Dr. Darwin Dennison

HEA 466 Therapeutic Nutrition

Course Description

HEA 466 Therapeutic Nutrition, a hybrid online course, is offered selected Spring and Fall semesters. The course has also been offered as a Directed Independent Study for students planning to enter nutrition sciences in graduate school.

HEA 466 enhances student’s knowledge regarding the role of food and nutrition and an application of therapeutic diets. The course will include a study of the basic principles of nutrition including: nutrition in the community, the role of nutrients in the maintenance of normal health, and nutrition in the life cycle. Also included is the application of these principles for diet modification during illness. Course units will coincide with the textbook to allow students with a limited background in nutrition-related sciences the opportunity to assimilate new information.

Content is organized around basic human needs, physiology and population trends. Students will have the opportunity to analyze their dietary habits and identify dietary deficiencies/excesses. A psychometric diet composite system (DINE Healthy: Diet Improvement Software) is required and used for assignments and projects. This information will be organized in a format, which may empower individuals toward dietary change. Diet and Nutrition Therapy, the required text, provides detail for online nutrition related activities including, but not limited to Chapter Assignments, WebBoard discussion, Excel analyses, PowerPoint reports, and other Internet-based assignments.

Course Policies and Agreement

During the first two days of class you must respond via Blackboard e-mail to attest that you have read the Course Policies and Agreement. You must send an e-mail in Blackboard, a simple “OK,” that you agree to the following mandatory conditions of this class:

1. HARDWARE AND SKILLS. You must have access to a computer, preferably on a day-to-day basis, Pentium 3 or higher with DSL or cable Internet connections.
When you logon to Blackboard please check to determine if your browser is ready for online use. If it is not ready, you must make it ready by completing the check list on your screen. In Blackboard, you must allow pop-ups on your browser. You also must have JAVA installed on your computer... go to www.sun.com to download the free version. If you have difficulty, please consult tac@uncw.edu.

To successfully complete the course you must be comfortable with file management, uploading and downloading files, the Internet, and able to maintain adequate computer security. If you have questions regarding hardware and skills go to http://www.uncw.edu/online/techreq.html.
If you have any Blackboard related issues during the course, please contact tac@uncw.edu, or phone 962-HELP (962-4357) or visit the TAC in the library.
SERVER DOWN / YOUR COMPUTER CRASHED. You understand that there are technology issues that you must personally deal with and resolve to successfully complete the course including but not limited to server being down, or viruses / crashes destroying your work. It is your responsibility to resolve any computer related issues so that your assignments/tests are submitted on time. You are advised not to wait until the deadline to submit your assignments, quizzes, or tests. If you wish to be safe from a technology standpoint, use UNCW microcomputer lab computers for tests, quizzes and assignments.

2. TESTS AND ASSIGNMENTS You understand that there will be online tests and quizzes. All tests are timed, that is, you must complete the test in the allotted time and you may not revisit questions. Most often, tests are scheduled on Wednesdays. Tests not completed during the schedule time and by the due date receive no credit and cannot be made up. Tests must be taken as an individual effort in compliance with the UNCW Honor Code.

All assignment files must be electronically uploaded into Blackboard’s Assignments page for full credit. Assignments sent via e-mail in Blackboard or campus e-mail do not receive credit. Late assignments do not receive credit. You understand that it is your responsibility to learn to download your assignments to your desktop and then upload your completed assignments into Blackboard, on time and complete, for full credit. There are no exceptions. When the time period is closed, it is done. If you wait until the last hour, over time you will have crashes, the site will be down, and/or other issues may cause you to submit your assignments late and you will lose points. Submitting early is to your advantage. All assignments must be submitted as an individual effort.

3. E-MAIL. The assignments and procedures in this online class are designed to be clear and precise. Please read all related material before sending your e-mail. If the answer to your question is included in course material, your answer will be to re-read course materials. Please contact TAC@uncw.edu or 962-4357 if your question is regarding file management or navigating Blackboard.
If you need to ask a question, you must use the Blackboard e-mail system. In Blackboard, go to Mail, Create Message, then Browse for Recipients, select Darwin Dennison, enter message and select Send. Please Note: All e-mails must use complete sentences, correct grammar, and spelling or the e-mails will not be answered. You understand that replies may come at any time within 48 hours.

