HFN 248 Bachelor Of Science Degree In Food Nutrition And Dietetics

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SCHOOL OF APPLIED HUMAN SCIENCES
KENYATTA UNIVERSITY
DEPARTMENT OF FOOD, NUTRITION AND
DIETETICS
BACHELOR OF SCIENCE DEGREE IN FOOD,
NUTRITION AND DIETETICS
AUGUST, 2014
1
BACHELOR OF SCIENCE DEGREE IN FOOD, NUTRITION AND DIETETICS
PREAMBLE
In Sub-Saharan Africa, disease and malnutrition are high and there is need for feasible and
effective intervention programmes. In view of this, the government in its policy framework has
recognized the role of health and nutrition in the well being of the population and incorporated
them into its development programmes. Nutrition and health has therefore become a very
important aspect of development, necessitating the training of professionals in the field of
nutrition.
1. RATIONALE
The emerging nutrition and health problems pose a need to offer specialized training in the area
of nutrition and health in order to provide appropriate advice and services. Currently, sub-
Saharan Africa needs more trained expertise in this area to serve the diversified public health and
nutritional needs and, therefore, the need for this programme. Through teaching, research and
service the department will train manpower with the capacity to deal with emerging nutrition and
health issues and hence bridge the existing capacity gaps in health and nutrition programmes.
2. VISION
To train highly qualified professionals in field of Food, Nutrition and Dietetics for improved
livelihoods.
3. MISSION
The mission of the programme is to provide qualified professionals in the area of Food, Nutrition
and Dietetics through teaching, research and community outreach.
4. COURSE OBJECTIVES:
The objectives of the programme are to:
1. Equip students with scientific knowledge and skills in food security, community nutrition
and dietetics.
2. Equip students in planning, implementing and management of nutrition and health related
programmes.
3. Offer training that will enable students to work in a variety of settings such as the
hospital, food industry, research institutions, NGOs, emergencies and in community-
based programmes.
4. Offer training that serves as a foundation for further studies and research in nutrition and
health related programmes, that addresses emerging issues in nutrition.
5. Offer training that will enhance creativity that shall lead to self-reliance
6. Offer training that provides leadership and advocacy skills in solving problems related to
in Food, Nutrition and Dietetics.
5. ENTRY REQUIREMENTS
5.1 Candidates must satisfy the minimum entry requirements of Kenyatta University and
the School of Applied Human Sciences of a mean grade of C+(plus) at KCSE or its
equivalent.
5.2 In addition candidates must have a minimum grade of C+(plus) in each of the
following subjects; Mathematics, Biology/Biological Science, Chemistry/Physical
Science, English/Kiswahili.
2
5.3 Or, Diploma holders in Nutrition and Dietetics or Nutrition and Food Science with a
credit pass and a grade of C at KCSE
6. CREDIT TRANSFER
6.1 University regulations shall apply.
7. DEGREE STRUCTURE
7.1 The Department of Foods, Nutrition and Dietetics shall offer Bachelor of Science
Degree in Food, Nutrition and Dietetics.
7.2 The programme shall be offered on full time and Institutional Based Programme
(IBP). In order to graduate with a Bachelor of Science Degree in Food, Nutrition and
Dietetics, the candidate must have done and passed at least 56 units. First Level 3
UCUs and 11 Departmental units, Second Level 14 units, Third Level 14 units and
Fourth Level 14 Units.
8. DURATION
8.1 Programme shall take 4 academic years or 8 semesters for students on fulltime
programme. The student should study for a minimum of 3580 hours. A theory unit
will be 3 hours per week, 15 weeks, 45 hours in total per semester. A practical unit
will be 7 hours a week, 15 weeks, 72 hours in total per semester.
8.2 Within the period of study, there will be two practicum sessions each lasting three
months, a minimum of 480 hours each. One practicum will be done in a clinical
setting (480 hours), the second will be done in a community setting.
8.3 In order to qualify for KNDI registration graduates are required to undertake a one
year internship after graduation.
9. EXAMINATION
9.1 University regulations shall apply.
9.2 All units (Except for Seminar in Food, Nutrition and Dietetics, Project in Food,
Nutrition and Dietetics and Practicum) shall be examined at the end of the semester.
The examination will comprise of two Continuous Assessment Tests totaling to 30%
and one examination of 70%.
9.3 For Seminar in Food, Nutrition and Dietetics the report will constitute 60% and oral
presentation of 40%.
9.3.1 For Project in Food, Nutrition and Dietetics, the proposal will constitute
20% report 60% and presentation 20%.
9.3.2 For Practicum examination: the diary will consist of 20%, the main report
40%, the external assessor’s report 20% and the lecturer’s assessment
20%.
3
COURSE STRUCTURE
Year I
Semester I
University Common Units
Course Code
Course title
Hours
UCU 101
Development Studies
35 hours
UCU 103
Introduction to Critical and Creative Thinking
35 hours
Department of Food, Nutrition and Dietetics
Course Code
Course title
Hours
SMA 100
Mathematics for Science I
45 hours
HFN 141
Introduction to Food, Nutrition and Dietetics
45 hours
HFN 142
Physical and Inorganic Chemistry
72 hours
HFN 143
First Aid
72 hours
HFN 144
Macronutrients
45 hours
Semester II
University Common Units
Course Code
Course title
Hours
UCU 100
Communication Skills
35 hours
Department of Food, Nutrition and Dietetics
Course Code
Course title
Hours
HFN 145
General Biology
72 hours
HFN 146
Nutrition in the Lifespan
45 hours
HFN 147
Organic Chemistry
45 hours
HFN 148
Sociology for Food, Nutrition and Dietetics
45 hours
HFN 149
Micronutrients
45 hours
HFN 150
Information and Communication Technology for Food, Nutrition
and Dietetics
72 hours
Year II
Semester I
Course Code
Course title
Hours
HFN 240
Foundations of Food Preparation
72hours
HFN 241
Human Nutrition
45 hours
HFN 242
Food Microbiology and Parasitology I
72 hours
HFN 243
Nutrition in HIV and AIDS
45 hours
HFN 244
Primary Health Care
45 hours
HFN 245
Human Anatomy
72 hours
HFN 246
Nutrition Assessment
72 hours
Semester II
Course Code
Course title
Hours
HFN 247
Nutrition Anthropology
