An Introduction to Concepts of Nutrition: Facilitator’s Handbook: A Facilitated Coursebook Designed for Further Education and Entry Level Higher Education / Adult and Community Learning

By Anja Morris-Paxton

The concepts of nutrition encompass two kinds of knowledge and ability; the first one is a knowledge and understanding of the individual nutrients that we need as human beings to work, learn, socialise, and exercise at our best. We need to understand what they are, what they do, and what happens if we do not have these nutrients. The second one is the ability to use these nutrients together to understand which foods they come from and what to do with these foods so that we get all the nutrients we need in the amounts that we need them. This programme looks at nutrition from a holistic point of view that it not only gives facts about the nutrients we need but also looks at what to do with our newfound knowledge and understanding.

• Language: English
• Publisher: Xlibris UK
• Release date: Feb 13, 2019
• ISBN: 9781543494570

Anja Morris-Paxton

Dr Angela Ann (Anja) Morris-Paxton Dr Anja Morris-Paxton gained her undergraduate degree in 1986 and worked for 12 years as a nutritionist and nutrition lecturer; building nutrition education programmes for the community and for higher education institutions. She completed voluntary community service on the Island of St Helena in 1998 before moving to the UK to further her postgraduate education. Anja gained her MA (Complementary Health Studies) at the University of Exeter (with distinction) and PGCE (Higher Education) at the University of Plymouth. She worked for five years both as programme manager and as a senior lecturer with the Foundation Science programmes in the Faculty of Health and Human Sciences at Thames Valley University. After returning to South Africa Anja worked for an NGO under the WHO Civil Society Initiative, building two health education programmes (nutrition and lifestyle management). She worked at Walter Sisulu University as HOD Consumer Science and later, as Institutional Extended Programmes Coordinator, during which time Anja read for her PhD, graduating from Nelson Mandela University in April 2016. Currently, Anja is a Research Associate of Nelson Mandela University and is the CEO of a research support service. She has published several papers from her doctoral thesis as well as her NGO work. This is the first set in a series of wellness education books written by this author.

Book preview

Copyright © 2019 by Anja Morris-Paxton. 791484

Library of Congress Control Number: 2019901467

ISBN:   Softcover     978-1-5434-9455-6

             Hardcover   978-1-5434-9456-3

             EBook         978-1-5434-9457-0

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Whilst every effort has been made to trace and acknowledge all copyright holders if any have been inadvertently overlooked the author will make the necessary arrangements to rectify the situation at the first possible opportunity.

Rev. date: 02/12/2020

Xlibris

0800-056-3182

www.xlibrispublishing.co.uk

An Introduction to Concepts of Nutrition:

Facilitator’s Handbook

A Facilitated Coursebook Designed for Further Education and Entry Level Higher Education / Adult and Community Learning

BASIC INFORMATION ABOUT THIS PROGRAMME

Contents

BASIC INFORMATION ABOUT THIS PROGRAMME

THE PROGRAMME DEVELOPMENT

Programme Review

The Nature of Facilitated Programmes

PROGRAMME REVIEWER

REVIEW OF THE INTRODUCTION TO CONCEPTS OF NUTRITION

INTRODUCTION

OVERVIEW OF THE PROGRAMME

Aims of the Programme

Learning Outcomes

The Acquisition of Other Skills

MANAGING THE LEARNING EXPERIENCE

THE LEARNING SESSIONS

THE LEARNING SESSIONS

FACILITATING THE LEARNING SESSIONS

Setting up the Room

Welcome

The Knowledge Content

The Quiz Sessions

The Learning Together Sessions

The Discussion Sessions

LEARNING SESSION ONE: THE IMPORTANCE OF NUTRITION AND AN INTRODUCTION TO THE ESSENTIAL NUTRIENTS

The Importance of Nutrition In Our Lives

The Macronutrients: Carbohydrates, Lipids (Fats) and Proteins

Carbohydrates

Lipids

Proteins

The Micronutrients: Vitamins and Minerals

Vitamins

Minerals

Other Nutritional Factors: Fibre and Phytonutrients

Dietary Fibre

Phytonutrients

The Essential Elements: Water, Sunlight and Oxygen

Water

Sunlight

Oxygen

References

LEARNING SESSION TWO: CARBOHYDRATES AND LIPIDS, WHAT THEY ARE AND WHAT THEY DO

What Carbohydrates and Fats are Composed of, the Similarities and Differences in Structure and Function

Carbohydrates

Glucose ²

Fats

Lauric Acid ²

The Role of Carbohydrates in Providing Energy

Carbohydrate-Rich Foods: Good, Better, Better Still!