4. PARTICIPATION. You understand that the course professor can view your participation statistics, that is, how much time you spent online. The course professor may use electronic methods to detect plagiarism and cheating. Also understand that if you have an issue that prevents you from being online for more than 3-days, you must provide rationale or risk being dropped from the class. Each week there are assignments due and/or tests or quizzes scheduled. These tasks must be electronically submitted on or before the due date for credit. Electronic assignments that are past due cannot be made up.

Agreement
If you agree with these conditions, simply send me an e-mail in Blackboard with an "OK" within 48 hours of the beginning date of the class OR within 48 hours of registering for the class. You will be dropped from the class if I do not receive your Blackboard e-mail. And, I reserve the right to drop you from the class if you do not agree with or consistently do not follow any of these conditions.

Performance Indictors

Identify characteristics of the following models for planning diets including Recommended Dietary Allowances (RDA), USDA Food Guide Pyramid, Spark People, Dietary Guidelines for Americans, and DINE Healthy.
Describe the mechanical and chemical digestion that occurs in the mouth, stomach, and small intestines.
Identify the functions, classifications, food sources, and deficiency diseases of: carbohydrates, fats, proteins, vitamins, minerals and water.
Describe the role of various nutrition and nutrition-related professionals in health care.
Determine individual energy needs, energy balance and nutritional homeostasis.
Relate social, psychological, and cultural factors to the development of personal food habits.
Identify the diet therapy as it relates to the definition and symptoms of the following conditions: weight management, stress management, gastrointestinal disorders, coronary heart disease and hypertension, diabetes mellitus, renal disease and cancer
Describe factors involved in metabolism and weight control, including causes of obesity, methods of assessing body weight and composition.
Explain differences between major and minor minerals, their functions in the body and food sources.
Explain the need for possible vitamin and mineral supplementation.
Discuss vitamin and mineral toxicity and deficiency syndromes.
State the benefits associated with physical activity and the components of a sound health/fitness program.
Explain the impact of nutrition and lifestyle choices on health throughout the lifecycle.
Explain the impact of nutrition and lifestyle choices in disease states.
Identify and discern nutritional facts and fallacies regarding food safety, food additives and diet programs and other consumer concerns.
Discuss proper food handling, storage and preparation.
Analyze knowledge gained for personal insight into the development of a personal nutrition care plan.

Required Software

A psychometric diet composite system (DINE Healthy: Diet Improvement Software) is required and used for assignments and projects.

Top

Required Text

Peggy Stanfield and Y.H. Hui, Nutrition and Diet Therapy, Fifth Edition, Jones and Bartlett Publishers, ISBN-10: 0-7637-6137-0, 2010.

Course Outline

HEA 466 Therapeutic Nutrition Course Objectives and Outline

Introduction

Major concepts and terms used in nutritional science.
Guidelines and rationale used for planning and evaluating food intake.
Major concerns about the American diet.
Appropriate sources and services to obtain reliable nutrition information.

Food Habits

1. Cultural, social, and psychological factors that influence food behavior.

a. Distinguish between biological necessity and cultural patterning.
b. Identify the use of food in a culture.
c. Explain the symbolism of food in a culture.
d. Identify the social influences of food in a culture.
e. Evaluate the psychological influence of food.

2. Determine the economic considerations that affect food intake.
3. Identify some common problems in the nutritional status of individuals in the United States.
4. Explain the ways that illness affects food acceptance.
5. Identify the dietary patterns of some ethnic, cultural, and religious groups in the United States.

Proteins

1. Identify the structure of proteins and their fuel value.
2. Define complete and incomplete protein and essential amino acids.
3. Discuss protein quality and the concept of limiting amino acids.
4. Describe the amino acid requirements of humans and their RDAs for protein.
5. Explain the method of measuring protein in the body.
6. Summarize the major functions and food sources of protein.
7. Analyze the all-or-none law in protein metabolism and the concept of protein sparing.
8. Recognize various vegetarian diet regimes and their relationship to adequate protein intake.
9. Compare the effects on health of inadequate or excessive protein intake.
10. Specify certain conditions where alteration in protein intake may be needed.

Carbohydrates and Fats: Implications

Carbohydrates and Health

1. Identify the types of carbohydrates, their fuel value, and storage methods.
2. Summarize the major functions and food sources of carbohydrates.
3. Discuss nutritive and nonnutritive sweeteners.
4. Evaluate blood glucose level as an indicator of certain body conditions.
5. Define fiber and list its functions and food sources.
6. Discuss health problems associated with excess sugar or low-fiber intake.
7. Describe the effects of carbohydrate consumption on athletic activity.