45 hours
HFN 248
Meal Planning, Management and Services
72 hours
HFN 249
Nutrition and Psychology
45 hours
HFN 250
Nutrition and Disease Management I
45 hours
HFN 251
Life Skills
45 hours
4
HFN 252
Human Physiology
72 hours
HFN 253
Nutrition Surveillance
45 hours
Year III
Semester I
Course Code
Course title
Hours
HCU 300
Introduction to Research Methods
45 hours
HFN 341
Maternal and Child Nutrition
45 hours
HFN 342
Nutrition and Sports
45 hours
HFN 343
Entrepreneurship in Nutrition
45 hours
HFN 344
Food Microbiology and Parasitology II
72 hours
HFN 345
Nutrition and Disease Management II
45 hours
HFN 346
Nutrition Counseling
72hours
Semester II
Course Code
Course title
Hours
HFN 347
Biostatistics in Nutrition
45 hours
HFN 348
Analytical Chemistry
72 hours
HFN 349
Nutrition Education
72 hours
HFN 350
Food Biotechnology
72 hours
HFN 351
Nutrition Biochemistry
72 hours
HFN 352
Therapeutic Dietetics
72 hours
HFN 353
Practicum I
480 hours
Year IV
Semester I
Course Code
Course title
Hours
HFN 440
Food and Nutrition Security
45 hours
HFN 441
Principles of Food Processing, Preservation and Storage
72 hours
HFN 442
Nutrition in Emergencies
45 hours
HFN 443
Food Chemistry
72 hours
HFN 444
Project in Food, Nutrition and Dietetics
72 hours
HFN 445
Nutrition Intervention, Programme Planning, Monitoring and
Evaluation
45 hours
HFN 446
Nutrition Care Process and Therapy
72 hours
Semester II
Course Code
Course title
Hours
HFN 447
Seminar in Food, Nutrition and Dietetics
45 hours
HFN 448
Food Analysis
72 hours
HFN 449
Nutrition Epidemiology
45 hours
HFN 450
Food Safety Hygiene and Legislation
45 hours
HFN 451
Nutrition Pharmacology
45 hours
HFN 452
Leadership and Policy in Food, Nutrition and Dietetics
45 hours
HFN 453
Nutrition and Behaviour
45 hours
HFN 454
Practicum II
480 hours
5
CONTACT HOUR DISTRIBUTION
Code
ID
Lecture
hours
per
week
Practical
hours
Total
semester
contact
hours plus
two hours
exams
Total
number
of
weeks
Total unit
hours per
semester
UCU
101
T
3
-
35
12
35
UCU
103
T
3
-
35
12
35
SMA
100
T
3
-
45
15
45
HFN
141
T
3
-
45
15
45
HFN
142
PT
2
3*
72
15
45
HFN
143
PT
2
3*
72
15
45
HFN
144
T
3
-
45
15
45
UCU
100
T
3
-
35
12
35
HFN
145
PT
2
3*
72
15
45
HFN
146
T
3
-
45
15
45
HFN
147
PT
2
3*
72
15
45
HFN
148
T
3
-
45
15
45
HFN
149
T
3
-
45
15
45
HFN
150
PT
2
3*
72
15
45
PT = Practicals
T= Theory
*Laboratory practical per week; ** Health facility practical per
week;
*** Field work per semester
Note:
1. A Unit is defined as an equivalent of 1 lecture or 2 hours of tutorial or 3 hours practical. Each
unit will be offered in 3 units per as a minimum.
2. The following hours are included to fulfill the requirements of the practicum:
Clinical practicum: 618 hours
Community practicum: 800 hours
6
Code
Unit Name
ID
Lecture
hours
per week
Practical
hours
Total
semester
contact
hours plus
two hours
exams
Total
number
of weeks
Total unit
hours per
semester
HFN 240
Foundations of
Food Preparation
PT
2
3*
72
15
45
HFN 241
Human Nutrition
T
3
-
45
15
45
HFN 242
Food
Microbiology and
Parasitology I
PT
2
3*
72
15
45
HFN 243
Nutrition in HIV
and AIDS
T
3
-
45
15
45
HFN 244
Primary Health
Care
T
3
40***
45
15
45
HFN 245
Human Anatomy
PT
3
3*
72
15
45
HFN 246
Nutrition
Assessment
PT
3
40***
45
15
45
HFN 247
Nutrition
Anthropology
T
3
40***
45
15
45
HFN 248
Meal Planning,
Management and
Services
PT
2
3*
72
15
45
HFN 249
Nutrition
Behaviour and
Psychology
T
3
-
45
15
45
HFN 250
Nutrition and
Disease
Management I
PT
3
6**
126
15
45
HFN 251
Life Skills
T
3
-
45
15
45
HFN 252
Human
Physiology
PT
2
3*
72
15
45
HFN 253
Nutrition
Surveillance
T
3
40***
45
15
45
PT = Practicals
T= Theory
*Laboratory practical per week; ** Health facility practical per week;
*** Field work per semester
Note:
3. A Unit is defined as an equivalent of 1 lecture or 2 hours of tutorial or 3 hours practical. Each unit
will be offered in 3 units per as a minimum.
4. The following hours are included to fulfill the requirements of the practicum:
Clinical practicum: 618 hours
Community practicum: 800 hours
7
Code
Unit Name
ID
Lecture
hours
per week
Practical
hours
Total
semester
contact
hours plus
two hours
exams
Total
number
of weeks
Total unit
hours per
semester
HCU 300
Introduction to
Research
Methods
T
3
-
45
15
45
HFN 341
Maternal and
Child Nutrition
T
3
-
45
15
45
HFN 342
Nutrition and
Sports
T
3
-
45
15
45
HFN 343
Entrepreneurship
in Nutrition
T
3
-
45
15
45
HFN 344
Food
Microbiology and
Parasitology II
PT
2
3*
72
15
45
HFN 345
Nutrition and
Disease
Management II
T
3
6**
126
15
45
HFN 346
Nutrition
Counseling
PT
2
6**
126
15
45
HFN 347
Biostatistics
T
3
-
45
15
45
HFN 348
Analytical
Chemistry
PT
2
3*
72
15
45
HFN 349
Nutrition
Education
PT
2
40***
45
15
45
HFN 350
Food
Biotechnology
PT
2
3*
72
15
45
HFN 351
Nutrition
Biochemistry
PT
2
3*
72
15
45
HFN 352
Therapeutic
Dietetics
PT
2
6**
126
15
45
HFN 353
Practicum I
PT
-
40**
480
15
480
PT = Practicals
T= Theory
*Laboratory practical per week; ** Health facility practical per week;
*** Field work per semester
Note:
5. A Unit is defined as an equivalent of 1 lecture or 2 hours of tutorial or 3 hours practical. Each unit
will be offered in 3 units per as a minimum.
6. The following hours are included to fulfill the requirements of the practicum:
Clinical practicum: 618 hours
Community practicum: 800 hours
8
Code
Unit Name
ID
Lecture
hours per
week
Practical
hours
Total
semester
contact hours
plus two
hours exams
Total
number
of weeks
Total unit
hours per
semester
HFN
440
Food and Nutrition
Security
T
3
40***
45
15
45
HFN
441
Principles of Food
Processing,
Preservation and
Storage
PT
2
3*
72
15
45
HFN
442
Nutrition in
Emergencies
T
3
40***
45
15
45
HFN
443
Food Chemistry
TP
2
3*
72
15
45
HFN
444
Project in Food,
Nutrition and
Dietetics
TP
2
3*
72
15
45
HFN
445
Nutrition
Intervention,
Programme
Planning, Monitoring
and Evaluation
T
3
40***
45
15
45
HFN
446
Nutrition Care
Process and Therapy
PT
2
6**
126
15
45
HFN
447
Seminar in Food,
Nutrition and
Dietetics
T
3
-
45
15
45
HFN
448
Food Analysis
PT
2
3*
72
15
45
HFN
449
Nutrition
Epidemiology
T
3
-
45
15
45
HFN
450
Food Safety Hygiene
and Legislation
T
3
-
45
15
45
PT = Practicals
T= Theory
*Laboratory practical per week; ** Health facility practical per week;
*** Field work per semester
Note:
7. A Unit is defined as an equivalent of 1 lecture or 2 hours of tutorial or 3 hours practical. Each unit
will be offered in 3 units per as a minimum.
