MAERN4200 Klinisk ernæring Emneplan

Undervisningsspråk: Norsk

Emnet omfatter klinisk ernæring i helsetjenesten. Studenten lærer hvordan man kan ta kostanamnese og sette sammen en god kostholdsplan for ulike bruker og pasientgrupper. I denne sammenheng blir ulike typer spesialkost og næringstilskudd diskutert. Studenten får også innføring i regler og lovverk rundt praktisk ernæringsarbeid, inkludert ulike faggruppers rolle innen dette arbeidet

In order to fulfill the learning outcomes, interaction between students and tutors as well as interaction among students is deemed necessary.

The following activities are compulsory:

• Group meetings with the tutor.
• Group assignments.
• Oral presentation of the assignments.

A minimum of 80 % attendance is required at group meetings.

All group assignments must be published on the course web site on Fronter. The assignments must be signed electronically by all members of the group.

Studenten må være tatt opp på Masterstudium i helsevitenskap - spesialisering i ernæringskompetanse for helsepersonell.

Etter gjennomført emne har studenten følgende læringsutbytte definert i kunnskap og ferdigheter: 

Kunnskap  

Studenten 

• kan gjøre rede for og diskutere hvordan sentrale ernæringsutfordringer behandles med kost i utvalgte bruker- og pasientgrupper      
• kan vurdere behovet for, og sammenlikne, ulike typer spesialkost og næringstilskudd 
• kan gjøre rede for hvordan virkning av enkelte medikamenter kan påvirke ernæringsstatus, og omvendt 

Ferdigheter  

Studenten 

• kan ta en kostanamnese og vurdere ernæringsstatus  
• kan gi tilpassede kostråd for ulike grupper

Generell kompetanse  

Studenten 

• kan gjøre rede for og diskutere etiske aspekter rundt kostbehandling ved sykdom
• har rolleforståelse i tverrfaglig praktisk ernæringsarbeid og kan samarbeide med klinisk ernæringsfysiolog og annet helsepersonell

Emnet inkluderer synkrone hybride webseminarer, i tillegg til asynkron selvstudium. Undervisnings- og læringsformene vil omfatte studentaktive arbeidsformer, og en kombinasjon av forelesninger og gruppearbeid, samt reelle casebaserte lærings- og digitale læringsverktøy. Det forventes at studenten tar ansvar for å være oppdatert på aktiviteter og faglig innhold i læringsplattformen.

For å fremstille seg til eksamen må følgende være godkjent: 

• Sette sammen et kosthold til selvvalgt gruppe - omfang 1000 ord ( +/- 10%)
• Flervalgsoppgave, minimum 80% riktig svar innen en gitt tidsfrist

Public health work is society's organised effort to maintain, improve and promote the population's health, both locally and globally. Interventions are directed towards factors that contribute to better health and factors that might represent a health risk. Public health work is concerned with reducing health inequalities through work on equity, accessibility and quality of services.

An increase in disease rates, long term conditions and lifestyle illnesses are expected in the future.

This is a consequence of demographic changes and a result of people's health behaviour. Competence in interprofessional collaboration in both public and private sectors is crucial to meeting challenges.

ECTS-Distribution

Theory and method:

• Part I : 0,5
• Part II :
• Part III : 1,0
• Sum: 1,5

Ethics:

• Part I : 0,5
• Part II :
• Part III : 0,5
• Sum: 1,0

Governance:

• Part I : 3,0
• Part II : 3,0
• Part III :
• Sum: 6,0

Communication:

• Part I : 0,5
• Part II :
• Part III : 1,0
• Sum: 1,5

Health promotion & Preventative work:

• Part I : 0,5
• Part II : 2,0
• Part III : 2,5
• Sum: 5,0

Sum:

• Part I : 5,0
• Part II : 5,0
• Part III : 5,0
• Sum: 15

No prerequisites required

Part 1 - The Scope of Global Public Health Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• describe the challenges in welfare systems, relevant national legislation, and international agreements
• describe the past, and present developments and achievements of public health and discuss possible future challenges within the field
• describe social inequalities in health and their consequences nationally and globally
• describe epidemiology and different cost analyses, and discuss inter-professional, evidence-based interventions with target groups
• discuss the principles of universal design from a human rights and democratic perspective

Skills

The student is able to

• address challenges in public health and demonstrate how to intervene professionally in collaboration with others
• search for relevant research, analyse these and apply to the findings in their assignment

General competences

The student is able to

• apply the tools of innovation and entrepreneurship in public health issues and communicate the results to an audience
• reflect upon ethical issues and discuss intercultural perspectives in public health

Part II - Environmental Conditions and Population Health Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss the interactions between the environment and sustainable development, and their effect on health
• describe health care emergency interventions following different types of disasters, and discuss challenges encountered
• discuss interprofessional interventions focusing on communicable and non-communicable diseases, including mental conditions
• describe how interprofessional practice might contribute to improve mental health
• describe the distribution of different types of injuries nationally and globally and how to prevent them
• discuss how to promote occupational health and to prevent occupational health hazards
• discuss theoretical models for behavioral change and their application.

Skills

The student is able to

• reflect upon priorities in public health and the consequences for population health
• demonstrate communication skills to improve health literacy and social capital through social marketing and reflect on intervention strategies and their efficacy
• reflect upon a comprehensive view of humanity and human rights
• apply research methods in solving public health problems

General competences

The student is able to

• reflect upon diversity and how different ethnic, religious and cultural background may influence communication between people
• demonstrate how to disseminate public health knowledge collaboratively with target groups and stakeholders

Part III - Family Health Learning outcomes

On successful completion of this part, the student will achieve the following learning outcomes:

Knowledge

The student is able to

• discuss theoretical models for behavioral change and their application
• reflect on the complexity of health determinants throughout the life cycle
• discuss the role of activities and social participation in health promotion
• describe national and global vaccination programs, and discuss their impact and challenges involved including ethical issues

Skills

The student is able to

• reflect upon communication and collaboration within an interprofessional team
• develop interactive and critical health education information to improve family health
• identify and describe different information channels to promote health education and knowledge sharing

General competences

The student is able to

• reflect upon ethical issues, conflicts in personal values, and interprofessional approaches in family health
• reflect upon the role of public-private partnership as an asset in public health
• describe social entrepreneurship and societal transformation as a tool for implementation of a public health activity

The learning and teaching approach consists of group work supported by lectures, workshops, selfstudies and field trips. Groups, consisting of approximately 5 students, focus on assignments facilitated by tutors. Every group member contributes to the creation and presentation of all assignments. Part I and part II include two assignments each while part III has one assignment. See the teaching plan for further details.

All parts of the course have a focus on interactivity in promoting knowledge exchange and on interprofessional collaborative dialogue, enhancing self-awareness in the professional role. The students will gain practice in decision-making and problem-solving, relating to client-centered and evidencebased practice.

Examination form: Individual oral exam, 20 minutes. The student may choose between English and Norwegian as examination language.

Examination content: Learning outcomes from part I, II and III.

The work requirements must be fulfilled before the student can take the exam.