Fats and Health

1. Classify fats and state their fuel value.
2. List the major functions and food sources of fats.
3. Discuss body utilization of essential fatty acids and cholesterol.
4. Explain the difference between saturated and unsaturated fatty acids and identify their food sources.
5. Evaluate storage of fat in the body and the relationship of fat to normal body weight.
6. Relate a body’s health to excess total fat intake and excess saturated fat intake.

Vitamins and Health

1. Describe the general characteristics of vitamins.
2. Identify the fat-soluble vitamins and list:

a. their functions
b. their food sources
c. the results of a deficiency or excess
d. the conditions requiring an increase
e. the specific characteristics of each

3. Identify the water-soluble vitamins and list:

a. their functions
b. their food sources
c. the results of a deficiency or excess
d. the conditions requiring an increase
e. the specific characteristics of each

4. State RDA/DRIs for selected vitamins and discuss amounts of foods needed to meet the requirements.
5. Discuss health risks associated with massive intake of vitamins to prevent or treat disease.
6. Evaluate the effectiveness of megavitamin intake.
7. Indicate population groups for whom vitamin/mineral supplements may be necessary.

Minerals and Water

1. Explain the role of minerals in regulating body processes.
2. List the essential minerals and their major functions.
3. Describe the characteristics of the minerals and the difference between macro- and micro-minerals.
4. Identify major food sources of each mineral.
5. List the minerals for which there are RDAs and the amounts required to maintain health.
6. Discuss factors that affect the absorption of minerals.
7. Describe the clinical effects of a deficiency or excess of each mineral.
8. Summarize food-handling procedures that minimize mineral loss.
9. Identify the major sources and functions of water in the body.
10. Evaluate the routes by which water is lost from the body.
11. Explain how fluid and electrolyte balance is maintained.
12. Analyze the recommended practices to maintain fluid and electrolyte balance during athletic activity.

Meeting Energy Needs

1. Describe how energy is measured.
2. Define energy balance.
3. Identify the energy-producing nutrients and state their fuel value.
4. Calculate the calorie content of foods based on their carbohydrate, protein, fat, and/or alcohol content.
5. Relate food and activity to weight control.
6. List techniques for evaluating body weight.
7. Discuss methods for controlling body weight.
8. Evaluate the effects of under- and overnutrition.
9. State the health implications of being underweight.
10. Differentiate between overweight and obesity.
11. Analyze health problems associated with fad dieting and obesity.
12. Describe the differences between ideal versus healthy weight.
13. Determine weight by using the body mass index (BMI).

Nutritional Assessment

1. Identify some physical signs of malnutrition.
2. Describe tools used in the assessment of nutritional status, such as:

a. diagnostic tests (radiologic/laboratory data).
b. anthropometric measurements.
c. dietary history and recalls.
d. physical findings and sociological data.

3. Recognize some common nutrition problems, and propose corrective measures.
4. Be familiar with the responsibilities of health personnel in educating clients about nutritional needs.

Nutrition and Life Cycle

1. Identify factors that influence the course and outcome of pregnancy, with special reference to the client’s health history, nutritional status, and food habits.
2. Describe the nutritional needs of women during pregnancy and lactation.
3. Explain the recommended weight-gain pattern for a pregnant woman.
4. List health concerns during pregnancy and lactation.
5. Summarize the nutritional needs of the neonate/infant.
6. Compare the advantages and disadvantages of breastfeeding.
7. Discuss the introduction of solid foods to an infant’s diet in relation to the sequence, process, and need for supplements.
8. Analyze the health concerns of the infant.

1. Describe the body changes that occur in the stages of:

a. Early childhood: toddler, preschooler
b. Middle childhood: school age to adolescence
c. Adolescence

2. Identify the nutritional needs of children and adolescents.
3. Discuss the health problems that often occur during childhood and adolescence.
4. Analyze areas of concern regarding eating behaviors of children and adolescents.
5. List ways to promote sound nutritional practices among children and adolescents.

1. Describe the body changes that occur during the span of the adult years.
2. Identify the nutritional needs during early, middle, and late adulthood.
3. Explain the health concerns of early, middle, and late adulthood.
4. Analyze the psychosocial, physiological, and economic influences on eating behaviors.
5. Evaluate the importance of maintaining a regular exercise program throughout the adult years.
6. List the effects of drugs, including alcohol, on nutrients and health.
7. Propose measures to promote healthful eating habits during adulthood, especially the later years.