8. The following hours are included to fulfill the requirements of the practicum:
Clinical practicum: 618 hours
Community practicum: 800 hours
9
Code
Unit Name
ID
Lecture hours
per week
Practical
hours
Total
semester
contact hours
plus two
hours exams
Total
number
of
weeks
Total
unit
hours
per
semester
HFN
451
Nutrition
Pharmacology
T
3
-
45
15
45
HFN
452
Leadership in
Food
Nutrition and
Dietetics
T
3
-
45
15
45
HFN
453
Nutrition and
Behaviour
T
3
-
45
15
45
HFN
454
Practicum II
PT
40**
480
15
480
Total
Number of
Hours
4296
PT = Practicals
T= Theory
*Laboratory practical per week; ** Health facility practical per week;
*** Field work per semester
Note:
9. A Unit is defined as an equivalent of 1 lecture or 2 hours of tutorial or 3 hours practical.
Each unit will be offered in 3 units per as a minimum.
10. The following hours are included to fulfill the requirements of the practicum:
Clinical practicum: 618 hours
Community practicum: 800 hours
10
COURSE DESCRIPTIONS
YEAR I, SEMESTER I
UCU 101: Development Studies
Concepts and theories of development and underdevelopment. Historical roots of African
development and underdevelopment. Concept of Gender and rationale for mainstreaming gender.
WID, WAD, and GAD approaches to development. Participatory development. Development
strategies; indicators, problems and regional integration, population, resources and development,
agriculture and rural development, urbanization and development, science, technology and
development, law, justice, politics, and development, ethics, morality and development.
Course Objectives:
At the end of the course the learner should be able to;
To interpret the concepts of development
To analyze the essence of development in Africa
To equip students with necessary skills to respond to development challenges and
problems.
To identify and explicate issues challenging the development processes in Africa.
References:
1. Haynes, J (2008). Development Studies. 1st edition. Policy Press.
2. UNDP – Human Development Reports
3. World Bank – World Development Reports
UCU 103: Introduction to Critical and Creative Thinking
Philosophy; nature, methods, relevance. Critical and Creative thinking; nature, characteristics
and relevance. Tools of analysis and evaluation. Intellectual virtues. Reasoning skills and
argument analysis; types of arguments and purpose of arguments. Fallacious reasoning.
Creativity and innovation; essential elements of creativity and innovation, creative methods and
techniques, obstacles to criticality and creativity. Decision making; procedures, skills, techniques
and problem solving. Personal Identity; self-examination, personal development and
transformation. Case studies and models of criticality, creativity and innovation in various areas
of study.
Course Objectives:
The course attempts to enable students to:
Understand themselves and take charge of their own thinking.
Appreciate education as a process of transformation from a state of dependency to
autonomy
Think clearly, accurately, consistently and logically.
Acquire appropriate decision making and problem solving skills.
Think through content in various disciplines and contexts and make good judgment.
References:
1. Johnson, A. P (2005). Up and Out: Using Creative and Critical Thinking Skills to
Enhance Learning
2. Namwambah T (2011). Essentials of Critical and Creative Thinking 2
3. Paul, R. and Linda, E. (2002), Critical Thinking: Tools for taking charge of your personal
and professional life
11
SMA 102: Basic Mathematics
Trigonometry; Trigonometric functions, identities and equations, sine and cosine formula.
Algebra; quadratic functions and methods of solving quadratic equations, surds, logarithms and
indices. Remainder and factor Theorems and their applications. Series; arithmetic and geometric
progressions, permutations and combinations. Binomial theorem and applications. Statistics;
collection and representation of data, measures of central tendency and dispersion. Probability;
additive and multiplicative laws of probability, compound events and conditional probabilities.
Course Objectives
By the end of this course the learners should be able to:
Perform basic mathematical calculations.
Apply appropriate mathematical skills in solving problems in nutrition and dietetics.
Use appropriate statistical techniques to solve related problems in nutrition and dietetics.
References:
1. Barnett, R.A., Ziegler M.R. and Byleen K.E (2010). College Mathematics for Business,
Economics, Life Sciences and Social Sciences. 12th ed. Barnett.
2. Gay M.E (2010). Basic College Mathematics. 4th Ed. Pearson.
3. Bittinger M.I (2005). Basic Mathematics. 10th Ed. Addison Wesley.
4. Tussy, A.S., Gustafson, R.D. and Koenig, D (2010) Basic Mathematics for College Students.
4th Ed. Cengage Learning.
HFN 141: Introduction to Food, Nutrition and Dietetics (NEW)
Introduction to food, nutrition and dietetics as a profession. History of nutrition and dietetics.
Career opportunities, roles, responsibilities in the field of nutrition and dietetics for diploma
holders. The relationships within the profession and interrelationships with other health
professions. Contemporary issues in food, nutrition and dietetics. Food, nutrition and dietetics
inter and intra professional relationships with other discipline.
Objectives:
By the end of the course the learner will be able to:
Understand the field of food, nutrition and dietetics.
Understand the history of nutrition
Identify career opportunities available in the field of food, nutrition and dietetics.
Learn the professional conduct of nutritionists and dieticians.
References:
1. Capenter, K.J (2003). A short history of nutritional sciences: Part 1, 2 and 3. American
Journal of Nutritional Sciences. 133:975-984;638-645;3023-3032.
2. Carpenter, E (2008). Understanding the Basics of Nutrition Book Surge Publishing
3. Tree .G ( 2013). Kick Start your Nutrition Career Essentials for Health; 1st ed
12
HFN 142: Physical and Inorganic chemistry (NEW)
Basic concepts in chemistry; Atomic structure and periodic table. Chemical bonding. The
nucleus and radioactivity. Radiation chemistry. The chemical equations. Mole concept. Physical
chemistry; energy, chemical equilibrium, rate of reaction, ionic equilibria. States of matter;
gases, liquids and solids. Solutions; acids and bases. Phase equilibria; calorimetry, enthalpy of
reactions, redox reactions and electro-chemistry. Colloidal properties. Practicals; 3 hours per
week in a chemistry laboratory.
Course Objectives:
By the end of the course the leaner should be able to;
Explain basic structure and bonding of organic compounds
Explain types of organic compounds and their reactions
Carry out laboratory preparation of basic organic compounds
Attain a general understanding of the basic principles of chemistry.
Integrate the principles of chemistry into discussions of their practical applications in
everyday life including the environment
References:
1. Atkins, P., Paula, J (2009). Physical Chemistry. 9th Ed.
2. Cotton A.F., Murillo, C.A. and Bochmann, M (2007). Advanced Inorganic Chemistry. 6th
Ed. Wiley India Pvt Ltd.
3. Wulfsberg, G (2010). Inorganic Chemistry. Viva.
4. House, J. E. and House, J (2010). A descriptive inorganic chemistry. 2nd ed. Amsterdam
Academic Press
5. Lee, J. D. (2010). Concise inorganic chemistry. 5th ed. Oxford ; Malden, MA : Blackwell
Science.
HFN 143: First Aid (NEW)
Overview of first aid. Roles and responsibilities of a first aider. The first aid box. Principles of
first aid. First aid situations; shock, loss of consciousness, drowning, difficulty in breathing, cuts,
infected wounds, burns, broken bones, dislocations, strains and sprains, poisoning, bites and
stings, constipation, stomach problems, emergency problems of the gut, appendicitis and
peritonitis. Care of the sick; home based nutritional and psychological support. Link between
hospital and home care. Post first aid care. Practicals; 3 hours per week in the skills laboratory.
