hsc 355 eating for lifelong health
TRANSCRIPT
ArizonaStateUniversityCriteriaChecklistfor
SOCIALANDBEHAVIORALSCIENCES[SB]
RationaleandObjectives
Theimportanceofthesocialandbehavioralsciencesisevidentinboththeincreasingnumberofscientificinquiriesintohumanbehaviorandtheamountofattentionpaidtothoseinquiries.Inbothprivateandpublicsectorspeoplerelyonsocialscientificfindingstoassessthesocialconsequencesoflarge‐scaleeconomic,technological,scientific,andculturalchanges.
Socialscientists'observationsabouthumanbehaviorandtheiruniqueperspectivesonhumaneventsmakeanimportantcontributiontocivicdialogue.Today,thoseinsightsareparticularlycrucialduetothegrowingeconomicandpoliticalinterdependenceamongnations.
CoursesproposedforGeneralStudiesdesignationintheSocialandBehavioralSciencesareamustdemonstrateemphaseson:(1)socialscientifictheoriesandprinciples,(2)themethodsusedtoacquireknowledgeaboutculturalorsocialeventsandprocesses,and(3)theimpactofsocialscientificunderstandingontheworld.
SocialAndBehavioralSciences[SB]
Page2
Proposer:Pleasecompletethefollowingsectionandattachappropriatedocumentation.
ASU‐‐[SB]CRITERIA
ASOCIALANDBEHAVIORALSCIENCE[SB]courseshouldmeetallofthefollowingcriteria.Ifnot,arationaleforexclusionshouldbeprovided.
YES NO IdentifyDocumentationSubmitted
X 1.Courseisdesignedtoadvancebasicunderstandingandknowledgeabouthumaninteraction.
Appendix1‐HSC355SyllabusAppendix2‐OverviewofCourseAssignments
X
2.Coursecontentemphasizesthestudyofsocialbehaviorsuchasthatfoundin:
Appendix1‐HSC355SyllabusAppendix3‐WellnessPlanAssignmentAppendix4‐WorksiteWellness
•ANTHROPOLOGY•ECONOMICS•CULTURALGEOGRAPHY•HISTORY
•LINGUISTICS•POLITICALSCIENCE•SOCIALPSYCHOLOGY•SOCIOLOGY
ProgramCaseStudyAssignment
X
3.Courseemphasizes:a.thedistinctknowledgebaseofthesocialandbehavioralsciences(e.g.,sociologicalanthropological).
ORb.thedistinctmethodsofinquiryofthesocialandbehavioralsciences(e.g.,ethnography,historicalanalysis).
Appendix3‐WellnessPlanAssignmentAppendix4‐WorksiteWellnessProgramCaseStudyAssignment
X 4.Courseillustratesuseofsocialandbehavioralscienceperspectivesanddata.
Appendix4‐WorksiteWellnessProgramCaseStudySupplementalArticle
THEFOLLOWINGTYPESOFCOURSESAREEXCLUDEDFROMTHE[SB]AREAEVENTHOUGHTHEYMIGHTGIVESOMECONSIDERATIONTOSOCIALANDBEHAVIORALSCIENCECONCERNS:
•Courseswithprimarilyfinearts,humanities,literary,orphilosophicalcontent.
•Courseswithprimarilynaturalorphysicalsciencecontent.•Courseswithpredominantlyappliedorientationforprofessionalskillsortrainingpurposes•Coursesemphasizingprimarilyoral,quantitative,orwrittenskills.
SocialAndBehavioralSciences[SB]
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CoursePrefix Number Title DesignationHSC 355 EatingforLifelongHealth SocialandBehavioral
Explainindetailwhichstudentactivitiescorrespondtothespecificdesignationcriteria.
Pleaseusethefollowingorganizertoexplainhowthecriteriaarebeingmet.
Criteria(fromchecksheet)
Howcoursemeetsspirit(contextualizespecificexamplesinnextcolumn)
Pleaseprovidedetailedevidenceofhowcoursemeetscriteria(i.e.,whereinsyllabus)
1.Courseisdesignedtoadvancebasicunderstandingandknowledgeabouthumaninteraction.
HSC355directsstudentstorecognizevariablesthatinfluenceeatingandactivitybehaviorsthroughoutthelifecycle.Referto:Appendix1:SyllabusCourseLearningObjectives4,6,7.Appendix2‐OvervewofAssignmentshighlightsareasofHSC355thatespeciallyadvancebasicknowledgeandunderstandingabouthumaninteraction.Appendix3‐Discussions:Studentslearnthat“connection”tooneanotherisamongthemostimportantfactorsintherapeuticbehaviorchange.Thus,studentsarerequiredtoenhanceconnectiontooneanotheronthediscussionboardbyaddressingeachotherbynameandclosingtheirpostswiththeirsignature.Furthermore,studentslearnaboutsocialdeterminantsofhealthandpracticeemphaticunderstandingofoneanotherthroughcasestudiesandinrespondingtooneanother’sposts.Studentsdistinguishbetweenfactsandthoughts,perceptionsandbeliefs.
Appendix1‐HSC355SyllabusAppendix2‐AssignmentsOverview,includingasummaryofcourseDiscussionsandtheDiscussionScoringRubric.
2.Coursecontentemphasizesthestudyofsocialbehaviorsuchasthatfoundin:SocialPsychologyandSociology
ThestudyofSocialPsychologyandSociologyarefoundedonscientificstudyofhowpeople’sthoughts,feelingsandbehaviorsareinfluencedbytheirthoughts,feelingsandbeliefs,includingtherealorimaginedinfluenceofotherpeopleandthephysicalenvironment(television,socialmedia,Internet,neighborhood,family,etc.).ThereadingsandassignmentsinHSC355reinforcetheseprinciples.Referto:Appendix1:SyllabusLearningObjective1,4,6,7.
Appendix1‐HSC355SyllabusAppendix2‐AssignmentsOverviewAppendix3‐WellnessPlanAssignmentAppendix4‐WorksiteWellnessProgramCaseStudyAssignment
Appendix2‐AssignmentsOverviewhighlightsareaswheresocialandbehavioralsciencesareespeciallyemphasized.NotethatthespiritofS&Bandemphasizedthroughoutthediscussionboardinbothtopicandassessmentofparticipation.Appendix3‐WellnessPlanAssignment,requiresstudentstoassesstheirownthoughtsandbehaviorsrelativetohealthanddevelopawellnessplanthatincludesasupportteam.Studentsre‐assesstheirprogressattheendofthecourse.Appendix4‐WorksiteWellnessProgramCaseStudyassignment,requiresstudentstoadvocateforindividualizationofaworksiteprogramthatmeetsAffordableCareActguidelinesbaseduponawarenessofsocialandbehavioraldeterminantsofhealth.Proposedinterventionsmustsupportedbyresearch.
3.Courseemphasizes:a.thedistinctknowledgebaseofthesocialandbehavioralsciences(e.g.,sociologicalanthropological).
