation to gastrointestinal physiology and nutrient metabolism
  • Develop an appropriate ADIME note using standardized Nutrition Care Process terminology and approved medical abbreviations related to lower GI disorders and nutrition care
  • Design and justify targeted, evidence-based nutrition interventions that address lower GI symptoms, improve nutrient absorption and tolerance, and include appropriate monitoring and evaluation indicators

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 42 (all)
  • Academy of Nutrition and Dietetics. Diarrhea Nutrition Therapy. Academy of Nutrition and Dietetics; n.d.
  • Academy of Nutrition and Dietetics. Constipation Nutrition Therapy. Academy of Nutrition and Dietetics; n.d.
  • Azer SA, Sankararaman S. Steatorrhea. Published January 21, 2020.
  • Herrador-López M, Martín-Masot R, Navas-López VM. Dietary Interventions in Ulcerative Colitis: A Systematic Review of the Evidence with Meta-Analysis. Nutrients. 2023;15(19):4194.
  • Pinto-Sanchez MI, Blom JJ, Gibson PR, Armstrong D. Nutrition assessment and management in celiac disease. Gastroenterology. 2024;167(1).
  • Nemeth V, Pfleghaar N. Diarrhea. Published November 21, 2022.

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology.
    • Chapter 15: Diseases of the Lower Gastrointestinal Tract

Assignment(s)

  • Week 12 Assignment: Nutrition Care in Lower GI Disorders
  • Week 12 Quiz: Lower GI Tract

Discussion Board Prompt(s)

  • Week 12 Discussion: Lower GI Tract & NCP

Week 13: The Urinary System: Fluid Balance, Filtration, and Nutrition in Renal Disease

Weekly Learning Outcomes

Students will be able to:

  • Explain how renal physiology, fluid balance, electrolyte regulation, and hormonal control mechanisms influence nutrition status and overall health
  • Analyze the impact of renal dysfunction, inflammation, chronic disease, and medication use on nutrient needs, fluid status, and nutrition-related complications
  • Interpret renal laboratory values, fluid and electrolyte abnormalities, and clinical assessment findings to evaluate nutrition risk and kidney function
  • Develop a comprehensive ADIME note using standardized Nutrition Care Process terminology that addresses nutrition-related problems associated with renal disease and fluid imbalance
  • Design and justify evidence-based nutrition interventions that support kidney function, fluid and electrolyte management, and chronic disease care, including appropriate monitoring and evaluation indicators

Assigned Reading and Multimedia

Required:

  • Visible Body Courseware: 43 (all), 45 (all)
  • Academy of Nutrition and Dietetics. Chronic Kidney Disease Stage 3-5 Nutrition Therapy. Academy of Nutrition and Dietetics; 2020.
  • Rhee CM, Wang AYM, Biruete A, et al. Nutritional and Dietary Management of Chronic Kidney Disease Under Conservative and Preservative Kidney Care Without Dialysis. J Ren Nutr. 2023;33(6).
  • Goyal A, Daneshpajouhnejad P, Hashmi MF, Bashir K. Acute kidney injury. Published November 25, 2023.
  • Cupisti A, Kovesdy C, D’Alessandro C, Kalantar-Zadeh K. Dietary Approach to Recurrent or Chronic Hyperkalaemia in Patients with Decreased Kidney Function. Nutrients. 2018;10(3):261.

Assignment(s)

  • Week 13: Cumulative Final Assessment Part 1: Critical Illness and Organ Dysfunction
  • Week 13 Quiz: Urinary System and Kidney Function

Discussion Board Prompt(s)

  • Week 13 Discussion: Urinary System & NCP

Week 14: Multi-System Integration: When Systems Fail Together

Weekly Learning Outcomes

Students will be able to:

  • Analyze how dysfunction across multiple body systems (e.g., endocrine, renal, cardiovascular, gastrointestinal, and neurological) interacts to influence nutrition status, recovery, and overall health outcomes
  • Interpret clinical, biochemical, dietary, and functional assessment findings to identify nutrition-related risks and priorities in a complex patient scenario
  • Develop a comprehensive ADIME note using standardized Nutrition Care Process terminology that addresses multiple nutrition-related problems and competing clinical priorities
  • Justify nutrition interventions based on clinical urgency, patient needs, and the interaction of multiple chronic and acute conditions
  • Communicate nutrition assessment findings and evidence-based recommendations in a professional clinical video presentation, including appropriate monitoring and evaluation indicators to assess progress across multiple body systems

Assigned Reading and Multimedia

Required:

  • Brakenridge S, Kornblith L, Cuschieri J. Multiple organ failure: What you need to know. J Trauma Acute Care Surg. Published online September 3, 2024.
  • Lambell KJ, Tatucu-Babet OA, Chapple L, Gantner D, Ridley EJ. Nutrition therapy in critical illness: a review of the literature for clinicians. Crit Care. 2020;24(1).