Course objectives:
By the end of the course, the learner should be able to:
Handle an emergency and monitor a conscious victim for life- and non life-threatening
conditions.
Prioritize care for life-threatening injuries or sudden illnesses.
Manage different types of emergencies and injuries.
Practice basic precautions to reduce the risk of disease transmission and control.
References:
1. Hubbard, J (2013). Living Ready Pocket Manual – First Aid: Fundamentals for survival
Living Ready.
2. Tao, L. and Krause, K (2011). First Aid Basic Science , General Prinicples. 2nd Ed.
McGraw-Hill Medical.
13
HFN 144: Macronutrients (NEW)
Carbohydrates, proteins, fats, alcohol and water; classification, chemical properties, structures,
functions, dietary sources, Recommend Dietary Allowances (RDAs), Recommended Nutrient
Intake (RNIs). Consequences of deficiencies; Signs, symptoms and management of deficiencies
and Excesses and toxicities of nutrients. Nutrients; digestion, absorption and basic metabolism.
Nutrient-nutrient interactions. Case studies.
Course objectives:
By the end of this course the learner should be able to:
Define concepts and basic principles of carbohydrates, proteins, fats, water and alcohol.
Describe the human dietary requirements of macro nutrients
Describe deficiencies, excesses and toxicities associated with macronutrients.
References:
1. Eastwood, M (.2010). Principles of Human Nutrition. 2nd ed. Blackwell Publishing,
2. Gibney, M.J. and Lanham, S.A. (2009). Introduction to Human Nutrition. New Aedin
Cassidy Hester H. Vorster. Eds. March (2009). 2nd ed. Wiley-Blackwell
3. Shanti G (2004) Nutrition and Child care A practical guide. 2nd Ed. New Delhi Jaypee
YEAR I, SEMESTER II
UCU 100: Communication Skills
Reading skills; skimming, scanning, intensive and critical reading, interpretation of non-verbal
information, content tables and indices. Listening skills; in lectures, predicting structure of a
lecture, understanding gist, recognizing change of topic and following tutorial discussions.
Library skills; accessing library collections and utilizing library help services. Collecting and
abstracting information; note-taking, note-making, classification and storage of information.
Speaking skills; in tutorials, presenting a paper, seeking clarification and explanation, giving and
justifying opinions and agreeing. Writing skills; analyzing tasks, planning, drafting and editing
various types of writing, quoting and paraphrasing, indicating references, footnotes and
bibliographies. Study techniques; planning work, organizing, storing and retrieving information,
preparing for and writing examinations.
Course objectives:
By the end of this unit, the learner should be able to:
Understand the importance of effective communication
Comprehend the concepts and methods of effective communication
Communicate effectively in a given situation
Store and retrieve information
Appreciate the barriers to communication
References
1. McKay M, Davis M, Fanning P (2009) Messages: The Communication Skills Book New
Harbinger Publications; 3rd ed
2. Becker E.F, Wortmann J (2009) Mastering Communication at Work: How to Lead,
Manage, and Influence McGraw-Hill; 1st ed
3. Liptak J.J Leutenberg E (2008) The Communication Skills Workbook Whole Person
Associates, Inc; Spi edition
14
HFN 145: General Biology
Cell structure; cell theory, origin of life, structure, functions and distribution of cell organelles.
Human tissue, organs and organs systems; skin, musculoskeletal, respiratory, reproductive,
urinary, circulatory, digestive, nervous, endocrine, lymphatic and immune systems. Heredity;
mendelian genetics, chromosomal basis and chemical basis of heredity.
Course objectives:
By the end of the course, students should be able to
Outline the structure of the cell and cell organelles,
Outline theories on the origin of life,
Demonstrate a clear understanding of heredity and genetics
Explain the organization and functions of biological structures such as cells, tissues,
organs and systems,.
References:
1. James D. Mauseth (2014); Botany; An introduction to Plant Biology. John and Bartlett
Learning Company. .
2. Roberts M, Reiss Micheal, R and Monger G. (2000). Advanced Biology. Publisher;
Nelson Thornes
3. Relethfold J.H (2001) Genetics and the Search for Modern Human Origins Wiley-Liss;
1st ed
HFN 146: Nutrition in the Lifespan
Introduction to lifespan. Factors that determine individual’s nutritional needs. Importance of
preconception nutrition in men and women. Nutritional requirements and deficiency diseases in;
pregnancy, lactation, infancy, early childhood, late childhood, adolescence, adulthood and old
age. Obesity among young children. Non food based interventions to maternal nutrition.
Emerging issues affecting nutrition in lifecycle; policy, eating habits, globalization and
technology. Emphasis on nutrition needs of vulnerable groups; how to meet these needs and the
challenges faced in meeting the needs in resource poor settings.
Course objectives:
By the end of the course the learner should be able to:
Describe the factors that influence individual nutritional needs.
Describe the nutrient needs during the different stages of the lifecycle.
Explain the diseases associated with deficiencies during the various stages.
Identify emerging issues affecting nutrition in the lifecycle.
References:
1. Judith E. Brown, Janet Isaacs, Bea Krinke, Ellen Lechtenberg and Maureen Murtaugh
(2013). Nutrition in the lifecyle. 5th Edition. Cengage Learning
2. FAO/WHO (2002). Human Vitamin and Mineral Requirements. Report of a joint
expert consultation Bangkok, Thailand World Health Organization Food and
Agriculture Organization of The United Nations Rome.
3. SCN, (2005). Adolescence: A pivotal stage in the lifecycle. SCN News. Lavenham
press United Kingdom.
15
4. BrownJ E,Isaacs J., Krinke B, lechtenber E (2013) Nutrition through the Life Cycle
Cengage Learning; 5th ed
5. Sharlin J, Edelstein S (2010) Essentials Of Life Cycle Nutrition Jones & Bartlett
Learning; 1st ed
6. BrownJ E (2007) Nutrition through the Life Cycle Wadsworth Publishing; 3rd ed
HFN 147: Organic Chemistry
Functional group chemistry; hydrocarbons, alcohols, aldehydes, ketones, carboxylic acids, esters,
thiols, phenols, ethers, amines and amides. Structure of biomolecules; amino acids, proteins,
sugars and lipids. Chemistry related to characteristics and occurrence of nutrients and essential
elements of diets. Functional group analysis and inter-conversions. Stereochemistry; nucleophilic
substitution, elimination reactions and addition reactions. Tests for simple organic compounds.
Practicals; 3 hours per week chemistry laboratory
Course objectives:
By the end of the course the learner should be able to:
1. Identify the main functional groups that constitute food nutrients, such as hydrocarbons,
alcohols, alkylharides, ketones, carboxylic acid, amines and amino acids.
2. Draw and name the general structures of basic organic compounds and their functional
groups
3. Explain some reactions processes of the main functional groups
4. Identify the functional groups that make food nutrients-carbohydrates, proteins, vitamins,
lipids.
5. Explain some characteristics of these food nutrients.
References:
1. McCurry J.E (2011) Organic Chemistry Cengage Learning; 8th ed
2. Smith M.B (2010) Organic Chemistry: An Acid - Base Approach CRC Press; 1st ed
3. Wade G.L (2012) Organic Chemistry Prentice Hall; 8th ed
HFN 148: Sociology For Food, Nutrition and Dietetics (NEW)
Methodologies used in sociological study. Study of structure and functions of society; social
relationships, evolution of human society, social structure, status, role, family, group,
community. Class value; socialization, purpose of social inquiry. Tools in sociology and the
social science of inquiry. Relationship between sociology and social sciences. Sociology of
eating; diet and culture, cultural evolution and change, nutrition in transition, ethnology and
ethnoghraphy in the food, nutrition and dietetics context.