ThefoundationsofHSC355supportsthe(1)Socialscientifictheoriesandprinciples,(2)Methodsusedtoacquireknowledgeaboutculturalorsocialeventsandprocesses,and(3)Theimpactofsocialscientificunderstandingontheworldasevidencedinthesyllabus(Objectives1,4,6,7),Appendix1,andassignments,Appendix2.Throughoutthiscourse,intrapersonalandinterpersonalrelationshipsareemphasizedintermsofcommunication,behavioralchoicesandbehaviorchange.
Appendix1‐HSC355SyllabusAppendix2‐AssignmentsOverview
4.Courseillustratesuseofsocialandbehavioralscienceperspectivesanddata.
HSC355instructsstudentsregardingpersonalandsocialconstructsthatinfluencenutrition‐relatedbehaviors,andrequiresthatstudentscitecorrespondingliteraturethroughoutthecoursetosupporttheirwork.TwoexamplesaretheuseofthePredictiveIndex(PI),explainedinAppendix2,whichisabehavioralsurveyusedinDiscussion‐1andtheWorksiteWellnessProgramCaseStudy,Appendix4.ThePIdirectsstudentsinevaluatingtheirownpersonalitycharacteristicsrelatedtotheirchosencareerandtheCaseStudyrequiresstudentstoproposealternativeinterventionsbaseduponevidence.Anexampleofsupplementalreadingonsocialdeterminantsofhealthisprovided:http://content.healthaffairs.org/content/30/10/1852.full.html
Appendix2‐AssignmentsOverviewAppendix4‐WorksiteWellnessProgramCaseStudySupplementalReading
ARIZONA STATE UNIVERSITY
SYLLABUS
Course Information
Course Number HSC 355 / HSC 394 (Omnibus)
Course Title Eating for Lifelong Health
Credits 3 Credit Hours
Prerequisites NTR 100 or NTR 241
Credit is allowed for only HSC 394/355 or NTR 450 or NTR 550
Co-requisites None
Faculty
Name: Christina Scribner
Office: None: Online
Phone: 303-949-1177
Email address: [email protected] (Use course e-mail for classroom-
related correspondence)
Appointment hours: Arranged via email
Catalog Description
Explores the role of food and nutrition throughout the life span and how they impact
personal health and wellness.
Course Overview
This course introduces students to nutrition across the life span, highlights nutritional issues and gaps in
knowledge or views that vary based upon a rapidly growing/changing body of scientific knowledge.
Students identify nutrition support resources and recognize when a referral is warranted (scope of
practice).
Learning Outcomes
At the completion of this course, students will be able to:
1. Identify sources of reliable nutrition information for consumers and professionals, determine the credibility of contemporary nutrition information and use this information to make evidence based decisions.
2. Identify the impact of maternal dietary choices and nutrient adequacy on the lifelong health of her offspring.
3. Compare the short and long term health implications of breastfeeding vs. formula feeding infants.
4. Evaluate the impact of family, friends, schools and other social/environmental factors on the food choices, nutrient adequacy and health of toddlers, children, and adolescents.
5. Identify the unique nutrient needs of adolescents and how their dietary choices impact their short and long term health.
6. Explain the relationship between dietary choices and other factors in maintaining optimal health throughout adulthood.
7. Recognize the physiologic and emotional changes that occur with aging and the interplay between these factors and dietary choices.
Course Topics & Grading
Methods of Instruction
This course uses Blackboard™ for the facilitation of communications between faculty and
students, submission of assignments, and posting of grades. The course site can be
accessed at http://my.asu.edu or http://myasucourses.asu.edu.
Activities in this course include discussion/presentations; textbook and supplemental
readings; individual and group activities; and case scenarios.
Methods of Evaluation
Activity Number in Course Total Course Value
Syllabus Quiz 1 @ 10 points 10 (1%)
Discussion Boards 5 @ 20 points each 100 (14%)
Project 1 @ 150 points 150 (21%)
Case Study 1 @ 50 points 50 (7%)
Wellness Plan 1 @ 50 points 50 (7%)
Quizzes 12 @ 20 points each 240 (32%)
Exams 2 @ 50 points each 100 (14%)
Total Points 2 @ 50 points each 700
Summary of Assignments
Discussion Board Participation: To encourage class participation, an in-depth understanding of the material, and skill for problem solving, you will be required to submit responses to graded discussion topics. In some cases, you may need to do some research to answer the questions. Discussions require citation of sources.
Project: Analyze a current health news article found in print form or on the Internet. Evaluate the accuracy of the information provided in the article relative to the likely conclusions that a reader might take away from the article as compared to the evidence available in the scientific literature. Present your evaluation to your discussion group. Each member of your group will score your evaluation using a rubric and submit the score to your instructor. Your instructor will determine your final grade.
Case Study: Recognize barriers to participation in wellness programs. Use tools for prediction of weight loss based on diet and physical activity behavior change. Utilize background information from 2 articles about caloric intake and physical activity monitors as you work through a case study and make recommendations for meeting Affordable Care Act guidelines for a worksite wellness program.
Wellness Plan: You assess your personal attitudes and behaviors related to diet and physical activity that influence well-being. From this assessment, you create a plan for improving health and then reassess yourself at the end of the course.
Quizzes: Take timed quizzes over assigned readings. Your score will be the highest of two attempts. Questions are multiple-choice or true/false format. Quizzes are to be completed without outside resources (not open-book or open-note).
Exams: Take mid-term and semester-end exams over assigned readings. You are allowed one attempt. Exams cover the same material as quizzes but are not the same questions and may include short answer or essay questions. Exams are to be completed without outside resources (not open-book or open-note).
Scoring Rubrics
Rubrics are provided for all assignments. Rubrics provide explicit and descriptive assignment grading criteria. Utilize the rubrics to avoid guessing what your instructor is looking for in an assignment. When rubrics are used correctly they provide a consistent assessment tool with the least amount of subjectivity for students and instructors.
Grading
Grade Percentage Points Range
A+ 98 – 100% 686-700
A 93 – 97% 651-685
A- 90 - 92% 630-650
B+ 87 – 89% 609-629
B 83 – 86% 581-608
B- 80 – 82% 560-580
C+ 77 – 79% 533-559
C 70 – 76% 490-532
D 60 – 69% 420-489
E Below 60% 0-419
Grading Procedure
Grades reflect your performance on assignments and adherence to deadlines. Graded
assignments will generally be available within 1 week of the due date via the Gradebook.
