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Copyright 2009 Jessica Schulman, PhD, MPH, RD, CLE

OVERVIEW AND INSTRUCTIONS

Welcome to Nutrition in Sickness & in Health Study Guide, a self-directed accredited learning program.

The program consists of a book of the same title by Jessica Schulman, PhD, MPH, RD, CLE and this study guide. The program is designed to help you understand the nutritional needs of clients who are vulnerable to infectious diseases or individuals would like to enhance nutrition health. The program provides you with practical information that will assist you in facilitating clients to meet their nutrition goals. It is also designed to help you earn 18 Level 2 Continuing Professional Education Units (CPEUs).

This learning program is a Level 2 Continuing Professional Education (CPE) program. Level 2 means that you have general knowledge of the literature and professional practice in the areas covered. The focus of the program is to enhance knowledge and application.

To get the most out of this self-directed accredited learning program, it is suggested that you adhere to the following four steps:

• Review the objectives in the study guide.
  
• Read and study the book.
  
• Assess what you have learned by answering the self-assessment questions in this study guide.
  
• Compare your answers to the answer key, which is located at the end of the study guide. If you scored at least 80% correct, you have completed the program and are ready to transfer your answers to the CONTINUING PROFESSIONAL EDUCATION REPORTING FORM. If you scored less than 80% correct, re-read the appropriate sections of the book until you score at least 80% correct.

After you have successfully completed the program fill out the CPEU REPORTING FORM and

Mail to: Wolf Rinke Associates, Inc., P.O. Box 350, Clarksville, MD 21029,
Or fax to: (410) 531-9282,
Or submit on-line at www.easyCPEcredits.com.

Enjoy the Nutrition in Sickness & in Health Learning Program!

Jessica Schulman, PhD, MPH, RD, CLE

LEARNING OBJECTIVES

Upon completion of this accredited, self-directed learning program, the nutrition professional will be able to:

• Assist clients who have an infection to properly estimate their caloric and macronutrient needs;
  
• Apply knowledge of metabolic changes that occur during infection;
  
• Increase clients' awareness of how to avoid dehydration during illness;
  
• Estimate a client's fluid requirements as body temperature increases;
  
• Suggest practical dietary changes to help clients avoid catabolism;
  
• Dispel food myths or fallacies that might be inhibiting proper food intake;
  
• Describe strategies that caregivers can use to improve intake during illness;
  
• Recognize the benefits and limitations of using nutrition to boost immune function;
  
• Define the term "functional food" and provide practical examples;
  
• Discuss health claims that appear on food labels for functional foods;
  
• Discriminate between high quality research and "pseudo" scientific research;
  
• Identify the four basic actions that clients can take to reduce risk of food borne infections;
  
• Assess clients' level of knowledge of food safety practices in the home;
  
• Assist clients' in making the best food choices when eating away from home;
  
• Describe the theory behind using probiotics;
  
• Explain why a client may benefit from one probiotic but not another;
  
• Identify resources clients can use to learn more about probiotics;
  
• Differentiate between IgE driven food allergies and non-allergic food hypersensitivity;
  
• List specific foods that account for most food-allergic reactions;
  
• Discuss the relationship between food allergies and eosinophilic disease;
  
• Explain the benefits and limitations of breastfeeding in preventing food allergies to mothers;
  
• Assess risks for a newborn developing food allergies;
  
• Communicate reasons why children may develop food aversions and provide reasonable solutions;
  
• Make suggestions for integrating protein into meals when appetite is suppressed;
  
• Compare the dietary reference intakes (DRIs) and recommended dietary allowance (RDAs);
  
• Review clients' medical notes and identify medications that interact with vitamin absorption;
  
• Interpret biochemical parameters using relevant physical signs and symptoms;
  
• Communicate how genetic and environmental factors relate to variations in nutrition status;
  
• Discuss the role of nutrigenomics to nutrition professionals who practice medical nutrition therapy;
  
• Make recommendations for reducing the risk of waterborne diseases among the public;
  
• Explain to clients how they might avoid contaminated water sources when eating away from home;
  
• Propose a novel idea to protect children from contracting waterborne infections;
  
• Describe strategies for reducing the risks of waterborne diseases for the public and for those who live with weakened immune systems;
  
• Apply knowledge about the types of home water filter options and specify the most effective;
  
• Assist clients in understanding the increase in number of cases of particular pathogenic microorganisms;
  
• Discuss the relationship between immune function and under-nutrition;
  
• Calculate the appropriate amount of protein that a child needs to overcome an infection and achieve growth;
  
• Advise a mother about the specific benefits associated with breastfeeding;
  
• Identify micronutrients that fluctuate with age;
  
• Make recommendations for appropriate potassium and sodium intake for older adults;
  
• Discuss strategies for enabling older adults to achieve their nutrition goals;
  
• Evaluate the benefits of dark chocolate on blood pressure;
  
• Recommend the proper dose of vitamin D for specific populations;
  
• Describe to clients why some studies show links between soda consumption and poor health status while other studies do not show this link;
  
• Explain the type of clinical trial that must be conducted with omega-3 fatty acids before you recommend it as a nutrition therapy;
  
• Develop a plan that will help clients improve nutrition behavior during the holidays;
  
• Discuss how educational opportunities for medical school students have been underused in the recent past;
  
• Explain at least one way that registered dietitians are suited to educate prospective physicians.
  

ABOUT THE AUTHOR

Jessica Schulman, PhD, MPH, RD, CLE is a credentialed dietitian, who holds a doctorate in health behavior, and is a visiting scholar in the Department of Psychology at the University of California, Los Angeles. Dr. Schulman served as an adjunct assistant professor in the Department of Health Education and Behavior at the University of Florida and was named the Dietetic Leader of the Year by the Florida Dietetic Association. Currently, Dr. Schulman is working as a nutrition consultant and medical writer. She lives with her husband and daughter in Los Angeles, California.

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