The Necessity for Lipids and Fats

Triglycerides

Phospholipids

Cholesterol

The Right Kinds of Fats and the Wrong Kind of Fats

The Degree of Saturation

The Position of The Double Bonds

The Ideal Ratio of Fats

References

LEARNING SESSION THREE: PROTEIN - WHAT IT IS AND THE SPECIAL ROLE IT HAS IN OUR HEALTH

The Amino Acids and the Protein Molecules

The Essential and Non-Essential Amino Acids

The Functions of Protein and Its Importance in Health

Protein Rich Foods: Quality as Opposed to Quantity

Combining Protein and Carbohydrate Rich Foods

References

LEARNING SESSION FOUR: THE FAT-SOLUBLE VITAMINS

Vitamins A and E

Vitamin A

Carotenoids

Vitamin E

Vitamins D and K

Vitamin D

Vitamin K

The Synergy Between Vitamins

How Much is Enough and How Much is Too Much?

References

LEARNING SESSION FIVE: THE WATER-SOLUBLE VITAMINS

The B-Complex Vitamins

Meeting One’s Needs for the B-Complex Vitamins

Vitamin C and the Bioflavonoids

Normal Requirements and Extra Requirements

Preserving ‘Vulnerable’ Vitamins in Food

References

LEARNING SESSION SIX: THE MINERALS

The Electrolytes

Avoiding Problems of Electrolyte Imbalance

The Microminerals

Avoiding Mineral Imbalances

References

LEARNING SESSION SEVEN: FIBRE AND PHYTONUTRIENTS

Fibre and its Role in Health

Fructooligosaccharides

Phytonutrients: A Few Special Substances

Microflora / The Probiotics

Phytoestrogens

Garlic

Turmeric

Green Tea

Balancing the Vegetable and Animal Foods in our Diet

References

LEARNING SESSION EIGHT: THE ESSENTIAL ELEMENTS

Water and Hydration

Air and the Oxygen We Need

Sunlight, Good and Bad – Maintaining the Balance

References

LEARNING SESSION NINE: ENERGY, BODY COMPOSITION AND WEIGHT

The Body’s Cells: Energy Factories

The Factory Cell

The Fate of Glucose

Energy and Calories: Are They Connected?

Body Weight and Body Composition

Body Mass Index (BMI)

What is Best for You?

References

LEARNING SESSION TEN: PUTTING THE NUTRIENTS TOGETHER

Using Tools in a Nutritional Programme

Predisposing Factors

Enabling Factors

Reinforcing Factors: Tools We Use

The Food Exchanges

The Colour Wheel

Portions and Sizes: How Much is ‘One’?

Timing Meals and the Importance of Breakfast

Finding the Right Balance for You

References

LEARNING SESSION ELEVEN: BUILDING RECIPES

Converting Recipes and Changing Ingredients

Increasing Value by Changing Cooking Methods

Storage

Bacterial Contamination

Heterocyclic Amines

Building Recipes from Your Own Dietary Plan

References

LEARNING SESSION TWELVE: MENU PLANNING AND SHOPPING LISTS

Planning Menus from Your Own Recipes

Rotating Menus and Eating in Season

Shopping Lists: Save Time Money and Problems

Budgeting for Food

Overcoming Other Resource Challenges

References

THE PROGRAMME DEVELOPMENT

The aim of the programme is to facilitate a unique learning environment in which individuals can develop the underpinning knowledge and skills required for the prevention of ill-health through appropriate means. The author has taken into that the programme participants will come from a broad range of cultures, religious persuasions and socio-economic backgrounds and has tried to be fair and completely non-judgemental in the approach to sensitive subjects, such as resources, finances and religious restrictions with respect to certain foods and lifestyle practices.

In addition, the author has taken note of the forward movement in pedagogy and, as far as possible, has developed the programmes in a manner which is non-didactic and participatory. An attempt has been made to make the learning sessions fun interesting and engaging, in their approach to learning and health.