General Topic Schedule
Summer 2015
Week Topics/Lessons Activities Assignments
Week
1
Nutrition in
Pregnancy &
Lactation
Infant Nutrition
Read Ch 1 & 2
Review Syllabus
Review Course
Assignments
Begin Project
Syllabus Quiz
DB 1
Quiz 1 – Ch 1
Quiz 2 – Ch 2
Week
2
Factors and the
Role of Parents in
Early Childhood
Nutrition
Adolescent
Nutrition
Vitamins and
Minerals in
Childhood
Read Ch 3
Read Ch 4
Read Ch 6
(pages199‐223)
DB 2
Wellness Plan Part 1
Wellness Plan Part 2
Quiz 3 – Ch 3
Quiz 4 – Ch 4
Quiz 5 – Ch 6
Week
3
Pediatric
Vegetarianism,
Childhood Obesity,
Food Allergies &
Celiac Disease
Dietary Guidelines
for Athletes,
Pediatric Diabetes,
Disordered Eating
Nutrition for Adults
- Chronic Disease
Read Ch 7 & 8
Study for Mid-
Term Exam (Ch
1, 2, 3, 4, 6, 7,
8)
Read Ch 9 & 10
Work on Project
DB 3
Quiz 6 – Ch 7
Quiz 7 – Ch 8
DB 4
Quiz 8 – Ch 9 & 10
Exam 1: Mid-Term
Exam
Week
4
Nutrition for Adults
– Physical Activity
and Weight
Management
Nutrition for the
Older Adult – Diet,
Lifestyle, Disease
and Pharmacology
Read Ch 11 & 12
Work on Project
DB 5
Worksite Wellness
Case Study
Quiz 9 – Ch 11
Quiz 10 – Ch 12
Week
5
Unique Nutrition
Issues Among
Older Adults
Nutrition and
Ethical Issues at
End of Life
Read Ch 13 & 15
Complete
Project
Project Presentation
Quiz 11 – Ch 13
Quiz 12 – Ch 15
Week
6
Watch Peer
Presentations
Evaluate Peer
Project Discussion
Project Peer
Presentations
Study for Exam
2 (Final Exam –
Ch 9, 10, 11,
12, 13, 15)
Evaluations
Wellness Plan Part 3
Wellness Plan Part 4
Exam 2 (Final)
Course Policies & Procedures
Communicating With the Instructor
This course uses a discussion forum called "Ask Course Questions" for general questions
about the course. Prior to posting a question, please check the syllabus, announcements,
and existing posts. If you do not find an answer, post your question. You are encouraged to
respond to the questions of your classmates.
Email questions of a personal nature to your instructor or assigned TA. You can expect a
response within 48 hours.
Online Course
This course is offered in an online format as an I-course and also for ASU Online. It is an accelerated 7.5 week course. You will need access to Blackboard through ASU.
Email and Internet
Email is an official means of communication among students, faculty, and staff. Students
are expected to read and act upon email in a timely fashion. Students bear the
responsibility of missed messages and should check their assigned email regularly. This
course utilizes the Blackboard Messages system for course-related e-maii so you will
need to log in and check for messages regularly.
Course-related instructor correspondence will be sent via Blackboard Messages.
Campus Network or Blackboard™ Outage
When access to Blackboard™ is not available for an extended period of time (greater than
one entire evening) you can reasonably expect that the due date for assignments will be
changed to the next day (assignment still due by 11:59pm).
To monitor the status of campus networks and services, please visit the System Health
Portal.
Course Time Commitment
This three-credit course requires approximately 135 hours of work. Please expect to spend
around 18 hours each week preparing for and actively participating in this course.
Late or Missed Assignments
Notify the instructor BEFORE an assignment is due if an urgent situation arises and the
assignment will not be submitted on time. Published assignment due dates (Arizona
Mountain Standard time) are firm. Please follow the appropriate University policies to
request an accommodation for religious practices or to accommodate a missed
assignment due to University-sanctioned activities.
Late policy: All work is due by 11:59 pm on the due date. In order to avoid a grade penalty, students
must submit assignments on time. You will lose 10% of the total possible points per day for every day
your assignment is late past the due date. No late work will be accepted beyond 3 days after the due
date. Accommodations will be made AHEAD of the due date for religious holidays and ASU athletic
participation. Late work is not accepted the last week of class. NOTE: Arizona does not change time
like the rest of the US for daylight savings time. Most of AZ (including ASU) is on MST all year long.
Incomplete Grades: A course grade of “Incomplete” will be given only in extreme situations and only to
students performing at 77% or above in the course. Please visit
http://www.asu.edu/registrar/forms/regforms.html under the Academic Record Forms section for
the Incomplete Grade Request form.
Extra Credit: No extra credit opportunities will be given. No make‐up quizzes will be given except under
documented emergency circumstances or when written advance notice is given during the first two
weeks of the semester (such as with religious holidays and ASU athletic team events). In the event of an
emergency (such as hospitalization) the student is required to provide specific written documentation,
identifying the dates the student was unable to participate in the course (e.g., a doctor’s note written on
professional letterhead).
If you have a death in the family please contact the instructor to make arrangements. Please note that
documentation of the death in the family must be provided (e.g., a funeral announcement, obituary, etc.
Facebook memoriam pages will not be accepted).
Submitting Assignments
All assignments, unless otherwise announced, MUST be submitted to the designated area of
Blackboard™. Do not submit an assignment via email.
Students have 7 calendar days to submit written justification to challenge a grade on an
assignment; if a written justification is not submitted within this timeframe, challenges to
grades will not be considered.
Drop and Add Dates/Withdrawals
This course adheres to a compressed schedule and may be part of a sequenced program,
therefore, there is a limited timeline to drop or add the course. Consult with your advisor
and notify your instructor to add or drop this course. If you are considering a withdrawal,
review the following ASU policies: Withdrawal from Classes, Medical/Compassionate
Withdrawal, and a Grade of Incomplete.
Grade Appeals
Grade disputes must first be addressed by discussing the situation with the instructor. If the
dispute is not resolved with the instructor, the student may appeal to the department chair
per the University Policy for Student Appeal Procedures on Grades.
Student Conduct and Academic Integrity
ASU expects and requires its students to act with honesty, integrity, and respect. Required
behavior standards are listed in the Student Code of Conduct and Student Disciplinary
Procedures, Computer, Internet, and Electronic Communications policy, ASU Student
Academic Integrity Policy, and outlined by the Office of Student Rights & Responsibilities.
Anyone in violation of these policies is subject to sanctions.
Students are entitled to receive instruction free from interference by other members of the
class. An instructor may withdraw a student from the course when the student's behavior
disrupts the educational process per Instructor Withdrawal of a Student for Disruptive
Classroom Behavior.
Appropriate online behavior (also known as netiquette) is defined by the instructor and
includes keeping course discussion posts focused on the assigned topics. Students must
maintain a cordial atmosphere and use tact in expressing differences of opinion.
Inappropriate discussion board posts may be deleted by the instructor.
The Office of Student Rights and Responsibilities accepts incident reports from students,
faculty, staff, or other persons who believe that a student or a student organization may
have violated the Student Code of Conduct.
Title IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from
participation in, be denied benefits of, or be subjected to discrimination under any education
program or activity. Both Title IX and university policy make clear that sexual violence and
harassment based on sex is prohibited. An individual who believes they have been
subjected to sexual violence or harassed on the basis of sex can seek support, including
counseling and academic support, from the university. If you or someone you know has
been harassed on the basis of sex or sexually assaulted, you can find information and
resources at http://sexualviolenceprevention.asu.edu/faqs/students
Prohibition of Commercial Note Taking Services
In accordance with ACD 304-06 Commercial Note Taking Services, written permission must
be secured from the official instructor of the class in order to sell the instructor's oral
communication in the form of notes. Notes must have the note taker’s name as well as the
instructor's name, the course number, and the date.
Course Evaluation
Students are expected to complete the course evaluation. The feedback provides valuable
information to the instructor and the college and is used to improve student learning.
