PubH 6902 Maternal and Infant Nutrition Course Syllabus Fall 2013

Transcription

1 PubH 6902 Maternal and Infant Nutrition Course Syllabus Fall 2013 Credits: 2 credits Meeting Days: Friday Meeting Time: 11:15-1:00 Meeting Place: Mayo Instructor: Jamie Stang, PhD, MPH, RD Office Address: 330 West Bank Office Building, 1300 South Second Street, Minneapolis, MN Office Phone: Fax: [email protected] Office Hours: By appointment TA: Carrie Dent [email protected] I. Course Description This 2-credit course will provide an overview of nutrition issues affecting pregnant and postpartum women, females of reproductive age, infants and children through five years of age. The course will integrate public health practice and policy recommendations with evidence-based clinical practice guidelines to provide a comprehensive view of maternal and infant nutrition issues from a public health perspective. This course will also provide students with an opportunity to develop public health communications and media skills through a group project. II. Course Prerequisites Students who enroll in this course will need to have previously taken basic undergraduate-level courses in human physiology and human nutrition. Instructor permission to take the course may be granted for students who can demonstrate equivalent knowledge of these topics in lieu of a formal course. III. Course Goals and Objectives By the end of the semester, students will be able to: 1. Identify nutrition issues among females of reproductive age (12-48 years) that can affect the ability to become pregnant and outcomes of pregnancy. 2. Describe the relationship between the physiological changes that occur during pregnancy and the increased nutritional needs of women during pregnancy. 1

2 3. Discuss the benefits and limitations of breastfeeding vs. bottle-feeding for postpartum women and their infants. 4. Describe the progress of the introduction of solid foods for infants, including developmental clues, types of foods introduced and timing of food introductions. 5. Discuss the relationships between food intake, psychosocial development and physiological needs among month old children. 6. Identify national guidelines that address nutrition-related health issues common among the MCH population. 7. Develop a concise public health message and employ social marketing and media strategies to increase public awareness or opinion of a MCH related nutrition issue. IV. Methods of Instruction and Work Expectations This course will be taught as a blended (semi-flipped) class; lectures will be posted online in a narrated powerpoint presentation prior to each class period. Students will be expected to complete online modules and reading prior to class for most weeks of the course. Class time will be spent on small group projects or guest lectures that build on content from the online lecture modules and readings. You will also have time in class to work on a group project related to the development of a social marketing/awareness message utilizing electronic media. Media Use in Class Policy Students are expected to fully participate in class activities and discussions. The use of electronic media in the class to check or Facebook, send text messages, etc is disruptive to other students and to lecturers. Students who are found to be using electronic media in the class will have 5 points removed from their overall grade for each offense. Exceptions will be made for students who have documented learning needs or when media is required for the class activities. V. Course Text and Readings Nutrition Through the Lifecycle, 5 th edition. Cengage Learning, ISBN-10: This book should be available in the bookstore under the PubH 6902 or 6903 course heading. It is also available through online book vendors such as Amazon.com and Barnes and Noble. VI. Course Outline/Weekly Schedule September 6 - Course Introduction Course overview and introductions Discussion of the blended classroom Group social media project overview Activity 1 assigned - Identify Effective Messages 2

3 September 13 Preconception and Women s Nutrition Online lecture for week 2 Nutrition Through the Lifecycle, chapters 2-3 In class activity: Helping women achieve a healthy weight before pregnancy September 20 Influencing Women s Nutrition Behaviors Online social media video (middle video on page) Guest Lecturer: Scott Spicer In class activity: Group project planning Activity 1 due - Identify Effective Messages September 27 Nutrition during Pregnancy Online lecture for week 4 Nutrition Through the Lifecycle, chapters 4-5 In class activity: Gestational diabetes management, case study October 4 Lactation Online learning module for week 5.Nutrition Through the Lifecycle, chapters 6-7 In class activity: Breastfeeding promotion October 11 Infant Nutrition Online learning module for week 6 Nutrition Through the Lifecycle, chapters 8-9 In class activity: Infant nutrition case study Public Health Project Message Document, Task List and Timeline due 3