Programme Review

The programme has been piloted in parts, and feedback from programme participants has been received and incorporated into the final development of the course book. There have been two additional programme reviews. The initial review looked at proofreading grammar, spelling punctuation and, in addition to the readability. The reviewer completed all the quizzes and learning together exercises, and ensured that they are workable in a reasonable amount of time. The development, inclusion of improvements and suggestions as well as the final checking, proofing and copying of programmes is an intensive project into which has gone approximately 1,400 hours of work, over a seven-month duration. It is hoped that the result is an interesting and enjoyable venture into the world of nutrition, health and lifestyle management for both facilitators as well as for your participants.

The Nature of Facilitated Programmes

The nature of facilitated learning programmes is that the participants are encouraged to make their own decisions and to help one another as a group, as concordance has been found to be a far more effective strategy in health care and in learning than simply asking people to comply with a given set of instructions. The nature of participation is to encourage the acquisition of knowledge, understanding and skills that the participants themselves feel can benefit them the most. Your role as a facilitator is to help them make their own decisions that are appropriate to their circumstances but to refrain from dictating what others ought or ought not to do with their lives!

Although facilitated programmes are in-class events, that is, they are not distance or online learning, this does not mean that they are ‘taught’, so much as ‘lead’. The information is given, and the participants are encouraged to work at their own level and to participate in quizzes, learning sessions and discussions. They are not passive recipients of knowledge but participants in a learning forum, which uses knowledge in a practical manner and makes informed group decisions.

All the learning sessions are of equal length and will be conducted in two parts with most of the new knowledge being given in the first half of the session, whilst you and the participants are fresh. Your role is to facilitate and lead the sessions and to help the participants as small groups with the learning together activities and as a whole group with the discussions in the second part of each session. All the notes are provided for you in the facilitator manual as are the quick quizzes, learning together activities and discussion topics. The participants also have a workbook in which they can make notes and complete the quizzes and exercises.

PROGRAMME REVIEWER

Malcolm J Dedman

Malcolm Dedman graduated from Brunel University with an Honours Degree in Technology (Applied Physics) and worked for more than 20 years in the sound technology and engineering industry, where he was responsible for a number of research and development projects. Malcolm has always had a keen interest in both music and health and later graduated with distinction from Thanes Valley University with a Masters in Music Composition. Malcolm brings with him skills in reviewing, proofing and editing research reports and technical manuals and has reviewed the material in this course for literary content, accuracy, and presentation. In addition, he has taken the stance of a programme participant in his critique of the appropriateness and usefulness of the content.

REVIEW OF THE INTRODUCTION TO CONCEPTS OF NUTRITION

Topics such as nutrition, health management, disease prevention and weight-related disorders are all highly emotive subjects, there being vast amounts of literature available. Faced with so much information, most us finds wading through it all is not only time-consuming but is also very confusing as the reader is presented with often conflicting and sometimes controversial information. In this programme, Dr Morris-Paxton takes the mystery out of these topics, as her starting point is both medical and scientific, drawing not only from the latest research but also from her vast knowledge of the areas she covers.

It may not be essential for all participants to understand the detailed background material in the programme fully, as the information is given to show how certain conclusions are reached; but it is the knowledge of these conclusions that will benefit the participant in understanding what foods do for them. Knowledge will be gained about which foods, drinks, vitamins, nutrients, etc. assist our health and those that compromise it. The detailed background material is included, along with many references, to show the interested participant how these conclusions are derived. In addition, Dr Morris-Paxton does not take the approach of telling the participants what they must or must not eat but, instead, by means of interesting and enjoyable exercises, quizzes and discussion sessions, help them to decide for themselves, drawing from their cultural influences and personal tastes.

To say that this subject should be taught in schools as a mandatory part of the National Curriculum is an understatement. The knowledge gained from this programme is essential to everyone, enabling individuals to choose their own paths to a healthier existence, reducing their chances of a major illness, maximising their ability to manage their weight and nutritional programme, all without sacrificing the pleasures gained from eating. Time is also devoted to helping the participants to make changes to their eating habits, where necessary; to plan menus for themselves and their families; as well as giving guidance for keeping to a realistic budget. This programme is not only enjoyable and informative but is also a ‘must’ for everyone.