Students are notified when the online evaluation form is available.
Syllabus Disclaimer
The syllabus is a statement of intent and serves as an implicit agreement between the
instructor and the student. Every effort will be made to avoid changing the course schedule
but the possibility exists that unforeseen events will make syllabus changes necessary.
Please remember to check your ASU email and the course site often.
Accessibility Statement
Disability Accommodations: Qualified students with disabilities who will require disability
accommodations in this class are encouraged to make their requests to me at the beginning
of the semester either during office hours or by appointment. Note: Prior to receiving
disability accommodations, verification of eligibility from the Disability Resource Center
(DRC) is required. Disability information is confidential.
Establishing Eligibility for Disability Accommodations: Students who feel they will
need disability accommodations in this class but have not registered with the Disability
Resource Center (DRC) should contact DRC immediately. Students should contact the
Disability Resource Center on the campus that your class is being held. Campus-specific
location and contact information (https://eoss.asu.edu/drc/contactus) can be found on the
DRC website (http://eoss.asu.edu/drc). DRC offices are open 8 a.m. to 5 p.m. Monday –
Friday. Check the DRC website for eligibility and documentation policies.
Email: [email protected]
DRC Phone: (480) 965-1234
DRC FAX: (480) 965-0441
Technical Requirements & Support
Computer Requirements
This course requires Internet access and the following:
A web browser (use only Google Chrome or Mozilla Firefox)
Adobe Acrobat Reader (free)
Adobe Flash Player (free)
Microphone and speaker
Technical Support
This course uses Blackboard™ to deliver course content. It can be accessed through MyASU
at http://my.asu.edu or the Blackboard™ home page at http://myasucourse.asu.edu/.
To monitor the status of campus networks and services, visit the System Health Portal
at http://syshealth.asu.edu/ or via Twitter by following @ASUOutages.
To contact the help desk you have these options:
Website: assessed through the MyASU Service Center at http://my.asu.edu/service
Chat: assessed through the MyASU Service Center at http://my.asu.edu/service
Call toll-free at 1-855-278-5080
Student Success
This is an online course. To be successful:
check the course daily
read announcements
read and respond to course email messages as needed
complete assignments by the due dates specified
communicate regularly with your instructor and peers
create a study and/or assignment schedule to stay on track
AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassification
HSC355
AssignmentsOverviewwithCourseLearningObjectives(CLO)andHealthyLifestylesCoaching(HLC)ObjectivesIdentified
ObjectivesthatespeciallysupporttherationalandobjectivesoftheSocialandBehavioralSciencesarehighlighted.DiscussionBoard:Thegoalofthediscussionboardistoencourageclassparticipation,anin‐depthunderstandingofthematerial,andskillforproblemsolving,youwillberequiredtosubmitresponsestogradeddiscussiontopics.Insomecases,studentsmayneedtodosomeresearchtoanswerthequestions.Discussionsrequirestudentstorecognizeprofessionalboundariesandconsiderthehostofreasonspeoplemakenutritionandphysicalactivitychoices,includingbehavioralandsocialfactors.Studentsarerequiredtocitesources.DiscussionBoardTopics:DB‐1:Studentsdiscusstheirscoresonthe“PredictiveIndex”survey.ThePIisadescriptivebehavioralassessmentthatwillprovideyouwithareportaboutbehavioraltraitsandwhatthosetraitsarelikelytomeanabouthowyouworkandwhattypesofroleyouarelikelytofindmostcomfortable.DB‐2:Studentschoosetodiscussamong3optionsrelatedtochildhoodeatingbehaviors(snacking,pickyeating,orfactorsleadingtoobesity)DB‐3:Studentsrecognizeourtheroleoftechnologyinhealthcareandchooseanutrition‐relatedapptodiscussrelativetousebyvariouslifecyclestages,safety,andeffectiveness.DB‐4:Studentschooseamong3optionsrelativetonutritionduringadolescenceandadulthood(FrequentTraveling,impactofInternetVideosofnutrition,bodyimageandhealth,ortheFreshman15.DB‐5:Studentschoosetodiscussriskof“orthorexia”(therigidorexcessivefocusonorapplicationoffoodrulesleadstodistress,impairment,illness,ordisruptionofnormalfunctioning)ordevelopingprofessionalboundaries.Throughoutthediscussionforum,studentlearningobjectivesfromtheHealthyLifestyleCoachingOutcomesinclude:
Recognizesdifferent,interrelatedfactorsthataffectclientsandtheirbehaviors. Expressesinsightstoclientsinwaysthatareusefulandmeaningful. Acknowledgesclientsuccessesandcapabilitiesforfuturegrowth. Evaluatetheimpactoffamily,friends,schoolsandothersocial/environmental
factorsonthefoodchoices,nutrientadequacyandhealthoftoddlersandchildren. Identifytheuniquenutrientneedsofadolescentsandhowtheirdietarychoices
impacttheirshortandlongtermhealth. Clarifythedifferencebetweenthoughts,feelingsandemotions. Helpclientstodiscoverforthemselvesthenewthoughts,beliefs,perceptions,
emotions,moods,etc.thatstrengthentheirabilitytotakeactionandachievewhatisimportanttothem.
AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassification Helpclientstoseethedifferent,interrelatedfactorsthataffectthemandtheir
behaviors(e.g.,thoughts,emotions,body,andbackground). Helptheclientidentifyandaccessdifferentresourcesforlearning(e.g.,books,other
professionals).
HSC355DiscussionForumScoringRubric
DBOriginalPosting(12pointspossible)
Competency MeetsExpectations DoesNotYetMeetExpectations
DemonstratesSpecificityinResponse
(1point)
Postingrelatestothetopic
Postingappearstobepureopinionoronlylooselyrelatedtothetopic.
Citation
(2points)
Includesacitationutilizingoneofthe3E’s(ExpertOpinion,Example,Evidence)fromavalidsource.
Citations:UseAMAformatIncludesbothin‐textandafullreferenceattheendofyourposting.
Requiredcitationisincomplete,incorrect,ormissing.
SensitivityinThoughtsExpressed
(4points)
Responsereflects:
‐ Relationoftopictoauthor’s(your)personalexperienceorperspective.(Howhas/wouldthistopiclook/feeltoyou?)
‐ Evidenceofempathicunderstandingofanother(e.g.thepersondescribedinthecasestudy).(Howmightsomeoneelse’sperspectivebedifferentandwhy?)
‐ Recognizeswhatisknownandwhatisunknown.(Whatfurtherinformationwouldbehelpful,whatfactorsmightexplainbehaviors,etc.)
Responsefailstoreflectpersonalexperienceorvarietyofperspectivesbasedonother’sexperience,perspectiveorsocialconstructs.
Depth
(4points)
Discussatacriticallevel:
‐ Mayincludeyouropinionofthepointmentioned,whyyouholdthatopinion,howyouseethepoint.
‐ Identifiesconsistencies/inconsistencieswithwhatyouhavelearnedsofar.
‐ Recognizesimplicationsforthefuture.‐ Distinguishesbetweentrivialandsignificantissues.‐ Usesmetaphororanalogytohelppaintaverbal
picture.