Course Objectives:
At the end of course the leaner should be able to;
Discuss the development of sociology as a science and differentiate it from the other
social sciences.
Explain the elements of a culture and how culture is influencing food and nutrition.
Explain the relationships between social structure, social stratification, and the
consequences of social status.
Describe impact of nutrition in transition in nutrition situation
Describe inequality and other social factors contribute to social change.
16
References:
1. Hughes, Michael and Carolyn L. Kroehler. (2008)Sociology: the Core, 8th edition,
McGraw-Hill, 2008. ISBN: 007-0299636-6.
2. Macionis J.J,(2011) Sociology Pearson; 14th ed
3. Schaefer R.T (2012) Sociology: A Brief Introduction McGraw-Hill Humanities/Social
Sciences/Languages; 10th ed
HFN 149: Micronutrients (NEW)
Vitamins and minerals; classification, requirements, chemical properties and structures,
digestion, absorption and metabolism; interactions, dietary sources, Recommend Dietary
allowances and Recommended Nutrition Intake. Signs, symptoms and management of
deficiencies. Excesses and toxicities. Micronutrient supplements. Emerging issues in
micronutrients and interventions.
Course objectives:
By the end of this course the learner should be able to:
Define concepts and basic principles of vitamins and minerals.
Describe the human dietary requirements of micro nutrients
Describe deficiencies, excesses and toxicities associated with micronutrients.
References:
1. Eastwood M. (2010). Principles of Human Nutrition. 2nd ed. Blackwell Publishing,
2. Michael J. Gibney, S.A. Lanham, Cassidy A, Hester H. Vorster. E. (2009). Introduction
to Human Nutrition, 2nd ed. Wiley-Blackwell
3. Shanti G (2004) Nutrition and Child care A practical guide(2nd Ed): New delhi Jaypee
Publishers
HFN 150: Information and Communication Technology for Food, Nutrition and Dietetics
(NEW)
Introduction. History and terminology used in computing. Operating systems; personal
computer; major hardware/software components, files & folders and storage devices.
Fundamentals of Microsoft windows. Software applications ; MS Word, MS Excel MS access,
Ms Powerpoint, EPI info, SPSS, STATA, SAS, nutrisurvey, ENA for SMART. Internet
applications. Special topics; Computers and society, security issues, viruses, use and misuse of
computers. Computer languages, solving problems and creating applications. Role of
Information technology in Nutrition. Practicals; 3 hours per week in a computer laboratory.
Course Objectives:
At the end of the course the learner should be able to;
Be familiar with various computer applications
Use relevant software related to nutrition
Describe the role of information technology in nutrition.
References:
1. Brown Graham; Watson David (2010). IGCSE Information and Communication
Technology Publisher: London Hodder Education, an Hachette UK Company 2010
2. James F. Clark (2008) Computers and Information Processing Concepts and Applications
(1st Ed).South Western Publishers 0-538-60131-0
3. Kothari. C. R. (2006). An Introduction to Operational Research Vikas0-7069-8567-2
17
4. Webster, Frank (2006); Theories of the information society (3rd ed.). Publisher: London ;
New York : Routledge, Online Access:
5. Webster, Frank (2006); Theories of the information society (3rd ed.). Publisher: London ;
New York : Routledge, Online Access:
YEAR II, SEMESTER I
HFN 240: Foundations of Food Preparation
Introduction to food production. Definition of terms used in food and beverage production.
Reason for cooking for invalids. Methods of cooking. Types of fuel used in food and beverage
production. Selection, production and use of foods and their products for invalids. Poultry, eggs,
milk, meat, fish, vegetables, fruits, cereals, legumes, nuts, fats and oils. Effect of heat on the
nutritional value, flavour, texture and colour of food during preparation and cooking. Purchasing,
preparation and cooking of various foods. Practicals; 3 hours a week in a food laboratory.
Course objectives:
By end of the course learners should have developed/acquired:
Knowledge about basic principles of food preparation.
Knowledge about properties of foods and their function in food preparation.
Ability to utilize various properties of different foods in food preparation
Ability to demonstrate skills in proper food handling, preparation, presentation and
maintenance of high sanitation standards.
References:
1. Indrani (2008). Nursing Manual Of Nutrition And Therapeutic Diet. Jaypee Brothers
Medical Publishers (p) Ltd. 8180611205
2. Dittmer, Paul (2003). Principles of food, beverage, and labor cost controls.(7th ed.)
Publisher: New York; Chichester: Wiley.
3. Food and Beverage Service by Lillicrap, Dennis. Edition: 7th ed. Publisher: London
Hodder Arnold 2006
4. Mary T, Becki V. (2005). Cooking among friends: Meal planning and preparation
delightfully simplified. LLC. USA.
HFN 241: Human Nutrition
Definition of Nutrition. The science of nutrition. Nutrients in food; Composition and variation.
The basics of interaction of nutrients and their metabolism; nutrient digestion, absorption,
sources of nutrients, intake, regulation and energy metabolism. Natural and man made factors
influencing nutrient utilization. Balanced diets; dietary recommendations and guidelines, origin
and calculation of Recommended Dietary Allowances, Adequate Intakes, Recommended
Nutrient Intake’s, food composition tables, food pyramid and food plate. Tools used in
recommendations of dietary guidelines and tools for planning meals. Non nutritive components
of foods. Contemporary issues in nutrition.
Course Objectives:
By the end of the course, learners should be able to;
Describe the chemical and physical structures as well as properties of nutrients.
Explain the function of nutrients in the body.
Describe digestion, absorption, assimilation and utilization of nutrients in the body.
State the recommended daily allowances of various nutrients (RDA).
18
Explain factors affecting nutrient requirements
References:
1. Michael J. G, Susan A. L, Cassidy N A, Hester H. Vorster. E. (2009). Introduction to
Human Nutrition, Wiley-Blackwell 2nd ed
2. Shubhangini A. J (2010): Nutrition and Dietetics with Indian case studies. New
Delhi.3rd ed
3. Eastwood M. (2010). Principles of Human Nutrition. Blackwell Publishing, 2nd ed.
HFN 242: Food Microbiology and Parasitology I (RENAMED)
Historical background. General characteristics and classification of bacteria, microorganisms,
fungi and viruses. Microbial growth patterns. Isolation and identification of bacteria, fungi and
viruses. Microbial physiology and micro-organism as pathogens to man. Food-borne eukaryotic
parasites. Helminthes, arthropods; morphology, classification, identification and life cycles of
parasites and hosts/parasite relationships. Uses of micro-organism in food production, processing
and preservation and introduction to food biotechnology. Practicals; 3 hours per week practical
in a laboratory.
Course objectives:
By the end of this course the learner should be able to:-
Explain the role and significance of micro-organisms and parasites in food.
Describe the intrinsic and extrinsic parameters of foods that affect microbial growth.
Culture, isolate and classify micro-organisms and parasites in food.