1. Describe the major health concerns of adulthood.
2. Identify the nutritional components of keeping fit.
3. Describe the key elements of an exercise program.
4. Discuss the effects of nutrition and controlled exercise.
5. Describe an effective dietary regime for a person interested in staying healthy into old age.
6. Recognize the biological, psychological, and sociological factors that promote stress.
7. Counsel patients on techniques of stress reduction, relaxation, exercise, and optimal nutrition at any stage of the life cycle.
8. Follow the principles of a healthy lifestyle.

Drugs and Nutrition

1. Describe the effects of drugs on the utilization of nutrients.
2. Describe the effects of nutrients on the utilization of drugs.
3. Identify food and drug incompatibilities.
4. Accurately assess a client’s response to food and drug interactions.
5. Provide specific instructions to clients regarding their diet and drug therapy.

Dietary Supplements

1. Describe how the 1994 Dietary Supplements Health and Education Act (DSHEA) changed the regulation of dietary supplements.
2. List the five criteria that define a supplement according to the DSHEA.
3. Explain the difference in a traditional dietary supplement and the present dietary supplement.
4. List three examples of a structure-function claim.
5. Describe how the FDA regulates claims made for advertising dietary supplements.
6. Identify at least five health claims made for ginseng, and five side effects that may be encountered from its use.
7. Identify the major uses of Ginkgo biloba and three possible side effects.
8. Describe five major health claims and five possible side effects of saw palmetto.
9. List five proposed benefits for valerian, and five possible side effects that can occur when valerian is taken for more than 2–3 weeks, or in large doses.
10. Discuss the interactions of supplements with medications.
11. Recognize fraudulent products.
12. Provide clients with information on reputable Web sites for information on supplements, and how to recognize unreliable sources.
13. Become familiar with the FDA’s enforcement in dealing with manufacturers of dietary supplements that make illegal health claims and pose danger to the consumers who use their products.

Alternative Medicine

1. Identify five healing philosophies, approaches, and therapies not taught in medical schools.
2. Define complementary and alternative medicine (CAM):

a. Describe the five domains or categories of CAM.
b. List at least two examples in each domain and state the principal methods used in each.

3. Name at least five products or devices related to alternative medicine.
4. Describe the principle involved in using acupuncture as a complementary therapy in Western medicine.
5. Discuss ways to evaluate and provide reliable information to clients regarding the use of alternative medical treatment and practices.

Food Ecology

1. Describe the appropriate methods for the safe handling, storage, and preparation of food to prevent illness by:

a. recognizing agents that cause food-borne illness.
b. knowing ways to minimize contamination.
c. becoming familiar with regulations regarding the protection of food.

2. Describe the appropriate methods for handling, storing, and preparing food to conserve nutrients by becoming knowledgeable about:

a. nutrition labeling.
b. pasteurization, enrichment, and fortification of foods.

Overview of Basic Principles

1. Define the principles of diet therapy.
2. Explain the objectives of diet therapy.
3. Describe the methods used to adapt a normal diet to treat a specific clinical disorder.
4. Identify the most common therapeutic diets used in clinical care.

Diet Therapy for Surgical Conditions

1. Identify the physiological and psychological effects of body trauma or stress.
2. Contrast the outcomes of surgery in a patient with poor nutritional status and in a patient with good nutritional status.
3. Explain the rationale for the importance of the nutrients most needed during the surgical experience.
4. List the major nutritional problems encountered in preoperative patients and possible solutions to these problems.
5. Describe the diet therapy regime for the postoperative patient and rationale for its use.
6. Identify common foods and fluids suitable for replacing losses and promoting healing in the surgical patient.

Diet Therapy for Cardiovascular Disease

1. Discuss the recommendations regarding the role of diet in preventing heart disease.
2. Describe and state the rationale of diet therapies used for the different heart disorders.
3. List the foods allowed, limited, and forbidden on selected therapeutic diets for heart disorders.
4. Identify resources available for patient education.
5. Identify nursing implications involved in the use of modified diets in cardiovascular disease.

Diet and Disorders of Ingestion, Digestion and Absorption

1. List the diet modifications used in certain gastrointestinal disorders.
2. Explain the rationale for the use of diet modifications.
3. Describe the diet modification sequence and progression.
4. List foods that meet the diet requirements.
5. State nursing implications for dietary care.

