ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Analytical Chemistry, Nutrition and Bromatology
Areas: Nutrition and Bromatology
Center Faculty of Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
Students who pass the course will learn:
- The theoretical and practical basis of nutritional assessment of individuals and communities.
- Body composition and anthropometry
- The theoretical and practical basis of the development of dietary history in healthy subjects and patients.
- The theoretical and practical interpretation of a medical history.
CONTENTS OF THE SUBJECT
Item 1. Introduction to assessment of nutritional status.
Item 2. Nutritional screening. Clinical screening methods. Dietary history.
Item 3. Body composition. Body compartments. Models of body composition analysis. Physiological changes related to age, sex, race, physical activity. Changes in body composition in disease.
Item 4. Anthropometric evaluation of nutritional status. Physical examination (signs and symptoms of nutritional assessments). Weight assessment and body composition. Models. Study skills (applications, difficulties, sources of error): densitometric, electrical, imaging and others. Measurement of body composition (anthropometry). Parameters of interest. Use of standards and reference tables. Methodology and measurement protocols
Item 5. Biochemical assessment of nutritional status. Analytical parameters. Study of the main hematological and urinary. Lipid profile and assessment of their status. Assessment of vitamin status and trace elements.
PRACTICAL LESSONS
PRACTICE 1: Assessment of nutritional status and body composition. Anthropometric assessments.
Assessing the nutritional status of an individual from anthropometric indicators. Indicators are used as height, weight, head circumference, arm muscle circumference and body folds, allowing us to determine body composition based on the status of fat and protein compartment. And finally there will be an interpretation of the results by detecting possible risks in the individual. A notice of the management of bioelectrical impedance technique.
PRACTICE 2: Assessment of nutritional status. Dietary history.
We want the students to understand the different types of questionnaires, their potential uses in nutritional assessment of individual and collective.
PRACTICE 3: Assessment of nutritional status. Biochemical study.
We intend that students know the major biochemical markers to be used for the assessment of nutritional status.
PRACTICE 4: Assessment of nutritional status. Predictive index. Structured questionnaires.
We address the practicality of using nutritional prognostic index, nutritional risk index, the index of Maastricht, structured questionnaires as Minievaluación Nutrition, etc.
*Outdoors: Visits related to the subject
ARANCETA BARTRINA, J. 2012. NUTRICIÓN COMUNITARIA 3/E. Elsevier España. Madrid
BENYON, S. 1998. Lo esencial en metabolismo y nutrición. Cursos Crash de Mosby. Harcourt Brace España. Madrid.
CONSEJO GENERAL DEL COLEGIOS OFICIALES DE FARMACEUTICOS. (1993). Nutrición y dietética. Aspectos sanitarios. Tomos I e II. C.O.F. Madrid.
CERVERA, P.; CLAPER, J. e RIGOLFAS, R. 1999. Alimentación y dietoterapia. McGraw-Hill Interamericana de España, SAU. Madrid.
GIL, A . 2010. Tratado de Nutrición. - Nutrición y Terapéutica Dietética. Editorial Panamericana.
KATHLEEN MAHAN,L. And SYLVIA SCOOT-STUMP. 1998. 9ª edición.Nutrición y Dietoterapia de krause. McGraw – Hill Interamerica.
MARTÍNEZ, A. Fundamentos teóricos–prácticos de Nutrición y Dietéctica.
MATAIX, F.J.; MAÑAS, M.; MARTÍNEZ DE VICTORIA, E.; LLOPIS, J. 1992. Tablas de composición de alimentos españoles. Instituto de Nutrición y Tecnología de Alimentos. Universidad de Granada.
MATAIX, J. 2002. Nutrición y alimentación humana. TRATADO DE NUTRICIÓN I e II. Ed. Ergon. Barcelona
SASTRE, A. y HERNÁNDEZ RODRÍGUEZ M. 1999. Tratado de Nutrición. Díaz de Santos. Zaragoza.
SERRA, L. ARANZETA, J. MATAIX. J. 1995. Guías alimentarias para la población española. Documento de consenso. SENC. SG editores. Barcelona.
Basic competences:
CB1 - Students must demonstrate knowledge and understanding in a field of study that assumes a general secondary education, and it is typically at a level which, although it is supported by advanced textbooks, includes also some aspects that imply knowledge of the forefront of their field of study
CB2 - Students must be able to apply their knowledge to their work or vocation in a professional manner and must have the
competences typically demonstrated through arguments (elaboration and defense) and solving problems within their field of study
CB3 - Students must have the ability to gather and interpret relevant data (usually within their field of study) in order to express judgments that include reflection on relevant social, scientific or ethical issues
CB4 - Students must be able to communicate information, ideas, problems and solutions to both specialist and non-specialized public
CB5 - Development of the learning skills that are necessary to undertake further studies with a high degree of autonomy
General competences
CG1 - Recognize the essential elements of the profession of Dietitian-Nutritionist, including ethical principles, legal responsibilities and exercise of the profession, applying the principle of social justice to the professional practice, and
developing it with respect for people, their habits, beliefs and cultures.