Malcolm Dedman, B Tech (Hons), MMus

INTRODUCTION

Welcome

Welcome to ‘An Introduction to the Concepts of Nutrition’. The aim of this programme is to facilitate a unique learning environment in which participants can develop the underpinning knowledge and skills required for the prevention of ill-health through appropriate nutritional means. The material has been developed from academically accepted reference books and peer-reviewed research papers, as well as the expertise and experience of the author.

The principles of both nutrition and the methods applied to provide new knowledge and understanding, in this programme are holistic. This means that I have considered the psychological, social, emotional and affective context in which people nourish themselves and others in their family and surroundings. The nature of facilitated learning programmes is that participants are encouraged to make their own decisions and to help one another as a group. The nature of their participation is for them to gain the knowledge, understanding and skills that they feel can benefit them the most. As the facilitator you will help the participants to make decisions that are appropriate to their own circumstances.

All the learning sessions are of equal length and will be conducted in two parts with most of the new knowledge being given in the first half of the session, whilst you are fresh. The facilitator will lead the sessions and help the participants as a group with the learning together activities and the discussions in the second part of each session. All the notes are provided for you in this workbook as are the quick quizzes, learning together activities and discussion topics. Creating this programme has been an interesting and enjoyable experience. It is my hope that the result is an equally interesting and enjoyable venture into the world of nutrition for you as a facilitator of this programme.

signature.jpg

A A Morris-Paxton

OVERVIEW OF THE PROGRAMME

The concepts of nutrition encompass two kinds of knowledge and ability; the first is a knowledge and understanding of the individual nutrients that we need as human beings to work, learn, socialise and exercise at our best. We need to understand what they are, what they do and what happens if we do not have these nutrients. The second is the ability to use these nutrients together, to understand which foods they come from and what to do with these foods so that we get all the nutrients we need in the amounts that we need them.

This programme looks at nutrition from a holistic point of view in that it not only gives the facts about the nutrients we need but also looks at what to do with our new-found knowledge and understanding. The programme encompasses twelve facilitated learning sessions the first eight of which look at the background knowledge of nutrients. In sessions nine to twelve we review our application of knowledge about nutrients and the foods that contain them and more specifically how we apply nutrition in our own environment, given our own resources with respect to time, facilities and budget.

Aims of the Programme

1. To acquire knowledge of what the essential nutrients are and in which foods and substances they are to be found, the basis of how the body utilises nutrients, and what happens if one is deficient in particular nutrients.

2. To develop the ability to recognise which foods contain which nutrients and how best to consume these foods so that one obtains the maximum nutritional benefit from them.

3. To develop the ability and confidence to prevent problems that arise from incorrect eating habits and to apply nutritional solutions in the context of one’s own environment.

4. To appraise the tools that can be used to plan a diet, produce menus and build one’s own recipe portfolio for use within one’s own environment.

Learning Outcomes

When participants have completed this programme, they should be able to:

1. Demonstrate knowledge of what the essential nutrients are and, in which foods and substances they are found.

2. Demonstrate an understanding of the basis of how the body utilises nutrients and what happens if one is deficient in particular nutrients.

3. Demonstrate a knowledge of which foods contain which nutrients and how these foods are best consumed so that one obtains the maximum nutritional benefit from them.

4. Have the ability and the confidence to prevent problems in one’s own environment that arise from incorrect eating habits.

5. Apply nutritional solutions to potential problems in the context of one’s own environment.

6. Use given tools to plan diet, menus and build a recipe portfolio for one’s own personal use.

The Acquisition of Other Skills

In addition to the above, there are other skills that we anticipate participant’s will acquire and / or develop successfully because of their participation in this course. This will apply if they attend each of the learning sessions, follow the leadership and direction the facilitator and complete all the class activities. Such skills include:

Communication Skills:

• Taking part in discussions about straightforward subjects, by:

o Providing information that is relevant to the subject and purpose of the discussion

o Speaking clearly in a way that suits the situation

o Listening and responding appropriately to what others say

• Reading and identifying the main points and ideas from visual presentations and written notes about the programme subject (s) by:

o Reading material that has been provided

o Identifying the main points and ideas accurately in this material

o Using the information to suit their purpose

Skills in the application of number:

