Public Health Nutrition
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Jaci Huws
Overall aims and purpose
The module applies public health and health promotion principles to nutrition. Nutrition is a key element to improving public health. Over- and under-nutrition are international problems that occur in developed as well as developing nations. The module includes an overview of basic nutrients and requirements through the life-cycle. We will focus on overweight and obesity, nutritional deficiencies, diabetes, coronary heart disease, and cancer. Nutritional policies and approaches to public health nutrition on a local, national and international level will be covered. The module develops the nutrition knowledge and skills required by health and social care professions and other interested individuals. Links to relevant sustainable development are made. PLEASE NOTE: Due to the Covid 19 crisis, the module will be delivered using a blend of teaching approaches including online. Students will be required to have access to IT and up to date computer and software.
Topics may include: 1. Overview of basic nutrition – nutrients, vitamins and minerals, sugar, salt, food, sources of nutrients. 2. Requirements and recommendations through the life-cycle. 3. Diet-related disease and role of diet: metabolic disease,overweight and obesity, under-nutrition, coronary heart disease, diabetes and cancer. 4. Psychology of eating and understanding of factors influencing behaviour at an individual and group level. 5. Dietary intake and assessment. 6. Intervention strategies to improve dietary change at a health promotion and public health level. 7. Nutrition policies – local, national and international.
C- to C+
Demonstrates some knowledge and understanding of relevant material for this module, and a limited use of it to answer the question set with little independent thinking. Limited use of material from the module and other relevant information to support arguments; most of the references are drawn on appropriately to support discussion and presented correctly in both text and references list. Limited awareness of conflicting arguments and ideas but no real attempt to address them; some limited ability to analyse and to critically evaluate material. A framework for the assignment is apparent but logical flow and coherence not always consistent with acceptable use of written language.
B- to B+
Demonstrate adequate knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Good use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion and are presented fully and correctly in both text and references list. Some awareness of conflicting arguments and ideas and a good attempt to address them; some ability to analyse and to critically evaluate material. Sensible use of the major points with very good signposting and balance between sections with good use of written language.
A- to A*
Demonstrate excellent knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Excellent use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion presented fully and correctly in both text and references list. Excellent awareness of conflicting arguments and ideas and a good attempt to address them; ability to analyse and to critically evaluate material. Excellent organisation of the major points with very good signposting and balance between sections with fluent use of written language.
Critically interpret and synthesise different types of data used to analyse and assess nutritional problems such as under-nutrition, overweight and obesity, diabetes, eating disorders, coronary heart disease and cancer.
Identify and critically assess existing public health nutrition intervention strategies at population and population sub-group levels (e.g., across the lifecycle, differences within or between developed and developing countries).
Identify and evaluate appropriate responses and intervention strategies to address nutritional issues, taking into account the public health and relevant policy contexts (including those linking to sustainable development).
Demonstrate knowledge of public health nutrition (in terms of food, diet and health), at biological, social and policy levels and be able to critically discuss.
|ESSAY||Public Health Nutrition Essay||
A 3,500 word essay assignment. The set topic relates to a current public health nutrition issue. Assessed learning outcomes: 1, 2, 3 and 4.
|SUMMATIVE THEORETICAL ASSMT||Literature Summary||
Students are required to focus on a chosen topic, and provide a summary of the literature.
Teaching and Learning Strategy
This will be used throughout the teaching sessions; examples include: reading of relevant article sections and presenting the key points to the whole group; discussion of specific case studies in small groups and feeding back to the whole group.
The lectures will provide grounding in nutritional principles and set out how these principles are applied to specific conditions such as heart disease, cancer, diabetes, obesity and under-nutrition within the relevant social and policy context. Lectures are interactive and students are encouraged to actively participate and contribute; for example, discussing an issue with a neighbour before sharing thoughts with the whole group; discussions around specific topics; sharing of different experiences (for example, culturally different experiences).
We have always encouraged students to think about their assignments from the beginning of the course and asked them to develop their outline throughout. Some time is spent every teaching session reflecting on assignment progress and questions. Students were requested to present an outline of their assignment including key points, main conclusions and relevant literature. This allowed for feedback from the whole group and lecturers. The presentation previously formed part of the assessment (summative) but will now be formative. Feedback from students from the evaluation form and in the classroom indicated that the presentations and feedback are particularly useful. It also helps us, the tutors, to identify students which might have greater support needs.
Lectures are supported with additional materials and resources that are available on a Blackboard site. Students are also encouraged to: use library and multi-media resources (such as the Internet, newspapers, radio, television) and engage in Blackboard Group discussions. Students are encouraged to use electronic learning resources. Relevant lecture material, reading lists, and a list of relevant Internet resources are available on the course specific Blackboard site; students are also asked to add any relevant or useful material to this module site.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resource implications for students
Access to a computer, and the internet.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-4221.html
Reading lists will be available and updated via Talis for each academic year. This online database is module specific, and contains references to material that is current and topical (and includes electronically accessible material). http://readinglists.bangor.ac.uk/modules/nhs-4221.html