Section: Module 5: Promoting Healthy Nutrition and Well-Being | Public Health Nutrition | NextGenU.org

  • Competencies covered in this module:
    • Understand how to apply the scientific principles of nutrition for the promotion of health and wellbeing of individuals, groups, and populations, and recognize their benefits and risks.
    • Know and have the skills to develop, select, disseminate, and evaluate appropriate food and nutrition education approaches and materials for health promotion/disease prevention interventions for target populations.

    • Module 5: Lesson 1: Energy Balance and Nutritional Requirements
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Understand the concept of energy balance and the principles and methods of measuring/estimating it.
      • Describe the correlation between physical activity and fitness regarding energy expenditure.
      • Discuss how body mass and energy balance are maintained and regulated through diet variation, etc.
      • Understand the science behind the measurement and estimation of nutritional requirements.
      • Understand dietary reference values for the general population.
      • Describe the importance of determining the measure of nutritional requirements and dietary reference values for the general population.
      • Explore scientific techniques and methods in measuring and estimating nutritional requirements and dietary reference values for the general population.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 2 hours and 14 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Energy balance and its components: implications for body weight regulation URL
      Students must
      View

      Read the content under "INTRODUCTION," "QUESTION 1" and "QUESTION 2." ( 23 minutes)

      American Society of Nutrition - 2012

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      Control of energy expenditure in humans URL
      Students must
      View

      Read the entire article.  (19 minutes)

      European Journal of Clinical Nutrition  - 2016

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      2.7: Understanding Dietary Reference Intakes (DRI) URL
      Students must
      View

      Read the entire page. (9 minutes)

      LibreTexts - 2020

    • url icon
      DRI Calculator for Healthcare Professionals URL
      Students must
      View

      Explore the webpage. This "Interactive DRI for Healthcare Professionals" is a useful tool to calculate individual Dietary Reference Intake (DRI) values. Students can input their age, sex, height, weight, and activity level, and the tool produces personalized dietary intake levels. (5 minutes)

      Food and Nutrition Information Center

    • Recommended Additional Readings
    • url icon
      Dietary Reference Intakes URL

      Read and explore the resources associated with this to learn more about Dietary Reference Intakes. (10 minutes)

      U.S. DEPARTMENT OF AGRICULTURE

    • Module 5: Lesson 2: Methods of Nutritional Assessment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Understand the purpose of dietary assessment.
      • Identify available methods for dietary assessment and pattern analysis.
      • Discuss the strengths and limitations of dietary assessment and methods.
      • Describe the general principles of standard assessment methods for nutritional status, including clinical, anthropometric, dietary, biochemical, physiological, and functional methods.
      • Articulate the implications of accuracy, validity, calibration, precision, and replicability of dietary data.
      • Conduct a dietary assessment for an individual taking into account nutritional assessment tools like ASA24.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 5 hours and 48 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Nutrition, Metabolism, and GI Research in HIV URL
      Students must
      View

      Read the entire web page. (20 minutes)

      CFAR - 2014

    • url icon
      Dietary assessment methods in epidemiologic studies URL
      Students must
      View

      Read the entire article and analyze Table 1 and Table 2. (27 minutes)

      Epidemiology and Health - 2014

    • url icon
      Dietary Assessment Toolkits: An Overview URL
      Students must
      View

      Read the following sections: "Introduction," "The case for toolkits to guide dietary assessment choice," "Overview of dietary assessment toolkits," and "Discussion." (42 minutes)

      Europe PMC Funder's Group - 2010

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      Measuring diet in the 21st century: use of new technologies URL
      Students must
      View

      Read the entire article. (24 minutes)

      Cambridge University Press - 2016

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      Nutrition Assessment and Classification (NACS User's Guide) URL
      Students must
      View

      Read the section "What are the different types of nutrition assessment? (pgs. 3-12). (26 minutes)

      USAID'S Food and Nutrition Technical Assistance - 2016

    • url icon
      ASA24 Demo URL
      Students must
      View

      Explore the demo to learn more about the use of the ASA24 tool. (15 minutes)

      National Institute of Health - 2020

    • url icon
      ASA24 Register/Login URL
      Students must
      View

      This page allows you to create a Researcher Account which is needed to register to use ASA24 in a study, clinical setting, or classroom. (5 minutes)

      National Institute of Health - 2020

    • url icon
      ASA24 . URL
      Students must
      View

      Use this page to log in and use the tool. (15 minutes)

      National Institute of Health - 2020

    • Module 5: Lesson 3: Approaches for Health Promotion and Disease Prevention
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Describe the typology of health promotion and disease prevention.
      • Explore approaches for health promotion and disease prevention.
      • Describe the multiple influences on what people eat.
      • Examine the different approaches that promote healthy food and nutrition-related behaviors.
      • Summarize examples of nutrition interventions that are food and skill-based locally and globally.
      • Explain how food and skill-based nutrition interventions impact the promotion of healthy food and nutrition behaviors.
      • Summarize the impact of nutrition education programs on health promotion.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 4 hours and 2 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Defining Health Promotion and Disease Prevention URL
      Students must
      View

      Read the entire article. (2 minutes)

      Health Resources and Services Administration (HRSA):Rural Health Information Hub - 2018

    • url icon
      Health Promotion and Disease Prevention Theories and Models. URL
      Students must
      View

      Read the entire article. Click on the headings of "Ecological Models," "The Health Belief Model," "Stages of Change Model (Transtheoretical Model)," "Social Cognitive Theory," and "Theory of Reasoned Action/Planned Behavior." (9 minutes)

      Health Resources and Services Administration (HRSA): Rural Health Information Hub - 2018

    • url icon
      Health Promotion and Disease Prevention Strategies URL
      Students must
      View