References
1. David Greenwood, Richard C. B. Slack, John F. Peutherer, Michael R. Barer. (2007).
Medical Microbiology: A Guide to Microbial Infections: Pathogenesis, Immunity,
Laboratory Diagnosis and Control. Elsevier Limited
2. Greenwood D. et al.2002. Medical microbiology.6th ed. Churchill Livingstone
3. Cowan M.K (2012) Microbiology Fundamentals: A Clinical Approach McGraw-Hill
Science/Engineering/Math; 1st ed
4. Willey J , Sherwood L , Woolverton C (2008)Prescott's Principles of Microbiology McGraw-
Hill Science/Engineering/Math; 1 edition
5. Montville J.L, Matthews K. R , Kniel K.E (2012 Food Microbiology: An Introduction ASM
Press; 3rd ed
HFN 243: Nutrition and HIV and AIDs
Relationship between Nutrition and HIV/AIDs, Nutrition and effects during different stages of
HIV and AIDS progression. Breastfeeding recommendations for HIV and AIDS mothers.
Nutrition effects and implications for HIV and AIDS in different physiological states. Nutrition
in maintenance of the immune system. Use of Anti Retro Viral drugs and Food Supplements for
HIV/AIDs positive persons.
Course objectives:
By the end of this course, students should be able to:
Describe relationship between nutrition and HIV/AIDS
Describe the aims of nutritional care and support for PLWHAs
Describe the link between HIV/AIDS and food security as well as effective nutritional
care in food insecurity situations
19
Outline nutritional care and support in different physiological states i.e. pregnancy,
lactation and adolescents
Explain nutrient ARVs/drug interactions
References:
1. HIV/AIDS.(2004) A guide for Nutrition care
and support.FANTA
2. PMTCT (2004) Training Manual
3. Kenya National Guidelines on Nutrition and
HIV/AIDS 2006
4. GOK, (2008) Nutrition Training Manual
5. Anderson J.L (2014) HIV and AIDS: Symptoms, Testing, Treatment, Risk Factors,
Preventions, Nutrition, Marriage, Having Children, Legal Issues Create Space
Independent Publishing Platform
6. Pribram V (2010) Nutrition and HIV Wiley-Blackwell; 1st ed
HFN 244: Primary Health Care (NEW)
Definition of Primary Health Care (PHC). Goal of PHC. Key elements of PHC. Origin,
organization, strategies, implementation, achievements and constraints. Alma Ata Declaration.
Approaches of PHC. Financing and reforms in PHC; community strategy, Community Based
Health Care (CBHC) and World Health Organization’s goal of health for all. Millennium
Development Goals (MDGs). Community resource persons/volunteers roles and training;
Community Health Workers (CHWs) and Community Health Extension Workers(CHEWs).
Community-based health services; Bamako Initiative and community-based distribution of
contraceptives. Child health; the aims and principles of Extended Programme of Immunization
(EPI), cold chain management, the preventable childhood diseases, the vaccines, the national
immunization schedule, the Integrated Management of Childhood Illnesses (IMCI) concept and
application, Integrated Management of Acute Malnutrition (IMAM), Prevention of Mother to
Child Transmission (PMCT) and Baby Friendly Hospital Initiatives (BFHI). Roles of traditional
health. Case studies of PHC implementation; Kenya, Uganda, Tanzania, South Africa, Nigeria
and Ghana. Field trips; students should be exposed to 40 practical hours hands on experience in
primary health care in a health facility.
Course objectives:
By the end of this course unit, the learner should be able to:
Explain the concept of primary health care.
Apply PHC knowledge and skills in nutrition and dietetics
Plan, implement and evaluate community projects or programmes
References:
1. Scutchfield F.D, Keck W Principles of Public Health Practice, Cengage Learning; 3rd ed
2. Kaufman M (2006) Nutrition in Promoting the Public's Health: Strategies, Principles, and
Practice Jones & Bartlett Learning; 1st ed
3. M.L, Teutsch S.M, Thacker S.B, (2010) Principles and Practice of Public Health
Surveillance Oxford University Press; 3 edition
HFN 245: Human Anatomy
Introduction to the human body; surface anatomy, body cavities, directional anatomy and
anatomical positions/planes and their importance in clinical nutrition. A gross and microscopic
20
anatomy of human cell and tissues: Systems; integumentary, muscular, nervous, skeletal,
digestive and its accessory organs, respiratory, circulatory, lymphatic, endocrine, urinary and
reproductive. Anatomy of the sense organs; the human eye, ear, nose and the tongue. Practicals;
3 hours per week in a human anatomy laboratory.
Course objectives
By the end of the course the learner should be able to;
Define human anatomy.
Identify, draw and describe the cell as the basic building block of the body.
Identify different organs and body systems.
Explain the main functions of different organs and organ systems.
References:
1. Valerie C. S., Tina S. (2003). Essentials of anatomy and physiology. Philadephia:
F.A. Davis Company.
2. Frank H. N, Hansen J.T (2002). Atlas of human anatomy. 3rd ed. ICON Learning
Systems
3. Marieb E.N and Hoehn K(2012) Human Anatomy & Physiology Pearson; 9th ed
4. Page M. (2001) Human Body: An Illustrated Guide to Every Part of the Human Body
and How It Works DK ADULT; 1st ed.
5. Martini F.H, Nath J.L Bartholomew E.W (2011) Fundamentals of Anatomy &
Physiology Benjamin Cummings (9th Edition
HFN 246: Nutrition Assessment
Determinants of malnutrition and emerging issues. Need and users of nutrition assessment.
Principles of nutritional assessment. Assessment techniques; anthropometry, biochemical,
clinical and dietary. Non-nutritional assessment techniques. Environmental and socio-economic
determinants. Procedures used in identifying individuals and groups at risk. Planning a nutrition
survey. Field trips; 40 hours per semester of planning and conducting nutrition assessment in the
community.
Course objectives:
At the end of the course, the leaner should be able to;
Define concepts in nutritional assessment.
State the common nutritional problems and describe their causes.
Explain the uses of the assessment of nutritional status of individuals and groups.
Describe the types of assessment methods, the advantages, disadvantages and limitations.
Plan and conduct a nutrition survey in a community
References:
1. Gibson R.S (2005) Principles of Nutritional Assessment Oxford University Press; 2nd ed
2. Charney. P, Malone A.M, (2004) ADA Pocket Guide to Nutrition Assessment Amer
Dietetic Assn; 2nd ed
3. Lee. R, Nieman D, (2012) Nutritional Assessment McGraw-Hill
Science/Engineering/Math; 6th ed
4. Bruce C. (2003). Anthropometric Indicators Measurements Guide. Food and Nutrition
Technical Assistance. Project Academy for Educational Development. Washington DC.
.
21
YEAR II, SEMESTER II
HFN 247: Nutrition Anthropology
Sociology of food and nutrition; evolutionary and behavioral. Social and cultural perspectives in
nutrition; food taboos, cultural notions, personhood, kinship, sharing and morality. Human
behaviour in food acquisition; preparation and consumption. Clinical and social significance of
the human diet and nutrition. Anthropological methodologies in nutritional studies; social
cultural processes and nutrition, cultural and ideational systems, Physiological adaptation,
population genetics, and nutrition, Applied research for nutrition programs. Evolutionary
perspectives on human diet; biological plasticity, human growth and development, hunter
gatherer nutrition, social factors that determine the patterns of nutrition diseases within and
across population. The politics of food. Field trips; 40 hours per semesters, 5 hours per week of
nutrition anthropology projects in the community.