CG3 - Recognizing the need to maintain and regularly update professional skills, paying particular importance to learning, autonomously and continuously, including new knowledge, products and techniques in nutrition and food, as well as the motivation for quality.
CG5 - To communicate effectively, both orally and in writing, with people, health or industry professionals, and the media, knowing how to use the Information and Communication Technologies, especially those related to nutrition and lifestyle.
CG6 - Understanding, critically evaluating and knowing how to use and apply sources of information related to nutrition, food, lifestyles and health aspects.
Transversal competences:
CT1: Capacity for analysis and synthesis
CT7: Capacity for solving problems
Specific skills/competences:
CE31 - Students must be able to plan, perform and interpret the evaluation of the nutritional status of individuals and / or groups, both healthy (in all physiological situations) and ill.
CE35 - To interpret and integrate clinical, biochemical and pharmacological data on the nutritional assessment of the patient and their dietary and nutritional treatment.
CE39 - Being able to participate in the multidisciplinary team of Hospital Nutrition Unit.
CE44 - Management of basic ICTs tools used in the field of Food, Nutrition and Dietetics.
EC50 - Student will be able to design and conduct nutritional assessments to identify the needs of the population in terms of food and nutrition, and to identify the determinants of nutritional health.
CE55 - Final Project: Transversal Material associated to different subjects.
The contents are mainly structured in lectures (ME1) where basically the fundamentals of the subject are set. These lectures will be displayed using the classic and audiovisual tools available in the classroom. An important aspect is that students must complete the aspects covered in theory with the completion of works in groups (ME6) and off-campus classes (autonomous training), proposed by the teacher, so it will be a very interesting part to intellectual training of students. In this work, the group will have to take conclusions, thus fostering the ability to defend one's own choices and self-criticism.
Laboratory Practices (ME3), to be held in groups, are considered an important part of the student's training since they are essential complements of the theory. Students will have to prepare and present a lab notebook (ME7) reflecting the results thereof.
Individual tutorials (ME8) and group tutorials (ME4) will be held at the times indicated, or there is a possibility of on-line tutorials/questions through the tools of the Virtual Help Course. All the teaching activity will be supported by a Virtual Help Course in the platform for virtual teaching of the University of Santiago de Compostela, where you can find ads, content and additional material, literature, regulations cited, guidelines for carrying out the work, etc.
CONTINGENCY PLAN for remote teaching activities:
They would be carried out, in a synchronous/asynchronous way and according to the timetable established by the centre, through the different telematic means available at the USC, preferably the Virtual Campus and Ms Teams, etc.
The health and hygiene recommendations indicated by the competent authorities must be respected at all times.
Due to the nature and contents of this subject, as well as the methodology used, the main difference between teaching in person and teaching remotely is :
The MAGISTRAL EXHIBITION SESSIONS:
Scenario 1
The exhibition classes will be given in the classroom and at the time established by the centre and will be held on a regular basis.
Scenario 2 and 3
The lectures would be carried out, in a synchronous/asynchronous way and always according to the timetable established by the centre, through the different telematic means available at the USC, preferably the Virtual Campus and Ms Teams, etc.
The SEMINARS:
Scenario 1
The seminars will be given in the classroom and at the time established by the centre and will be held on a regular basis.
Scenario 2 and 3
To carry out the activities included here by the Professor, the different telematic means available at the USC will be used, preferably the Virtual Campus and Ms Teams, etc. The teachers will indicate the conditions of realization and delivery of the different works and will supervise the development of these seminars.
The PRACTICAL SESSIONS:
Scenario 1
The laboratory practices will be given in the laboratory and computer room, in the groups and at the times established by the centre and will be carried out on a regular basis.
Scenario 2
The student will receive prior instructions for their completion through the Virtual Help Course. Another part of the practices will be face to face* in the laboratory and / or computer room, you must complete them with work not face to face if necessary, always following the instructions of the teacher.
*Each group attending the practices in the same schedule will be divided into two subgroups A and B to carry out the practices, as indicated by the teacher.
Scenario 3
The laboratory practices will be given telematically following the instructions of the teacher, in the groups and schedules established by the center.
The realization of the practices is compulsory to pass the subject.
- (SE3) Continuous Assessment (30%): the student's attitude and effort proving to learn, solve problems and think critically and argumentative during their assistance in all activities will be evaluated. - CE35 - CE39 - CE44 -CE50 -CB2-CB3-CB1-CB4 CB5-CG1-CG3-CG5-CG6-CT1-CT7- CE31: competencies will be evaluated
- (SE4) Evaluation of work: the result of the work proposed by the profesor.Se will assess your lab notebook that this 5% will be evaluated. - CE35 - CE39 - CE44 -CE50 -CB2-CB3-CB1-CB4 CB5-CG1-CG3-CG5-CG6-CT1-CT7- CE31: competencies will be evaluated
- Examination (70%) will be made a final examination (SE1) in which knowledge about the contents of the subject (75%) (required a minimum score of 45% for the rest of merit value) is evaluated.