Diet Therapy for Diabetes Mellitus

1. Explain the use of the exchange system in dietary control.
2. Identify the exchange groups and their subcategories.
3. List the carbohydrate, protein, fat, and energy values of each list of foods in the exchange groups.
4. Plan an appropriate menu for a person with a clinical condition that requires a calculated diet.
5. Describe the use of the calculated diet in controlling diabetes mellitus.
6. Describe the use of the calculated diet in controlling weight.
7. Describe the nursing implications appropriate to the disorders.

Diet and Disorders of the Liver, Gallbladder and Pancreas

1. Describe the major functions of the normal liver.
2. Identify the appropriate diet therapy for treating liver diseases and state the rationale for its use in treating hepatitis, cirrhosis, hepatic coma and liver failure, and cancer.
3. Describe the diet therapy used for liver transplantation.
4. Evaluate nursing interventions to promote optimal nutrition in a patient with liver disease.
5. Discuss the causes of gallbladder and pancreatic disorders, and describe how they affect food metabolism.
6. Identify the sequence of physiological events in which bile assists in the absorption and metabolism of foods.
7. Differentiate among cholecystitis, cholelithiasis, and cholecystectomy in relation to their effects on the digestion and metabolism of foods.
8. Describe and give examples of the diet therapy used for gallbladder disease.
9. Identify the major causes of pancreatitis.
10. Relate the association between pancreatitis and gallbladder disease.
11. Describe the diet therapy for pancreatitis and the reasons for its use.
12. Discuss appropriate nursing interventions for patients with gallbladder disease or pancreatitis.

Diet Therapy for Renal Disorders

1. Discuss the use of diet therapy in renal disorders.
2. Describe the therapeutic diets used in renal disorders and the rationale for their use.
3. List appropriate nursing interventions to promote adequate nutrition in a patient with renal disease.

Diet Therapy for Cancer Patients and Patients with HIV Infections

1. Assess a client’s nutritional status using physical examination, diet history, and results of laboratory and clinical tests.
2. Identify factors that may alter nutrition.
3. Devise a plan for appropriate diet therapy based on client assessment, the stage of the disease, and its symptoms.
4. Identify the most common causes of malnutrition in patients with cancer or AIDS.
5. Describe measures to enhance food intake and retention.
6. Identify dietary modifications to increase amounts of needed nutrients.
7. Describe methods for the following alterations: modifying consistency, texture, and flavor suitable to the patient’s stage of illness and/or treatment; increase the total amount of nutrients; modifications compatible with the client’s social, cultural, and ethnic beliefs.
8. In conjunction with the oncology team (doctor, dietitian, pharmacist), implement a nutrition care plan to promote optimal nutrition.
9. Provide nutrition instructions and council to patient, family, and/or significant others of patients with cancer or AIDS.
10. Revise nutrition care plans as situations change.

Diet Therapy for Burns, Immobilized Patients, Mental Patients and Eating Disorders

Burns

1. Describe the severity of a burn by its degree.
2. Define the treatment goals of nutritional care of the burn patient.
3. Calculate the nutrient needs of a burn patient.
4. Recognize the teamwork required for efficient nutritional care.
5. Use aggressive nutritional therapy as a major part of the care of the burn patient.

Immobilized patients

1. Explain the nitrogen balance of such patients.
2. Define the caloric need of such patients.
3. Describe the urinary and bowel functions of such patients.
4. Individualize diet therapy for immobilized patients.

Mental patients

1. Describe the best approach to provide optimal nutritional and dietary care for the patients.
2. Explain their confusion about food and eating.
3. Discuss their mealtime misbehavior.
4. Recognize the reasons mental patients reject food.
5. Present multiple considerations in the dietary care for these patients.

Anorexia nervosa

1. Describe the pathophysiological manifestations of anorexia nervosa and bulimia.
2. Discuss the hospital feeding regime suitable for patient with eating disorders.
3. Recognize the necessity of psychological counseling, and make arrangements for this procedure to use behavior modification as appropriate.

Principles of Feeding a Sick Child

1. Describe the principles of diet therapy as they apply to sick children.
2. List the major factors that influence the recovery of a sick child.
3. Identify the causes of inadequate nutrient intake in sick children.
4. Assess the nutritional status of a sick child using the accepted standard guidelines.
5. Identify behavioral patterns of the hospitalized child that may interfere with nutrient intake.
6. Describe the measures by which the health team can facilitate a child’s recovery from illness.
7. Discuss ways to involve caregivers in the nutritional treatment of a child who is chronically or terminally ill.
8. Explain ways in which a child and his or her caregivers can be encouraged to comply with a modified diet regime.
9. State measures by which the nutrient intake of a sick child can be improved.
10. Identify the conditions for the use of special dietetic products.