Course objectives:
By the end of the course, learners should be able to:
Describe the role of culture as a diet determinant
Describe nutritional behaviour and practices of the different cultures
Discuss various food taboos and social factors that influence lifestyle diseases
Demonstrate ability to influence eating habits in different cultures
References:
1. Antony R. P. (2007). The science of social influence, advances and future progress.
Psychology Press
2. Gerd B., Michaela W. and Gert B. 2002. Attitudes and Attitude Change. Psychology
Press.
3. Antony R. P. (2007). The science of social influence, advances and future progress.
Psychology Press
4. Dufour D.L , Goodman A.H, Pelto G.H 2012 Nutritional Anthropology: Biocultural
Perspectives on Food and Nutrition Oxford University Press; 2nd ed
5. Scott S, Duncan C.J (2002) Demography and Nutrition: Evidence from Historical and
Contemporary Populations Wiley-Blackwell
HFN 248: Meal Planning, Management and Services
Introduction to meal planning. Economic, aesthetic, nutritional and managerial considerations in
meal planning and service. Kitchen management and equipment for meal preparation
production, service and food storage. Food and beverage service and etiquette. Introduction to
food service; the service area, table appointments and methods of service. Introduction to the
food pyramid and food exchange list. Meal planning for the family, special groups, institutions
and special occasions. Practicals; 3 hour per week sessions in a food laboratory.
Course objectives:
By the end of the course the learner should be able to:
Describe the processes of food selection, preparation and service in different situations.
Plan meals for different age groups
Describe the stages in menu planning, implementation for institutional settings.
22
References:
1. Hope S. W (2010). Diabetes meal planning made easy. American diabetes association. 4th
ed. Alexandria, Virginia.
2. Mary T. Becki V. (2005). Cooking among friends: Meal planning and preparation
delightfully simplified. Cooking Among Friends, LLC.
3. Sacket L, Pestka J, Gisslen W (2010) Professional Garde Manger: A Comprehensive
Guide to Cold Food Preparation Wiley; 1st ed
4. Indrani (2008). Nursing Manual Of Nutrition And Therapeutic Diet. Jaypee Brothers
Medical Publishers (p) Ltd. 8180611205
5. Dittmer, Paul (2003). Principles of food, beverage, and labor cost controls.(7th ed.)
Publisher: New York ; Chichester : Wiley.
6. Food and Beverage Service by Lillicrap, Dennis. Edition: 7th ed. Publisher: London
Hodder Arnold 2006
7. Mary T,Becki V. (2005). Cooking among friends: Meal planning and preparation
delightfully simplified. LLC. USA.
HFN 249: Nutrition and Psychology (NEW)
Basic principles of human psychology; psychosexual development stages, social development
theories of personality, personality structure, personality disorders. Learning and motivation;
perception and attention, thinking and decision making. Abnormal behaviour. Behaviorism;
classical conditioning, operant conditioning. Psychoanalytic factors and health, psychological
disorders; anxiety and mood disorders, dissociative and somatoform disorders, schizophrenia and
personality disorders.
Course Objectives
At the end of the course the learner should be able to;
Explain the basic principles of human psychology
Explain the personality theories structure and disorder
Discuss the psychological disorders
Explain how psychological disorders affect nutritional status
References:
1. Antony R. P. (2007). The Science of Social Influence. Advances and future progress.
Psychology Press
2. Gerd B., Michaela W., Gert B. (2002.) Attitudes and Attitude Change. Psychology Press
3. Adrian Furnham (2005). The Psychology of Behaviour at Work (2nd Ed). Psychology
Press
4. Joseph P. F. (2006). Affect in Social Thinking and Behaviour. Psychology Press..
5. Paula M. N., Silvia K. & Francois R. (2006). Psychology of Emotions. Psychology Press
HFN 250: Nutrition and Disease Management I (NEW)
Introduction to immunology; synergy of nutrition and infections. Nutrition management of
selected communicable diseases. Acute and chronic febrile disorders; malaria, typhoid,
tuberculosis, HIV and AIDS, GIT diseases; diarrhoea, constipation and peptic ulcers. Hepatic
diseases, renal disease, musculoskeletal diseases and neuromuscular diseases. Food allergies.
23
Field trips; 6 hour weekly visits to a health facility for hands on management of diseases listed
above.
Course Objectives:
At the end of the course the learner should be able to;
Explain the nutrition implication of the various diseases
Discuss the pathophysiology of diseases
Explain the nutrition management of the various diseases
Describe how to formulate a diet for patient for various diseases
References :
1. Antia F P (2009). Clinical Dietetics And Nutrition. Oxford University Press, 0195664159
2. Colbin, Annemarie (1986), Food and healing.(1st ed.): New York : Ballantine Books
3. Dudek, Susan G. (2010), Nutrition Essential for Nursing Practice (6th Edition):
Philadelphia Wolters Kluwer
4. GOK (2010). Clinical reference manual. GOK
5. Howard H., Mason Herbert Swift Carter., Paul E. Howe, (2007). Nutrition And Clinical
Dietetics, Kessinger Publishing,1432509489
6. Kabiru M. , Njenga .A, (2010). Health, Nutrition and Care Nairobi Focus Publishers
7. Mordue R.E. (1992) Household Food Consumption and Expenditure 1991. Annual
Report of the National Food Survey Committee London HMSO Publications Centre.
HFN 251: Life Skills (NEW)
Health relationships. Communication and effective interpersonal skills. Foundations for health
lifestyles and nutrition. Awareness of and appreciation for human diversity. Gender stereotypes.
Self esteem and assertiveness. Personal responsibility and accountability. Respectful and ethical
behaviors. Personal money/resource management plan. Time management techniques. Positive
health and wellness behaviors. Sexual exploitation, rape and gender violence. Effective coping
skills for managing stress. Signs and symptoms of emotional ill health, suicide, and depression in
self and others and management techniques. Effective anger and conflict resolution strategies.
Employability skills. Practicals; 3 hours per week in the skill laboratory.
Course objectives:
By the end of this course the learner should be able to,
Demonstrate understanding of the life skills principles and techniques
Apply life skill education in leadership and management
Apply life skill education in entrepreneurship
References:
1. Pestalozzi T (2013) Life Skills 101: A Practical Guide to Leaving Home and Living on
Your Own Stone wood Publications; Updated 5th ed
2. Leutenberg E.A Liptak J.J Edward D (2009) The Practical Life Skills Workbook Whole
Person Associates, Inc; Spi Wkb edition
3. Williams P, Thomas J.L (2005) Total Life Coaching: 50+ Life Lessons, Skills, and
Techniques to Enhance Your Practice . . . and Your Life W. W. Norton & Company
HFN 252: Human Physiology
Introduction to functions of the human body structures and the associated pathophysiology of the
organs. Parameters and the devices used in measurement of the physiology of the organs.
24
Physiologic levels of human body organization, human development and inheritance.
Physiology of the human cell and tissue; the skin, muscles, skeletal system, joints and associated
pathophysiology. Physiology of the nervous system; the brain, spinal cord, peripheral nervous
system and the neurotransmissions across the brain and the visceral organs/receptors/sensory
organ and the neuromuscular junction. Physiology of the endocrine system and neuroendocrine
control of body homeostasis and personality/behavior patterns. Physiology of cardiovascular,
lymphatic, respiratory, digestive, urinary and the reproductive system. Exercise physiology and
the aging process. Practicals; 3 hours per week practical in a human physiology laboratory.