• Obtaining the information they need to meet the purpose of their task by:

o Identifying suitable calculations to get the results you need

o Carrying out calculations, using whole numbers, simple decimals, fractions and percentages

o Checking with someone that their results make sense

o Interpreting the results of their calculations

o Explaining their findings clearly

Skills in working with others:

▪ Work closely with one or more other people to meet given objectives and demonstrate that they can understand what needs to be done to achieve these objectives by:

o Checking that they clearly understand the objectives you have been given for working together by discussing them with others

o Identifying what needs to be done to achieve these objectives and suggest ways in which they could help

o Making sure that they are clear about your responsibilities and working arrangements

o Saying how they have got on and suggest ways of improving how they can work with others

▪ Carrying out tasks to meet their responsibilities by:

o Working safely and accurately following the working methods they have been given

o Asking for help and offering support to others, when appropriate

o Identify what has gone well in working with others

o Reporting any difficulties in meeting their responsibilities and say what they did about them

o Suggest ways of improving work with others to help achieve the objectives

Skills in improving their own learning and performance

▪ Work together with someone to show that they can:

o Understand the short-term targets they have been given and plan how these will be met

o Make sure targets clearly show what they want to achieve

o Identify clear action points and deadlines for each target

o Identify how to get the support they need and the arrangements for reviewing their progress

▪ Follow a plan to meet targets and improve performance by:

o Working through their action points to complete tasks on time

o Use support given by others to help them meet targets

o Use different ways of learning suggested by you as the facilitator, and make changes, when needed, to improve their performance

▪ Review their own progress and achievements by:

o Saying what they learned and how they learned, including what has gone well and what has gone less well

o Identifying targets they have met and their achievements

o Checking what they need to do to improve your performance

Problem Solving Skills

• Identifying their own problem(s) and working closely with someone to find and implement a solution by showing that they can:

o Understand the problem and identify options for solving it

o Identify different ways of tackling the problem

o Decide, with help, which options are most likely to be successful

o Try out options using support and advice given by others

o Confirm with an appropriate person the option they will use for solving the problem

o Plan how to carry out this option

o Follow through with their plan, making use of advice and support given by others

o Check if the problem has been solved by appraising the results

o Identify ways of improving their approach to problem-solving

MANAGING THE LEARNING EXPERIENCE

As all the learning activities are covered during the sessions, there is no distance study and no formal written ‘homework’. Pre-reading is however encouraged, and the facilitator may wish to include some formal assessment. There are instances where participants will be encouraged to bring their own materials, ideas, and experiences to the sessions.

As part of their personal development, participants should be encouraged to identify problems that they may be experiencing that are related to their lifestyle and nutritional intake. In this respect, the issue of full confidentiality needs to be highly stressed and completely respected by all concerned. The facilitator should encourage the participants, as part of this programme, to apply their new knowledge and understanding to finding and implementing solutions to these problems themselves. Your role as facilitator is to support the participants and engage the learning group, in finding solutions to problems. You may find the ‘learning together’ sessions and the ‘discussion’ sessions helpful in this respect.

To gain maximum benefit from this programme, meet the learning outcomes and develop personal skills, there are some expectations that participants will be required to meet. These are:

• To attend each learning session.

• To be on time for each learning session ready to begin when the session is scheduled to start.

• To remain present throughout each learning session until it has ended.

• To complete the ‘quick quizzes’ as best they can and to participate fully in the learning together activities.

• To participate in the discussions.

• To follow the guidance of the facilitator.

THE LEARNING SESSIONS

The assessment of the participants’ learning in this programme is informal; the facilitator is however at liberty to include formal summative assessment or a portfolio of learning achievements. Achievement rests solely on the individual with the support of the learning group and the facilitator. There are three types of learning activities in each session. Quick quizzes are given throughout the section on acquiring new knowledge, and these may be completed individually, in small groups, or as a class. It is recommended that, where possible, these should be conducted in small groups. There are, in addition, some fun group learning activities, which you will lead. These are designed to help participants apply the new knowledge and understanding that they have gained. The role of the facilitator will be to give feedback on how participants have completed the learning activities and guidance to those who struggle a little with this type of learning concept. Towards the end of the session, there will be a discussion topic involving all the