Inotherwords,thinkcriticallyandjustifyyourpositionand/orgiveenoughdetailthatallreadersunderstand.Donotsimplyrepeatwhathaspreviouslybeenpresented.
(Lengthofresponsevariesrelatedtotopic.Typicalpostingisapproximately1wordprocessingpageorabout250words.Youdonotlosepointsforgoingbeyond250pointswithapostthataddstounderstandingorknowledge.)
Postinglackscriticaldepthofconsideration.
CompletePost
(1point)
Addressesallpartsofthediscussiontopicwithproperspellingandgrammar.
Somepartsoftheassignmentareincomplete,notaddressed,orexhibitpoorspellingorgrammar.
AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassificationDBResponsePosting(8pointspossible)
Competency MeetsExpectations DoesNotYetMeetExpectations
DemonstratesSpecificityinResponse
(4points)
Postingisspecifictoanotherstudent’sdiscussionpostingby
‐ Addressingtheindividualbyname.‐ Mentioningdetailsorquotesfromtheoriginal
discussionposting,informationfromthecourse,assignmentorassignedreading/video.
‐ Providingevidencethatissupportedbycitation‐ Signingpostwithyourname(atleastfirstname)
Responsedoesnotaddresstheindividualbynameormentionspecificdetails/quotefromthestudent’soriginalposting.
Responselackscitationorauthorfailedtosignwithname.
Respectful,SubstantiveThoughtsExpressed
(2points)
Responsereflects:
‐ Thoughtful,sensitiveregardtothebackgroundandvaluesofothers.
‐ Inquiryforgreaterunderstanding,awareness,possibilitiesorclarity.
‐ Differentiationbetweenfactsandtheinterpretation,whatisunknown,identifiesdisparitiesbetweenthoughtsandfeelings.
‐ Ideasandpositionsthatareclearlyexplained.
Response:
‐ Appearstobepureopinionorunrelatedtothestudentrespondedto.
‐ Lackssensitiveregard.‐ Doesnotcontributesubstantiallyto
understanding,awareness,orclarity.
Depth
(1points)
Responsepostingisatleast4to5substantivesentenceslong.(Lengthofresponsevariesrelatedtotopic)
Responsepostingislessthan4substantivesentenceslong.
CompletePost
(1point)
Addressesallpartsofthediscussiontopicwithproperspellingandgrammar.
Exhibitpoorspellingorgrammar.
*************************************“InTheNews”Project:
This assignment involves analyzing a current nutrition-related health news article
intended for lay persons found in print form or on the Internet. Your task is to evaluate the accuracy of the information provided in the article relative to the likely conclusions that a reader might well take away from the article as compared to the evidence available in the scientific literature. You will present your evaluation to your discussion group. Each member of your group will score your evaluation using a rubric and submit the score to your instructor, along with posting both a comment regarding a “strength” and potential “weakness” of your health news evaluation. Your instructor will determine your final grade.
Alignment Standard: This assignment supports the student in identifying sources of reliable nutrition information for consumers and professionals, determining the credibility of contemporary nutrition information and using this information to make evidence based decisions. (CLO 1)
Assignment Learning Objectives: Critique the validity of nutrition news in the popular press or Internet, not from
government or recognized medical authorities (e.g NIH, CDC, etc.) Predict consumer responses to popular/contemporary/”breaking” health-related
nutrition news Identify potential sources of bias/inaccuracies related to nutritional health beliefs
AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassificationInthisisa4‐partassignmentstudents:1)ReadacurrenthealthnewsarticlefoundinprintformorontheInternetandshareyourinitialimpressionsusingatemplate.2)Researchinformationfromthearticlebaseduponscientificevidenceandmaintaincontactwithyourdiscussiongroupduringtheprocess.3)Evaluatetheaccuracyoftheinformationprovidedinthearticlerelativetothelikelyconclusionsthatareadermighttakeawayfromthearticleascomparedtotheevidenceavailableinthescientificliterature.Presentyourevaluationtoyourdiscussiongroupandcommentoneverygroupmembers’presentations.4)Evaluateeverypresentationwithinyourdiscussiongroup(includingyourown)usingarubric(ProjectScoringRubric)andsubmitthescoretoyourinstructorviagoogledocs.Yourinstructorwilldetermineyourfinalgrade.*************************************WorksiteWellnessCaseStudy:Theprimarygoalsofthisassignmentaretorecognizebarrierstoparticipationinwellnessprogramsandtobeintroducedto2toolsthatmaybeusedforpredictionofweightlossutilizingdietandphysicalactivitybehaviorchanges.Youwillutilizebackgroundinformationfromarticlesaboutcaloricintakeandphysicalactivitymonitorsasyouworkthroughacasestudyandmakerecommendationsforaccommodationsinaworksitewellnessprogramtomeetanindividual’sneeds.YouwillreviewAffordableCareActguidelinesforworksitewellnessprogramsandthenusecreativeproblemsolvingasyouproposestrategiestomeetanindividualemployee’sneedsrelatedtobehavioralandsocialfactorsthatimpactparticipationinaworksitewellnessprogram.Aftercompletingthecasestudyworksheet,youwillanswerquestionsandsubmittrue/false,multiplechoice,andshortanswerresponsesyourin"quiz"format.*************************************PersonalWellnessPlanThisisa4‐partassignment.1)Assessyourpersonalattitudesandbehaviorsrelatedtodietandphysicalactivitythatinfluencewell‐beingonthiscontinuum.2)Identifyareasforimprovementbaseduponyourassessmentandusethisformtocreateaplanforimprovinghealth,includingasupportnetwork.3)Reassessyourselfattheendofthecourseonthesamecontinuumtonoteanychangesorneedtomodifyyourplan.4)Writeaconclusion.
AppendixHSC355–ApplicationforASU‐SBGeneralStudiesClassificationAlignmentStandards:CourseLearningObjective(CLO)7;HealthyLifestylesCoaching(HLC)Objective8b,8c,8d,8e,8f,8g,8h
LearningObjectives:
Appraiseone’sowncurrentattitudesandbehaviorsrelatedtofoodandphysicalactivity
Identifypotentialunderlyingconcernsthatinfluencebehaviorsthatimpacthealth Recognizethefunctionalrelationshipbetweendietandphysicalactivitytoother
concerns Identifypotentialbarrierstomeetinggoals Developpersonalgoalsandidentifypotentialsourcesofsupportinmeetingthose
goals Monitorandevaluateabehaviorchangeplan
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PersonalNutritionandPhysicalActivityWellnessPlan
DescriptionofAssessmentActivity:Youassessyourpersonalattitudesandbehaviorsrelatedtodietandphysicalactivitythatinfluencewell‐being.Fromthisassessment,youcreateaplanforimprovinghealth,reassessyourselfattheendofthecourse,andwriteaconclusion.AlignmentStandards:CourseLearningObjective(CLO)7;HealthyLifestylesCoaching(HLC)Objective8b,8c,8d,8e,8f,8g,8h
LearningObjectives:
Appraiseone’sowncurrentattitudesandbehaviorsrelatedtofoodandphysicalactivity Identifypotentialunderlyingconcernsthatinfluencebehaviorsthatimpacthealth Recognizethefunctionalrelationshipbetweendietandphysicalactivitytootherconcerns Identifypotentialbarrierstomeetinggoals Developpersonalgoalsandidentifypotentialsourcesofsupportinmeetingthosegoals Monitorandevaluateabehaviorchangeplan
Instructions:
Overthesemesterwearestudyinghealthbehaviorsthatincludefoodandactivitybehaviorsthataffectwell‐being.Inthisassignment,youwilluseinformationbasedonyourownlifetocreateawellnessplanthatemphasizesnutritionandphysicalactivity.The“IndicatorsofaHealthyRelationshipwithFoodandActivity”formisanadaptedversionof“IndicatorsofRecovery:NormalizedFood,Weight,andActivityRelatedBehaviors”foundinEatingDisorders:NutritionTherapyintheRecoveryProcess,1991,byReiffandReiff.Thetopicscoveredinthisform(Part1)andinthewellnessplan(Part2)areutilizedbymanytreatmentprogramsandamongprofessionalsthatworkwithindividualsthatstrugglewithenergybalance.