Hands-on learning outcomes will be assessed (includes SE5 SE6) (5%). Competencies will be assessed: - CE35 - CB2-CB5-CG5-CT1-CT7- CE31 CE44
The evaluation of the call second chance: all the scores by the student, except Final Exam (70%) will remain.
The evaluation of the call second chance: all the scores by the student except the Final Exam (70%) will remain.
The EVALUATION (related to the Final Exam)
Scenario 1
The Final Exam will be held in person.
Scenario 2
The Final Exam will be held in person if the health regulations allow it, otherwise it will be telematic.
Scenario 3
The Final Exam will be telematic.
The subject consists of 6 ECTS credits, including the following hours:
Lectures: 32 h
Seminars: 5 h
Laboratory: 12 h
Group tutorials: 2 h
Testing/exams and review: 4 h
The distribution of the training activity in total working hours of the student is (25xECTS) 150 hours.
- Attendance at plenary lectures regularly.
- Show interest and attention in class.
- Design outlines and summaries: reasonably understand and memorize them. Use the tutorials to solve doubts about the subject.
Language: Spanish
(Possible communication in Galician and / or English and / or French and / or Portuguese with students who need the).
CONTINENCE PLAN: (ter in conta or indicated in each section):
TEACHING METHODOLOGY
The activities would be carried out synchronously / asynchronously and always according to the schedule established by the center, through the different telematic means available at the USC, preferably the Virtual Campus and Ms Teams.
Due to the nature and content of this subject, as well as the methodology used, the main difference between face-to-face teaching and remote teaching is:
SCENARIO 1 or adapted normality: face-to-face teaching of 45 minutes. The laboratory practices will be taught in person in the laboratory and computer room, the groups and schedules established by the center and will be carried out on a regular basis.
SCENARIO 2 or distancing: coexistence between face-to-face and virtual teaching, giving preference to the latter. In the case of practices, this will guarantee a minimum of 50% of face-to-face assistance.
Or student will previously receive the instructions for its realization through the Virtual Help Course.
Another part of the practices will be in-person in the laboratory and / or in the computer room; They must be completed with a non-presential work if necessary, always following the Professor's instructions.
* Each assistant group practices in the same schedule will be divided into two subgroups A and B for the realization of the practices, as indicated by the Professor.
SCENARIO 3: The exhibition classes will be held synchronously / asynchronously and always according to the schedule established by the center, through the different telematic means available at the USC, preferably the Virtual Campus and by Ms Teams, etc. The duration will be 50 minutes
The laboratory practices will be taught electronically following the instructions of the Professor, in the groups and schedules established by the center.
TUTORIES
To carry out tutorials, as well as to maintain direct communication both between the students themselves and between them and the teacher, they can be done through the Virtual Campus forum, through Ms. Teams or by email.
EVALUATION SYSTEM
"In cases of fraudulent performance of exercises or tests, the provisions of the" Regulations for evaluating the academic performance of students and reviewing grades "will apply.
The monitoring of all the activities, except the face-to-face ones, will be carried out by means of delivery schedules and participation lists on the Virtual Campus.
Scenario 1
The Final Exam will be face-to-face.
Scenario 2
THE Final Exam will be face-to-face if the health regulations allow it, if it will not be telematic.
Scenario 3
E Final Exam will be telematic.
In the evaluation of the second opportunity: all the scores obtained by the student in the continuous evaluation will be maintained except for the Final Exam.
Important notes:
For the cases of fraudulent performance of all these exercises and tests indicated here, the provisions of: “Regulations for the assessment of two academic performance and revision of qualifications will apply”.
The evaluation system will be the same regardless of the type of teaching used (face-to-face, virtual, etc.), with the only difference that the evaluation activities will be carried out as established by the competent authorities, or in person in the classroom or remotely through the telematic means indicated as available at the USC.
In order to the possibility of teaching in the stage 2,the teacher needs to have a webcam and speakers, two that he lacks or his equipment. In order to teach non-scenario 3, the teacher needs a portable computer that includes the accessories mentioned as necessary for scenario 2.
Cristina Asuncion Fente Sampayo
Coordinador/a- Department
- Analytical Chemistry, Nutrition and Bromatology
- Area
- Nutrition and Bromatology
- cristina.fente [at] usc.es
- Category
- Professor: University Lecturer
Alberto Cepeda Sáez
- Department
- Analytical Chemistry, Nutrition and Bromatology
- Area
- Nutrition and Bromatology
- Phone
- 982822410
- alberto.cepeda [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 09:00-11:00 | Grupo /CLE_01 | Spanish | Virtual classroom |
| Tuesday | |||
| 09:00-11:00 | Grupo /CLE_01 | Spanish | Virtual classroom |
| 01.21.2021 10:00-14:00 | Grupo /CLE_01 | 0P CLASSROOM 5 GROUND FLOOR |
| 01.21.2021 10:00-14:00 | Grupo /CLE_01 | 0P CLASSROOM 6 GROUND FLOOR |
| 07.06.2021 16:00-20:00 | Grupo /CLE_01 | 0P CLASSROOM 5 GROUND FLOOR |
| 07.06.2021 16:00-20:00 | Grupo /CLE_01 | 0P CLASSROOM 6 GROUND FLOOR |