4 October 18 - Toddler and Preschool Nutrition Online learning module for week 7 Nutrition Through the Lifecycle, chapter 10 Krebs NF et al. Assessment of child and adolescent overweight and obesity, Pediatrics 120:S193, Barlow SE. Expert committee recommendation regarding the prevention, assessment and treatment of child and adolescent overweight and obesity: summary report. Pediatrics 120:S164-S192, 2007 Spear BA et al. Recommendations for treatment of child and adolescent overweight and obesity. Pediatrics 120:S254, In class activity: No in person class this week October 25 Nutrition in Childcare Settings No online module this week TBD In class activity: Guest lecture by Dr Susie Nanney, PhD, RD Public Health Message Project Storyboard and Outline due November 1 Parenting and Feeding None Reach prior to class: TBD In class activity: Parenting and feeding behaviors video and discussion 4

5 November 8 Food Allergies and Intolerances No online module this week Tarini BA, Carroll AE, Sox CM, Christakis DA, Systematic Review of the Relationship Between Early Introduction of Solid Foods to Infants and the Development of Allergic Disease. Archives Pediatrics and Adolescent Medicine. 160: , Greer FR, Sicherer SH, et al. Effects of early nutritional interventions on the development of atopic disease in infants and children: the role of maternal dietary restriction, breastfeeding, timing of introductions of complementary food and hydrolyzed formulas. Pediatrics.121(1): , 2008 Sapone A, et al. Spectrum of gluten-related disorders: consensus on new nomenclature and classification. BMC Medicine. 2012;10:13. Silano M, Agostoni C, Guandalini S. Effect of the timing of gluten introduction on the development of celiac disease. World Journal of Gastroenterology 16: , In class activity: Lecture in class November 15 Nutrition for Children with Special Healthcare Needs No online lecture this week TBD In class activity: Video presentation and discussion November 22- The Lifecourse Approach to Reducing Health Disparities Lifecourse theory module Wethington E. An overview of the life course perspective: Implications for health and nutrition. J Nutr Ed Behav. 2005;37: Grason H, Misra DP Application of a lifecourse and multiple determinants framework to improve maternal health. Baltimore, MD. Women's and Children's Health Policy Center. Johns Hopkins Bloomberg School of Public Health. In-Class Activity: Video presentation and lifecourse activity December 6 - Presentations Public Health Message Final Project due Peer-assessment In-Class Activity due 5

6 VII. Evaluation and Grading Assignment Due Date Points Activity 1 - Identify Effective Messages 9/20 5 Public Health Message Documentation/Task List 10/11 10 Public Health Message Storyboard 10/25 15 In-Class Activities varies 35 Final Public Health Message Presentation 12/6 25 Group Review Assessments 12/6 10 Grading Scale A % C % A % C % B % D % B % D % C % F... < 60% C % Course participation: Students are expected to watch online modules and to complete assigned readings prior to class. Students are expected to participate in class discussions and activities. Failure to attend class (>1 missed lecture) will result in a loss of in-class activity points. Media Use in Class Policy Students are expected to fully participate in class activities and discussions. The use of electronic media in the class to check or Facebook, send text messages, etc is disruptive to other students and to lecturers. Students who are found to be using electronic media in the class will have 5 points removed from their overall grade for each offense. Exceptions will be made for students who have documented learning needs or when media is required for the class activities. In-Class Activities Each student will be asked to complete in class activities such as case studies, program development or evaluation plans, etc. These will be related to maternal and child nutrition issues including nutrition during pregnancy, nutrition for infants and young children, and nutrition for children with special health care needs. Public Health Message and Media Assignment This project entails developing a public health message on an assigned MCH nutrition topic, then developing a media-based format to convey that message. The goals for this project are for students to learn how: to develop concise, effective public health messages; to develop media-related presentation skills for conveying public health messages to various audiences; and to learn to work effectively in a group. 6