Assessmentsusedbyhealthcoachesaretypicallymuchbriefer.However,researchsuggeststhatmanyindividuals(professionalsandstudentsalike)inthehealth‐relatedfieldspersonallystruggleintheirownattitudesrelatedtofoodandactivity.Iencourageyoutoengage,tothink/reflectdeeply,asyoucompleteeachsectionofthisassignment.Thisassignmentisnotanattemptto“callout”students,butisanattempttoencourageyoutoidentifyyourownconsciousandunconsciousbeliefsandbehaviors.Yourrecognitionmayultimatelymoveyouinahealthierdirection.Furthermore,thereisnosubstituteforhaving"stoodinsomeoneelse'sshoes"forfacilitatingempathyandcoachingothers,aslongasyoudonot“project”yourexperienceontoothers.Thisassignmentmayinfact,furtheryourunderstandingofthechallengesofmanagingfearofnotbeinggoodenough,offailure,oranxiety.Ifyouhavenotbeeninanyofthesesituations,itmaybedifficulttoexplaintheprofoundintrapersonal(withinyou)andinterpersonal(betweenyouand
others)interactionsthatoccur.Personalchallengeswitheatingoractivitylevelisnotnecessaryinordertofacilitatechangewithinothers,butanindividualwhohasstruggledandchangedmayofferanexceptionallyempatheticeartotheirclients.
Healthgoalsaredevelopedasaresultofidentifiedneeds.Thisisa4‐partassignmentinwhichyouwillassessyourcurrentattitudesandbehaviorstowardfood,developawellnessplan,andwriteaconclusion.
Part1.(5points)Completethe“IndicatorsofaHealthyRelationshipWithFoodandActivity”formtoself‐assessyourcurrentattitudesandbehaviors.Asshownintheexamplebelow,theclientassessedtheircurrentattitudesandbehaviorsregardingfood/eatingandactivityonacontinuumfrom0(suggestingimmediateattention)to10(suggestinghealthy,butimperfect)byusingan“X”.Whilethispartoftheassignmentis“only”worth5points,Iurgeyoutotakeyourtimewiththis,contactmeforclarificationasneeded,andanswerashonestlyaspossible.Part1setsthestagefortherestoftheassignment.Self‐assessmentisempoweringandpromotesbeinghonestandtakingpersonalresponsibility.
Theformwillbeusedmorethanonce,whichallowsyou(representingtheclient)totrackchange.YouwillcompletethisformagaininPart3tonoteanychanges.YoualsosubmityourresultsviaGoogleDocstofacilitateyourinstructorinreportingclass‐widechangesbacktostudents.Yourpersonalresultsareconfidential!
Identifyanareaofconcernthatyoua)believewarrantsattentionandb)arewillingtosetagoaltowardachieving.
Part2.(30points)CompletetheHSC355WellnessPlanworksheet.ThisWellnessPlanwasadaptedfromanationaltreatmentprogramthatyourinstructorcoordinatespatientcarewith.
Part3.(5points)Completethe“IndicatorsofaHealthyRelationshipWithFoodandActivity”formagaintoassessyourattitudesandbehaviors6weekslater.Usea“O”toidentifywhereyouareonthecontinuumthistime.UpdatetheformusedinPart1sothatweseeanychangesclearly!
Part4.(10points)WriteaConclusionBasedonSummativePrompts
Writeaconclusion(about1wordprocessingpageor250words)byrespondingtooneormoreofthesummativepromptsbelow.ThepromptsreflectcorecompetenciesoftheInternationalCoachingFederationsupportedbytheASUhealthylifestylescoachingprogramastheyrelatetoyourexperiencewiththisassignment.
Howdidthisassignment:
Supportgoingbeyondthetextintermsofinvokinggreaterunderstanding,awarenessandclarityaboutissuesrelatedtofoodandactivity?(8b)
Assist you in identifying underlying concerns and disparities between thoughts, feelings, and action (8c)
Helpyoudiscoverthoughts,beliefs,perceptions,andemotionsthataffectyourhealth?(8d) Strengthenyourabilitytotakeactionandachievewhatisimportanttoyou?(8d) Inspirecommitmenttoshiftviewpointandfindpossibilitiesforaction?(8e) Identifyinterrelatedfactorsthataffectyourbehaviors(thoughts,emotions,body,
background)?(8f) Provideanexampleandexperiencewithastrategythat(future)clientsfindusefuland
meaningful?(8g)
Identifyyourpersonalareasofstrengthvs.areasforgrowththatmaybeimportantinyourcareer?(8h)
Note:Whileitmaybedifficultforsomepeopletoidentifypersonalhealthinformation(PHI)withinthecontextofacourse,thisactivityisimportantforbothyourpersonalgrowthanddevelopmentofprofessionalskill.Iamaskingforyourtrustinprotectingyouinsubmissionofthisassignment,whichincludeselementsofPHI,sothatyoumayfullyengageinthislearningopportunity.
ThefollowingpoliciesapplytoyoursubmissionofPHIwithinthisassignment:
AsRequiredByLaw.Yourinstructorwilldiscloseprotectedhealthinformationaboutyouwhenrequiredtodosobyfederal,stateorlocallaw.
Research.YourinstructormaydiscloseyourPHItoresearcherswhenaninstitutionalreviewboardorprivacyboardthathasreviewedaresearchproposalandestablishedprotocolstoensuretheprivacyofyourinformationhasapprovedtheirresearch
HealthRisks.Yourinstructormaydiscloseprotectedhealthinformationaboutyoutoagovernmentauthorityifwereasonablybelieveyouareavictimofabuse,neglectordomesticviolence.Wewillonlydisclosethistypeofinformationtotheextentrequiredbylaw,ifyouagreetothedisclosure,orifthedisclosureisallowedbylawandwebelieveitisnecessarytopreventorlessenaseriousandimminentthreattoyouoranotherperson.
PHIandGrading.Yourparticipationwillinfluenceyourgradetotheextentthatyoudemonstrateself‐assessmentthatshowsdepthofthoughtandcriticalself‐evaluationpertheWellnessPlanRubricbelow.