Diet Therapy and Cystic Fibrosis

1. Explain the development of cystic fibrosis:

a. Incidence/organ involvement
b. Diagnosis
c. Clinical manifestations
d. Symptoms
e. Prognosis
f. Treatment

2. Provide the guidelines for dietary management of cystic fibrosis:

a. Identify the nutritional needs of the patient.
b. List the nutritional treatment goals.
c. Describe the diet therapy and rationale for the modification.
d. Explain at least three methods of improving nutrient intake.
e. Instruct the child and the family regarding food selection and use of pancreatic enzymes.
f. Provide adequate support and guidance to the patient’s family.

Diet Therapy and Celiac Disease

1. Describe the etiology of celiac disease.
2. Explain the role of gluten in the pathophysiology of celiac disease.
3. Identify the sources of gluten.
4. Plan a gluten-free diet.
5. Provide adequate substitutes in the diet that enable the individual with celiac disease to meet his or her RDAs/DRIs.
6. Teach parents or caregivers the specifics of dietary control and methods of dietary compliance.
7. Alert adults with celiac disease of the necessity of strict adherence to the diet and methods of dietary compliance.

Diet Therapy and Congenital Heart Disease

1. Describe the effects of congenital heart disease upon the nutritional status of children.
2. List three reasons for growth retardation in a child with congenital heart disease.
3. Identify the four major nutritional problems to be considered for patients with congenital heart disease.
4. Explain the appropriate diet therapy for congenital heart disease, and give supporting rationale.
5. Describe formulas and supplements used for infants with congenital heart disease.
6. Evaluate the introduction of solid foods and precautions used when feeding.
7. Compare the feeding problems encountered in a child with a defective heart to those of normal children.
8. Describe methods of maintaining optimum nutritional status in the hospitalized child.
9. Teach parents and the child the principles of feeding and eating when congenital heart disease is present.
10. Describe appropriate discharge procedures.

Diet Therapy and Food Allergy

1. Identify the most common food allergens.
2. Differentiate between food allergy and food intolerance.
3. Describe the symptoms and management of food allergies.
4. Identify testing that is used to diagnose and confirm food allergies.
5. Name the most common food offenders and their expected symptoms.
6. Explain how nutritional status is affected by food allergies.
7. Educate children and their caregivers about the management of allergies while maintaining adequate nutrition.

Diet Therapy and Phenylketonuria

1. Explain the etiology of phenylketonuria (PKU).
2. Identify a method of diagnosing PKU.
3. Relate the symptoms of untreated PKU.
4. Describe the dietary management of PKU:

a. Requirements
b. Restrictions
c. Appropriate supplements

5. Evaluate the controversies regarding terminating diet therapy and restricted diet during pregnancy.
6. Discuss the responsibilities of the health team for follow-up care in monitoring the progress of a PKU child.
7. List health team interventions appropriate to successful dietary management of PKU children.
8. Provide information to caregivers on diet management, resources, and counseling as necessary.

Diet Therapy for Constipation, Diarrhea and High Risk Infants

1. Describe the normal patterns and characteristics of bowel movements in infants and young children.
2. Identify deviations from normal when:

a. constipation is the problem.
b. diarrhea is the problem.

3. Identify the major causes of constipation and diarrhea.
4. List the major purposes of diet therapy for constipation and diarrhea in infants and children.
5. Identify the types of feedings necessary to meet the goals of diet therapy in these disorders.
6. Describe the strategies the health professional would teach caregivers to prevent further problems.
7. Name the categories of high-risk infants requiring specialized nutritional therapy.
8. Describe the types of feedings necessary to meet the individual needs of each infant.
9. Exhibit proficiency in the selection of formulas and recommended feeding methods.
10. Teach all caregivers the pertinent facts they must know in order to adequately nourish their high-risk infant.

Tentative Timetable

Students with Disabilities

If you have a diagnosed disability (physical, learning or psychological) which will make it difficult for you to carry out the course work as outlined, please advise me during the first two weeks of the course so we may review possible arrangements for reasonable accommodations. You must also contact and register with the Office of Disability Services in Westside Hall (ext. 3746) and obtain an Accommodation Letter.