7 The context for this project is: You are employed at a health department in the area of maternal and child health nutrition. Your agency has received grant funding to try to reduce poor infant outcomes in your community. One of the key strategies to achieve this goal is to develop a social marketing campaign on the topic of the importance of achieving a healthy weight prior to pregnancy. Your group has been given the task of developing a message for your community on this topic as well as one media-component for this campaign. For this course project, you will be required to complete the project described above, which must include both an audio and visual component. The public health message media component should be no more than seconds long. Technology assistance from several campus resources will be available to groups as they work on their assignments, so prior experience in media production is not required. The assignment is broken down into several steps to allow for feedback throughout the process. These steps are: Activity 1: Each group will be asked to identify a public health message aimed at the maternal and child health population. This message should be brought to class on 9/20. We will discuss these in class with Scott Spicer, a media technology resource person from Walter Library. (5 points) Develop your public health message based on your target audience. For this project a target audience has not been defined. You can determine who your target audience is and utilize this in your message development. Your group will want to consider aspects of the audience such as age, race/ethnicity, country of origin, literacy levels, and common health issues related to the topic, etc. Your target audience can be very defined (e.g., women of one age range and racial/ethnic background from a specific SES level) or can be broad (e.g. all women of reproductive age in a community). Write up a description of your target audience, including the public health message you have developed. Write a short (1-2 page) review of why you chose the particular message you did based on your population characteristics. You will need to include at least 3 credible references for this assignment. Develop a project task list and timeline for this project. This should outline which group members are responsible for which activities as well as when specific tasks need to be completed. This is due on October 11. (10 points) Develop a storyboard for your media component that outlines the content of your presentation. This is due on October 25. (15 points) Present your public health message project to the class. The presentation should include a description of your target audience, the public health message, a short discussion of why your message is appropriate for your audience and a viewing of the media component you have developed. Each group will have no more than 15 min. to present. This will occur on December 6. (25 points) On Dec 6, each student will review the presentations of other groups using a peer-review form (handed out in class). These are due at the end of each viewing. (10 points) Course Evaluation Beginning in fall 2008 the SPH will collect student course evaluations electronically using a software system called CoursEval. The system will send notifications to students when they can access and complete their course evaluations. Students who complete their course evaluations promptly will be able to access their final grades just as soon as the faculty member renders the grade in SPHGrades: All students will have access to their final grades through OneStop two 7

8 weeks after the last day of the semester regardless of whether they completed their course evaluation or not. Student feedback on course content and faculty teaching skills are important means for improving our work. Please take the time to complete a course evaluation for each of the courses for which you are registered Incomplete Grade A grade of incomplete I shall be assigned at the discretion of the instructor when, due to extraordinary circumstances (e.g., documented illness or hospitalization, death in family, etc.), the student was prevented from completing the work of the course on time. The assignment of an I requires that a contract be initiated and completed by the student before the last day of class, and signed by both the student and instructor. If an incomplete is deemed appropriate by the instructor, the student in consultation with the instructor, will specify the time and manner in which the student will complete course requirements. Extension for completion of the work will not exceed one year (or earlier if designated by the student s college). For more information and to initiate an incomplete contract, students should go to SPHGrades at: University of Minnesota Uniform Grading and Transcript Policy A link to the policy can be found at onestop.umn.edu. VIII. Other Course Information and Policies Grade Option Change (if applicable) For full-semester courses, students may change their grade option, if applicable, through the second week of the semester. Grade option change deadlines for other terms (i.e. summer and half-semester courses) can be found at onestop.umn.edu. Course Withdrawal Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for information and deadlines for withdrawing from a course. As a courtesy, students should notify their instructor and, if applicable, advisor of their intent to withdraw. Students wishing to withdraw from a course after the noted final deadline for a particular term must contact the School of Public Health Student Services Center at [email protected] for further information. Student Conduct, Scholastic Dishonesty and Sexual Harassment Policies Students are responsible for knowing the University of Minnesota, Board of Regents' policy on Student Conduct and Sexual Harassment found at Students are responsible for maintaining scholastic honesty in their work at all times. Students engaged in scholastic dishonesty will be penalized, and offenses will be reported to the SPH Associate Dean for Academic Affairs who may file a report with the University s Academic Integrity Officer. The University s Student Conduct Code defines scholastic dishonesty as plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; or altering, forging, or misusing a University academic record; or fabricating or falsifying of data, research procedures, or data analysis. Plagiarism is an important element of this policy. It is defined as the presentation of another's writing or ideas as your own. Serious, intentional plagiarism will result in a grade of "F" or "N" for the entire course. For more information on this policy and for a helpful discussion of preventing plagiarism, please consult University policies and procedures regarding academic integrity: Students are urged to be careful that they properly attribute and cite others' work in their own writing. For guidelines for correctly citing sources, go to and click on Citing Sources. 8

9 In addition, original work is expected in this course. Unless the instructor has specified otherwise, all assignments, papers, reports, etc. should be the work of the individual student. It is unacceptable to hand in assignments for this course for which you receive credit in another course unless by prior agreement with the instructor. Building on a line of work begun in another course or leading to a thesis, dissertation, or final project is acceptable. Disability Statement It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have a documented disability (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Disability Services to have a confidential discussion of their individual needs for accommodations. Disability Services is located in Suite180 McNamara Alumni Center, 200 Oak Street. Staff can be reached by calling 612/ (voice or TTY). Mental Health Services: As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student s ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via 9