Optional but recommended:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology.
    • Chapter 22: Metabolic Stress and the Critically Ill

Assignment(s)

  • Week 14: Cumulative Final Assessment Part 2: Clinical Stabilization and Transition of Care

Discussion Board Prompt(s)

  • Week 14 Discussion: Multiple Systems & NCP

Week 15: Integration and Clinical Application

Weekly Learning Outcomes

Students will be able to:

  • Analyze the impact of prolonged hospitalization, inflammation, chronic disease, inadequate intake, and muscle loss on nutrition status, functional recovery, and rehabilitation outcomes
  • Interpret clinical, anthropometric, dietary, and nutrition-focused physical assessment findings to evaluate changes in nutrition status across the continuum of care
  • Develop a comprehensive ADIME note using standardized Nutrition Care Process terminology that addresses nutrition-related problems, etiologies, interventions, and outcomes during rehabilitation and recovery
  • Design and justify evidence-based nutrition interventions that support functional recovery, preservation of lean body mass, chronic disease management, and prevention of further nutrition decline
  • Communicate clinical reasoning and progression of nutrition care through a professional case presentation that synthesizes assessment findings, nutrition diagnoses, interventions, monitoring, and outcomes across all phases of hospitalization and recovery

Assigned Reading and Multimedia

  • No new readings this week

Assignment(s)

  • Week 15: Cumulative Final Assessment Part 3: Rehabilitation and Chronic Disease Management

Discussion Board Prompt(s)

  • No discussion board this week

Week 16: Course Reflection (Short week: Wednesday–Friday)

Weekly Learning Outcomes

Students will be able to:

  • Reflect on how knowledge of anatomy, physiology, and nutrition care informs their development as a future nutrition professional and supports future career goals
  • Evaluate personal growth in nutrition knowledge, clinical reasoning, and application of course concepts throughout the term
  • Analyze challenges encountered during the course and identify strategies for continued professional and academic development
  • Critique clinical case presentations using established evaluation criteria and provide constructive, professional feedback to peers
  • Demonstrate professional communication skills through self-reflection, peer evaluation, and engagement in scholarly discussion consistent with expectations for future Registered Dietitian Nutritionists

Assigned Reading and Multimedia

Required:

  • No new readings this week

Assignment(s)

  • Week 16 Assignment: Course Reflection

Discussion Board Prompt(s)

  • Week 16 Discussion: Peer Evaluation

 

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 Library

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)

Students should notify their student success team member 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

Phone: Mon-Fri: (207) 602-2487

After Hours/Weekends: 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.

Generative AI Use Statement

Generative AI (GenAI) applications (e.g., ChatGPT, Claude, Gemini, CoPilot, and similar tools) are increasingly used in academic and professional workspaces. In the MSAN program, AI tools may be used in limited and transparent ways that support learning. They may not substitute for independent critical thinking, scientific reasoning, writing, analysis, or demonstration of mastery of course learning outcomes.

The use of AI in academic work falls under the MSAN Academic Integrity policy and must align with our commitment to honest, responsible, and professional scholarship. Additionally, the Academy of Nutrition and Dietetics Code of Ethics spotlights the value of integrity and the ethical principle of behaving in a trustworthy manner. 

Students should always be able to demonstrate the originality of submitted work if improper use of AI is suspected.

In situations where AI tools are used as a resource, students must:

  • Ensure that all submitted academic work demonstrates their own learning and mastery of course objectives.
  • Acknowledge every instance of AI use in-text at the point where it was used. AI use should not ONLY be listed in the References section. If a paper was run entirely through Grammarly or other AI-related tools, a general acknowledgment is needed.
  • Include a brief description of how the AI tool was used, followed by the AI tool name, model/version (if available), manufacturer/owner, and date used in parentheses. Students should consult the AI citation section of the AMA Style Guide for additional details.
  • Take full responsibility for the accuracy, interpretation, and conclusions presented in their work.
  • Critically evaluate AI output for errors, bias, and potential risks to vulnerable or underrepresented populations.
  • Follow any additional course or assignment-specific AI restrictions provided in assignment instructions.

Failure to acknowledge AI use in submitted work constitutes a violation of academic integrity and will be treated as plagiarism under the MSAN Academic Integrity Policy and Student Handbook.

Penalties for AI misuse will follow the MSAN program’s academic integrity escalation structure. A first offense of academic integrity will result in a zero on the assignment with an opportunity to resubmit resulting in a 20% reduction. A second instance of academic integrity will result in a zero for the assignment/s. A third instance may result in course failure and/or referral for program-level review, which may include dismissal from the program.

Late Policy

Assignments and Quizzes: Assignments or quizzes 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 or quiz will not be accepted. No assignments or quizzes 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

6- to 8-week courses: 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.

10+ -week courses: 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 Online Student Handbook

UNE Course Withdrawal

Please contact your Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.

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:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. 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.