      Read the page including all the contents of the following hyperlinks:
      Health Communication
      Health Education
      Policy, Systems, and Environmental Change. (11 minutes)

      Health Resources and Services Administration (HRSA):Rural Health Information Hub - 2018

    • url icon
      Strategies for Health Promotion: Healthy Dietary Habits URL
      Students must
      View

      Read the section "Strategies to Promote Healthy Dietary Habits" on pages 6-13. (22 minutes)

      Memorial University - 2014

    • url icon
      Towards integrated food policy: Main challenges and steps ahead URL
      Students must
      View

      Read Section 2: Five food policy integration challenges. (11 minutes)

      Science Direct - 2017

    • url icon
      Interventions promoting healthy eating as a tool for reducing social inequalities in diet in low- and middle-income countries: a systematic review URL
      Students must
      View

      Read the content under the heading "Abstract", "Introduction", "Results", and "Discussion". (31 minutes)

      International Journal for Equity in Health - 2016

    • url icon
      Community Interventions to Improve Cooking Skills and Their Effects on Confidence and Eating Behaviour URL
      Students must
      View

      Read entire article. (30 minutes)

      PMC Labs - 2016

    • url icon
      Nutrition Education in US Schools URL
      Students must
      View

      Read entire article. (5 minutes)

      CDC - 2021

    • Module 5: Lesson 4: From Scientific Principles to Health Promotion
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Describe safety and health-promoting properties of nutrients and non-nutrient components of foods.
      • Explain the complex interaction between food, nutrients, and drugs.
      • Identify general principles and methods of determining efficiency, health attributes, health claims, and safety food.
      • Describe the legal aspects of foods, beverages, and supplements.
      • Explore the scientific health promotion strategies to improve human health nutrition for different target populations.
      • Discuss the differences in health promotion strategies for health nutrition among different target populations.
      • Propose Health Promotion Strategies to improve the Nutritional and health status of an individual or community.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 12 hours and 58 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Functional components and medicinal properties of food: a review URL
      Students must
      View

      Read the entire article. (38 minutes)

      Journal of Food Science and Technology - 2015

    • url icon
      Nutrient-Drug Interactions and Food URL
      Students must
      View

      Read this fact sheet titled "Nutrient-Drug Interactions and Food" to learn about important interactions between common drugs and food. (15 minutes)

      L. Bellows and R. Moore - 2013

    • url icon
      General principles for all claim URL
      Students must
      View

      Read the sections "Introduction', "General Principles for all claims," "Nutrition Claims," and "Health Claims" at the end of each section; click on the: "Next page" to access the next one. (13 minutes)

      Food Standards Agency - 2022

    • url icon
      Acceptable disease risk reduction claims and therapeutic claims URL
      Students must
      View

      Read through the web page to learn about acceptable health claims in Canada. (30 minutes)

      Canadian Food and Inspection Agency - 2018

    • url icon
      Food law general principles URL
      Students must
      View

      Read the entire page. (15 minutes)

      L. Bellows, R. Moore and A. Gross - 2013

    • url icon
      Food laws & regulations URL
      Students must
      View

      Read the entire page. (2 minutes)

      FAO/UN - 2020

    • url icon
      Strategies for optimizing maternal nutrition to promote infant development URL
      Students must
      View

      Read the section: Strategies for improving maternal nutrition. (16 minutes)

      Hambridge et al - 2018

    • url icon
      Guidance on Ending the Inappropriate Promotion of Foods for Infants and Young Children URL
      Students must
      View

      Read Section III, "Guidance Recommendations and their Rationale," on pages 7 -13. (27 minutes)

      World Health Organization - 2021

    • url icon
      Strategies and interventions for healthy adolescent growth, nutrition, and development URL
      Students must
      View

      Read the introduction and the section named "What works for in adolescent nutrition?" (26 minutes)

      Hargreaves et al - 2021

    • url icon
      Improving nutrition to support healthy ageing: what are the opportunities for intervention? URL
      Students must
      View

      Read the following sections:
      - Identifying opportunities for prevention
      - Lifecourse perspectives
      - Conclusion, (13 minutes)

      NBCI - 2018

    • url icon
      A Comparison of Strategies to Improve Population Diets: Government Policy versus Education and Advice URL
      Students must
      View

      Read the entire page. (28 minutes)

      Journal of Nutrition and Metabolism - 2020

    • url icon
      Strategies for Healthy Eating Promotion and Behavioral Change Perceived as Effective by Nutrition Professionals: A Mixed-Methods Study URL
      Students must
      View

      Read the entire article. (41 minutes)

      Frontiers in Nutrition - 2020

    • forum icon
      Discussion Forum 3 - Health Promotion Strategies (240 minutes)

      In this activity, you will propose promotion health strategies for a community that has an unhealthy eating/drinking habit.

      Step 1: Identify

      Identify a traditional or common meal eaten or an eating/drinking habit in your country or region that is considered unhealthy due to unbalanced or harmful effects. For example, a community with a high alcohol intake or a high intake of carbohydrates and low proteins.  

      Step 2: Develop

      Write a 300-500 word proposal of health promotion strategies to help improve the nutrition and health status of the community. Consider the following:

      • Which actions lead to this unhealthy habit
      • Stage of life of the population
      • Cultural and religious links
      • General lifestyle of the population 
      • Food systems and food security
      • Social and community influence

      Step 3: Share

      To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure that you have addressed all the required information. Please ensure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts)

      4: Interact

      To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”

      OPTIONAL Step 5: Interact (10 minutes)

      If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


      Not available unless: The activity Quiz: Module 4 is complete and passed
    • quiz icon
      Quiz: Module 5

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ, YOU MUST OBTAIN A SCORE OF 80%