WellnessPlanRubric
Competency DoesNotYetMeetExpectations
MarginalPerformance
MeetsExpectations
Part1IndicatorsofaHealthyRelationshipWithFoodandActivity
Numerousareasofself‐assessmentareincomplete
(0points)
Acouplepartsoftheassessmentareincomplete
(3points)
Completedallpartsoftheassessmentandsubmittedasdirected.
(5points)
Part2DemonstratesDepthofThoughtinDevelopmentofPersonal
Severalpartsoftheplanseemtobehastilycompleted,areincompleteandlackclarity
Partsoftheplanseemtobehastilycompleted,arepartiallycompleteorotherwiselackclarity.
“SMART”goal(s)givenforWellness.IdentifiesSupportPerson(s),PotentialBarriers,Toolsand
WellnessGoal(s)
(0points)
(22points)
Strategies
(30points)
Part3IndicatorsofaHealthyRelationshipWithFoodandActivity
Numerousareasofself‐assessmentareincomplete
(0points)
Acouplepartsoftheassessmentareincomplete
(3points)
Completedallpartsoftheassessmentandsubmittedasdirected.
(5points)
Part4ConclusionfromSummativePrompt
Concludingresponseisincompletelackssubstantialsupport.(0points)
Concludingresponseismostlycompletebutlackingdetailandsupport.(8points)
Concludingresponseisthoughtfullydetailedandsupported.
(10points)
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WorksiteWellnessProgramCaseStudy(50points)Theprimarygoalsofthisassignmentaretorecognizebarrierstoparticipationinwellnessprogramsandtobeintroducedto2toolsthatmaybeusedforpredictionofweightlossutilizingdietandphysicalactivitybehaviorchanges.Youwillutilizebackgroundinformationfrom2articlesaboutcaloricintakeandphysicalactivitymonitorsasyouworkthroughacasestudyandmakerecommendationsforaccommodationsinaworksitewellnessprogramtomeetanindividual’sneeds.YouwillreviewAffordableCareActguidelinesforworksitewellnessprogramsandthenusecreativeproblemsolvingasyouproposestrategiestomeetanindividualemployee’sneedsrelatedtobehavioralandsocialfactorsthatimpactparticipationinaworksitewellnessprogram.CourseLearningOutcomesupportedbythisassignment:1. Identifysourcesofreliablenutritioninformationforconsumersandprofessionals,
determinethecredibilityofcontemporarynutritioninformationandusethisinformationtomakeevidencebaseddecisions.(CLO1)
2. Explaintherelationshipbetweendietarychoicesandotherfactorsinmaintainingoptimalhealththroughoutadulthood.(CLO6)
Youwillsubmityouranswerstoquestionsbelowina“quiz.”Questionswillbepresentedinmultiplechoice,true‐false,andshortanswerformat.‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Read4backgroundarticles:1. Farewelltothe3,500‐CalorieRule‐Today'sDietitian...2. ConsumerMonitorStudies‐PhysicalActivityandHealth3. WhereHealthDisparitiesBegin:TheRoleOfSocialAndEconomicDeterminants—
AndWhyCurrentPoliciesMayMakeMattersWorse4. HealthyPolicyBrief:WorkplaceWellnessPrograms.CaseHistoryDebbieworksasadiettechatalocalhospital.Debbiedescribesherselfasingenerallygoodhealth,althoughshehasalong‐termhistoryofbattlingwithherweight.Atage47,Debbie’scurrentweightis183poundsat5’7”tall.CalculateDebbie’sBMI .AccordingtotheBMICalculator,Debbie’sheightandweightputherinthe (underweight,normalweight,overweight,obese)BMICategory.(YoumaybenefitbyreviewingtheuseofBMIathttp://www.nhlbi.nih.gov/health/educational/lose_wt/bmitools.htm)ArecentbloodtestshowedDebbie’sglycosylatedhemoglobin(HbA1c)tobe6.2.(VisittheNationalDiabetesInformationClearninghouseathttp://diabetes.niddk.nih.gov/dm/pubs/A1CTest/tointerpretDebbie’sstatusrelatedtodiabetes.)WhatdiagnosiswillDebbiereceivebasedonthisbloodtest? (normal/pre‐diabetes/diabetes)
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Debbiedoesnotknowofanyfamilyhistoryofdiabetesandsheexpressesdoubtthatthisdiagnosisisaccurate;sheexplainsthatalthoughsheprovideda“fastingbloodsample”shewenttoabirthdaypartyluncheonthedaybeforethebloodtest.Explain:a)whattheHbA1ctestmeasures b)howaccuratethemeasureis c)factorsthataffectaccuracy andd)specifically,whetherornotDebbie’smealthedaybeforethebloodtestlikelyaffectedtheresults Debbieisasinglemotherof2sons,aged12and15years.Theyliveinasmall,lowincome,urbancommunitywherefoodaccess(afull‐scalegrocerystore)is1.5milesfromtheirhome.Likeotherpeopleinherneighborhood,Debbiedoesnothaveacar.Shewalks5minutestocatchabustoworkaboutahalfanhourbeforehersonsleaveforthebusstoptogotoschool.Shewalksafewblocksfromthebusstoptogettothehospitalwheresheworks.Debbie’semployerhasimplementedawellnessprogramthataimsatincreasingmotivationbyofferingapositiveincentiveintheformofahealthinsurancepremiumrebateforthoseemployeeswhomeetaweight/BMIbenchmark.TherebatemoneyinherpaycheckwouldmakeasignificantdifferencetoDebbie’slowincome.Debbiecurrentlyexceedstheweight/BMIbenchmark.Employeeswhodonotmeetthebenchmarkcangettherebateby:1. Participatinginaweightcontrolprogramthatinvolvesacalorie‐controlleddietand
lunchtimewalkingprogramorganizedbythehospitalor2. Completinganonlineeducationalweightcontrolprogram.Debbierecognizesthatshewouldbenefitfromparticipatinginthedietandlunchtimewalkingprogrambecauseitcombinesdietwithexercise,aswellasprovidingherwithmuchneededsocialtime.However,Debbiefeelsshemustchoosetheonlineprogramsbecause,althoughshewantstoloseweight,sheneedsherlunchhourtodoherdailyerrands(includingfoodshopping)sothatshecanbehomeforherkidsafterwork.SinceDebbietakesthebusdaily,shegroceryshopsnearlyeverydaysothatshecanmoreeasilycarryhergrocerieshome.Debbiedoesn’tknowwhereshe’dgetthefooditemslistedonthesuggestedmealplanforweightlossorhowshe’dpayforwhatshedescribesastwodifferentgrocerylists,oneforherandoneforherboys.
ViewtheFoodAccessResearchAtlas(http://www.ers.usda.gov/data/fooddesert).Gotothemap(http://www.ers.usda.gov/data‐products/food‐access‐research‐atlas/go‐to‐the‐atlas.aspx)andmakenoteofwhichregions/statesappearstohavethelargestspanoflow‐income(LI)andlow‐access(LA)? (formoreinformationaboutfooddesserts,seeDefinitionofaFoodDesert.(http://apps.ams.usda.gov/fooddeserts/fooddeserts.aspx)BasedonDebbie’ssituationabove,wouldyoudescribeDebbieaslivinginafooddesert? Explain
Priortoenteringeitherofthewellnessprograms,employeesarerequiredtosetreasonableweightlossgoalsduringapersonalmeetingwithahealthcoach.
