Teaching Methodologies
An interrogative and interactive methodology will be used prior to the presentation of the main contents and concepts, and demonstration exemplification of these through their practical application in everyday situations and using, where appropriate, videos, computer programs and professional instruments. It also contemplates, and whenever it is justified the autonomous study with research on the exposed contents and the reading and critical analysis of articles/texts.
Students will be evaluated through a written assessment. The summative knowledge assessment consists of questions that assess the extent and depth of theoretical knowledge acquired in the discipline and the ability to practically apply this knowledge to everyday situations.
Approval of the curricular unit is obtained with a classification greater than or equal to 9.5 values.
Learning Results
1. Know the principles of energy balance necessary for clinical practice, particularly decisive for intervention in the context of health promotion and treatment of the disease;
2. Recognize the characteristics of body composition necessary for the assessment of nutritional status for the practice of clinical nutrition;
3. Characterize the nutritional status and respective nutritional needs of each associated age and clinic.
Program
1. Energy balance
2. Body Composition
3. Nutritional status and life cycle nutritional needs
Internship(s)
NAO
Bibliography
Kyle et al; ESPEN Guidelines Bioimpedance analysis – part I: review of principles and methods;Clinical Nutrition 2004.
Kyle et al; ESPEN Guidelines Bioimpedance analysis – part II: utilization in clinical practice; Clinical Nutrition 2004.
Nancy Munoz; Melissa Bernstein, Nutrition Assessment: Clinical and Research Applications, 2019
Worthington-Roberts, B.S., Williams, S.R. (2000). Nutrition throughout the life cycle (4th edition). Boston; Toronto: McGraw-Hill.
Mahan, L. K., & Escott-Stump, S. (2008). Krause’s food & nutrition therapy (12th ed.). St. Louis, Mo.: Saunders/Elsevier