Base Knowledge
Those arising from access to higher education and acquired in other curricular unit taught in the 1st semester.
Teaching Methodologies
The curricular unit is based on a student-centred pedagogical approach, combining structured content delivery with active learning methodologies that promote participation, critical reflection, and the practical application of knowledge.
Lectures include the presentation and discussion of key concepts, using an interactive and inquiry-based approach that encourages students to draw on prior knowledge, critically engage with the topics under study, and collaboratively construct understanding. Whenever appropriate, content is illustrated through practical examples, case studies, audiovisual resources, digital tools, and instruments commonly used in professional practice.
Practical classes focus on integrating theoretical knowledge with its application to real-world situations in the field of Nutrition. In this context, a Problem-Based Learning (PBL) approach is adopted, whereby students are presented with authentic and challenging scenarios requiring analysis, decision-making, and evidence-based justification. This methodology aims to promote the acquisition of solid knowledge, critical thinking, problem-solving skills, and learner autonomy.
Additional active learning strategies include:
- Analysis and discussion of case studies;
- Problem-solving activities in small groups;
- Guided debates and peer discussions (one-to-one);
- Brainstorming sessions;
- Student presentations and discussion of proposed solutions;
- Critical appraisal of scientific articles, technical documents, and other materials relevant to professional practice.
The curricular unit also encourages independent learning through guided research, critical reading of scientific literature, and self-directed activities designed to consolidate the topics addressed in class.
Formative assessment is conducted continuously through questioning, guided discussions, and monitoring of student participation and performance in learning activities. This process enables the ongoing evaluation of learning outcomes, the identification of difficulties, and the provision of regular feedback. Supporting learning materials will be made available through the institution’s learning platforms.
Out-of-class student counselling hours to clarify doubts or explain concepts.
Learning Results
Attending this curricular unit should provide students with the knowledge to:
– Understand nutrition in health and disease;
– Identify the nutritional and non-nutritional constituents of food, their functions, utilization and metabolic interrelationships;
– Know the nutritional recommendations and their methodological bases;
– Understand the food situation in Portugal and in the world;
– Characterize the ideal nutritional standard;
– Have the ability to contribute effectively to group work;
– Know how to nourish human beings healthily, which involves the application of nutritional sciences, namely through the in-depth study of nutrients, their action in the normal functioning, growth and development of the body and the maintenance of health, and recognising the importance of the profession in planning nutritional and food intake.
Program
1. Introduction to the study of Human Nutrition: general concepts, needs, recommendations, factors that interfere with bioavailability and nutritional quality, deficiency manifestations.
2. Energy. Appetite programming and energy balance. Components of energy expenditure, weight and body composition.
3. Macronutrients and micronutrients: definitions, needs, recommendations, food sources and biological role.
4. Relationships between food, development and health. Food situation in Portugal and in the world. Current dietary practices in Portugal, the most serious dietary errors and the resulting health situation. Nutritional imbalances and deficits in consumer societies.
5. Recommendations and food guides.
6. Different dietary patterns.
Curricular Unit Teachers
Bárbara Beleza de Vasconcelos Monteiro PereiraGrading Methods
The assessment of the Curricular Unit is in accordance with the provisions of the ESTESCoimbra assessment regulations, namely:
Periodic assessment:
Theoretical Matrix (70%):
- Students are assessed through two written tests, which are summative assessments of knowledge, consisting of questions that assess the breadth and depth of the theoretical knowledge acquired in the course and the ability to apply this knowledge in practical situations that are specific to the scientific area of the course.
Theoretical-Practical Matrix (30%):
- Group work and individual exercises/assignments (25%);
- Class participation (5%);
A grade of 10 or higher is required to pass the course, based on the weighted average of the grades obtained in the written tests, group work, and individual exercises/assignments. The grade in each of the assessment components cannot be lower than 9.5 points.
Assessment by final exam:
Final written exam, which will cover the contents of the theoretical and theoretical-practical matrix (weighted 70% and 30%, respectively), during the periods designated for this purpose.
Internship(s)
NAO
Bibliography
Primary:
– Mahan LK, Raymond JL. Krause’s Food & the Nutrition Care Process. 14th ed. St. Louis (MO): Elsevier Saunders; 2017. ISBN: 9780323340755.
– European Food Safety Authority (EFSA). Dietary Reference Values for nutrients: Summary report. EFSA Supporting Publications. 2017;14(12):e15121. 92 p.
– Food and Nutrition Board, Institute of Medicine. Dietary Reference Intakes: The Essential Guide to Nutrient Requirements. Washington (DC): National Academies Press; 2006. Available from: https://doi.org/10.17226/11537
Secondary:
Additional bibliography to be referenced by the lecturer during the course.