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Becomeacquaintedwiththefollowingtoolsforpredictingweightloss:
TheBodyWeightSimulatorDr.KevinHall’slaboratoryattheNationalInstituteofHealthinvestigateshowmetabolismandthebrainadaptinresponsetoavarietyofinterventionstodietandphysicalactivity.(IfyouwishtolearnmoreaboutDr.Hall’sresearchseeNIHResearch:TheHumanEnergyCrisis)EnterthefollowinginformationintoTheBodyWeightSimulator:BaselineInformation:Weight183pounds,Female,Age47,5’7”tall,Moderateactivity(enteranactivityfactorof1.4).WhatisDebbie’srecommendedbaselinecaloricintake? kcal/dayNext,clickthetab“SetYourGoalWeight”andenteragoalweightof150poundstobeachievedinthenext6months(180days).IfDebbieattemptstolosetheweightwithdietalone,howmanycalorieswouldshebeconsumingperday? .Yourecognizethatthereareseriousdisadvantagesofconsumingacalorieintakethatisthislow,e.g.dissatisfaction,foodpreoccupation,fatigue,andriskfornutritionaldeficiencies.Debbiewouldliketomeethernutritionalneedsbydietaloneandsoyourecommendadietof1650caloriesperday.Nowclickthe“SpecifyaLifestyleChange”tabtodeterminehowmuchDebbie’sphysicalactivitywouldneedtochangeinordertoaccomplishherweightlossgoalofgoingfrom183poundsto150poundsin180daysconsuming1650kcals.Tip:clickonly“FirstChange”andstarton“day1.”Thentogglebetweenthelevelsofphysicalactivitywhileyouwatchthe“TabulatedData”chartbelowuntilyoureachthegoalweightin180days. AssumeDebbiestayedwithhermealplanandphysicalactivity,losingthe33poundsin6months.Ifshemaintainedthislevelofphysicalactivity,approximatelywhatcaloricintakewouldsupporthernewweightof150pounds?YouwillbeabletodetermineanapproximaterangeofcaloriesusingtheTabulatedDatachart. Now,gobackandusethe“TabulatedData”tabtopredictDebbie’sweightlossfromthebeginning:30daysintotheprogramwouldbeapproximately pounds60daysintotheprogram: pounds;90daysintotheprogram: pounds;120daysintotheprogram: pounds;150daysintotheprogram: pounds.Next,usethePenningSingleSubjectWeightChangePredictorestimatingexpectedweightloss,http://pbrc.edu/research‐and‐faculty/calculators/sswcp.ViewthevideotutorialfortheJavaapplicationWeightLossCalculator.EnterDebbie’sinitialinformation(47yearoldfemale,67”,183pounds,caloricintakeof1650calories).Clickonthegraphandenteratimeof6months.
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AccordingtoPenning’sCalculator,Debbie’spredictedweightlossisasfollows:30days/4weeksintotheprogramwouldbeapproximately______pounds60days/8weeksintotheprogram: pounds;90days/12weeksintotheprogram: pounds;120days/16weeksintotheprogram: pounds;150days/20weeksintotheprogram: pounds;(Ifyouclickthe“options”tab,youwillseethe3500kcalpredictioninbluecontrastedwiththePenningcalculationinred.)WhatwouldDebbie’sweightbeafter2yearsifshemaintainedherrestrictedintakeof1650caloriesutilizingdatafromPenningWeightChangePredictor?(Tip,clickthegraphtochangethetimeperiodfrom6monthsto2years) .Whatistheprimaryreasontheestimatedweightsaredifferentwhenusingthesetwoprograms? Describe:a)limitationsofthe3500calorieruleandb)benefitsofthenewdynamicweightlosspredictioncalculators. (Thisquestionisworth6pointsonthequizsobesureyoucorrectlyidentifyatotalofatleast6limitations/benefits.)Debbie’sfamilyresponsibilitiesandfinancialsituationposebarrierstoherparticipationinthehospital’sexerciseanddietprogrambutshestillwantstotrytoloseweight.Inthiscase,itseemsthatthosewhomightbenefitmostfromenhancedservicesandforwhomtheeconomicrewardswouldbemostmeaningfulareleastabletotakeadvantageoftheincentivesofferedbythewellnessprogram.AssumeyouareinapositiontoadvocateforDebbie.VisitHealthyPolicyBrief:WorkplaceWellnessPrograms.Brainstormandbrieflydescribeatleast2strategiesthatyoucouldapproachthewellnessprogramcoordinatorwiththatwouldsupportDebbie’sneedsand/orhelpherovercomethebarrierstoparticipationinthewellnessprogram.ExplainhowyourideasaresupportedbytheAffordableCareActasalternateideas/suggestionstothecurrentprogramtomeetDebbie’sneeds.
1. 2.
(Eachofyourideasareworthupto5pointsonthequiz.Iamlookingforyoutospecificallyexplain2differentstrategiesthatcouldbeofferedtoDebbietomeetherneeds,basedontheprovisionsoftheACA.Supportyoursuggestedapproacheswithcitations.Forexample,youmightciteastudywhereasimilarstrategyhasbeenemployed.Thinkasahealthcoachmightandcomeupwithideasthatthehospitalmightagreetooffer.ThecitationsyouprovidearethetypeofinformationthatsupportyourinterventionsuchaswhatyouwouldpresenttothewellnessplanadministratorifyouwereadvocatingonDebbie'sbehalf.)Afterfillinginyourresponses,youarereadytocompletetheWorksiteWellnessCaseStudy“quiz”.Youwillbeaskedaseriesofmultiplechoice,true/false,andshortanswerquestionsworthupto50pointsthatcorrespondtothisassignment.
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MoreResources:1. Webb,Densie.Farewelltothe3,500‐calorierule,Today'sDietitian,26(11),36.2014
availableathttp://www.todaysdietitian.com/newarchives/111114p36.shtml2. HealthPolicyBrief.Workplacewellnessprograms.HealthAffairs.2013.Accessat
www.healthaffairs.org/healthpolicybriefs/brief_pdfs/healthpolicybrief_93.pdf3. VoigtK,SchmidtH.Wellnessprograms:athreadtofairnessandaffordablecare.
HealthCareCostMonitor.TheHastingsCenter.2010.Accessathttp://healthcarecostmonitor.thehastingscenter.org/haraldschmidt/wellness‐programs‐a‐threat‐to‐fairness‐and‐affordable‐care/on8November2013.
4. VolkJ,CorletteS.Premiumincentivestodrivewellnessintheworkplace:areviewoftheissuesandrecommendationsforpolicymakers.GeorgetownUniversityHealthPolicyInstitute.2012.Accessathttp://www.rwjf.org/content/dam/web‐assets/2012/02/premium‐incentives‐to‐drive‐wellness‐in‐the‐workplace