Course Objectives:
Describe functional organization of the human body
Discuss how physiological systems function and how they are coordinated for overall
functioning of the body
Describe principles of neurology and fundamentals of brain structure
Discuss reproductive and exercise physiology
Discuss approaches in measurement of physiological parameter
References:
1. Frank H. Netter, John T. Hansen. (2002). Atlas of Human Anatomy (Third Edition):
ICON Learning Systems
2. Martin R. Terry. (2000). Human anatomy and physiology.( 2nd ed). Dubuque, Lowa
WMC. Brown
3. Martin Terry R. (2003). Essential of human anatomy and physiology laboratory manual
(8th Edition). Boston Burr Ridge The McGraw-Hill Companies
4. Stuart Ira Fox (2011). Human physiology (12th ed). New York : McGraw-Hill
5. Tortora, Gerard J; Derrickson, Bryan; Tortora, Gerard J (2009), Principles of anatomy
and physiology (12th ed). Publisher: Hoboken N.J. John Wiley & Sons
HFN 253: Nutrition Surveillance
Principles of nutrition surveillance. Nutrition assessment methods, their analysis and
interpretation. Surveillance techniques for quantitative and qualitative methods. Criteria for
sentinel site selection. Values and limitations, methods of monitoring household food security
and development of early warning systems. Theory and methodology for surveillance and system
planning. Field trip; 40 hours per semester of conducting nutrition surveillance in a community
setting.
Course Objectives:
Discus the importance of nutrition surveillance
Describe methods of carrying out nutrition surveillance
Explain the various surveillance systems
Reference:
1. FSAU (2005), Nutrition guide to data collection, interpretation analysis and use, FSAU
for Somalia
2. Ministry of Health and Sanitation (2008) Guidelines for Nutrition Assessments in Kenya.
Kenya National Bureau of Statistics., GoK
3. B. Cogill (2001), Anthropometric indicators measurement guide, FANTA
4. Boyle M.A, Holben D.H, (2012) Community Nutrition in Action: An Entrepreneurial
Approach Cengage Learning; 6th ed
25
YEAR III, SEMESTER I
HCU 300: Introduction to Research Methods
Introduction to research methods. Importance of research in food, nutrition and dietetics.
Meaning, purpose and types of research. Qualitative and quantitative approaches. Proposal
development process; topic and title development, background information, statement of the
problem, objectives and hypotheses, review of literature, research design, sample size
determination and sampling techniques, data collection tools and procedures, research protocol
and ethics. Referencing. Basic methods of data analysis and interpretations. Project; writing a
proposal and presentation.
Course Objectives:
At the end of the course, the learner will be able to:
Define research and state the characteristics and tools of research
Explain the application of quantitative and qualitative methodologies in research
Describe the components of a research proposal
Write research proposal
References:
1. Orodho J. A. (2000): Techniques of Writing Research Proposals and Reports in
Education and Social Sciences
2. Browne L. B. (2007). Research based evidence supporting food and nutrition. 2nd ed.
3. Steven B. H., Warren S.B., et al. 2007. Designing clinical research. Lippincott Williams
& Wilkins.
4. Kumar R (2010) Research Methodology: A Step-by-Step Guide for Beginners SAGE
Publications Ltd; Third Edition
HFN 341: Maternal and Child Nutrition
Nutrition monitoring during pre conception period, maternal care, pregnancy and lactation.
Infant and young child feeding practices. Growth monitoring and promotion, special nutritional
needs at various stages of growth and development, pregnancy and lactation. Micronutrient
supplementation, immunizations, infant feeding in the context of HIV and AIDS. WHO nutrition
protocols for infant feeding and breastfeeding codes. Government policies on infant nutrition.
Course Objectives:
At the end of the course the learner should be able to;
Explain nutritional requirements during pre-conception period, pregnancy and lactation.
Explain infant feeding and Breastfeeding codes.
Describe the importance of growth monitoring for children.
Describe intervention programmes for mother and child
References:
1. Shanti G (2004), Nutrition and Child care a practical guide. New Delhi Jaypee Publshers
2nd ed
26
2. Bridget S, Tracey A (2002) Eating expectantly: a practical and tasty guide to parental
nutrition 3rd ed London Vermilion
3. UNICEF, WHO, Ministry of Health, Nutrition Division(2006) Baby Friendly Hospital
Initiative, Revised, Updated and Expanded for Integrated Care (CD and Manuals)
UNICEF, WHO
4. Somer E, (2002) Nutrition for a Healthy Pregnancy, Revised Edition: The Complete
Guide to Eating Before, during, and After Your Pregnancy Holt Paperbacks; Revised
edition
HFN 342: Nutrition and Sports
Basic principles in nutrition and sports. Muscle physiology and energy requirements in sports.
Role of the diet in various sports. Ergogenic aids. Role and functions of specified vitamins and
minerals in relation to exercise. Pre-exercise and post exercise nutrition. Nutrition therapy in
sports injuries. Case studies and model prescriptions.
Course Objectives:
At the end of the course the learner should be able to;
Describe the relationship between nutritional demands and physical activity
Determine caloric and fluid needs for performance
Prescribe optimal nutrition for health, exercise and sport for various populations
Describe eating disorders among sports persons.
Describe use and abuse of ergogenic aids and nutritional supplements
References:
1. Ira Wolinsky, Judy A. Driskell (2007). Sports Nutrition: Energy Metabolism And Exercise,
Taylor & Francis Group
2. Lori A. Smolin, Mary B. Grosvenor (2010). Nutrition For Sports And Exercise Chelsea
House Publications
3. William D. Mcardle, Frank I. Katch, Victor L. Katch(2008). Sports And Exercise
Nutrition.Lippincott Williams & Wilkins
HFN 343: Entrepreneurship in Nutrition
Entrepreneurship theories and models. Entrepreneurship, culture and small business. Role of
entrepreneurship to economic growth. Types of business in Food, Nutrition and Dietetics. The
entrepreneurship process. Identification of business opportunities. Product development
strategies. Constrains of Small and Medium Enterprises (SMEs). Corporate entrepreneurship.
Financing options for SMEs. Managing an existing business; the managerial functions, financial
management and personnel management. Development of a business plan.
Course Objectives:
At the end of the course the learner should be able to
Demonstrate positive attitudes towards self-employment.
Develop a business plan for a business.
State the factors liable to affect the success of a business.
Portray desire to venture into a business.
Apply entrepreneurial competencies in business situations
Acquire management skills necessary for running a successful enterprise.
27
References:
1. Kurako,D.F, Hodgets R.M (2003). Entrepreneurship: Theory Process and
Practice.Thomson, south Western Publishing Co.
2. Dullinger M.J. (2002). Entrepreneurship Strategy and Resources: Prentice Hall
3. Hisrich R. D., Peters M. P, Shepherd D. A. (2007). Entrepreneurship. 6th ed. New
Delhi:Tata, McGraw Hill
4. Drucker P.F (2006) Innovation and Entrepreneurship Harper Business; Reprint edition
5. Madura J (2010) Introduction to Business Paradigm Pub Intl; 5th ed
HFN 344: Food Microbiology and Parasitology II (RENAMED)
Control of microbial growth in foods. Destruction of microorganisms. Indicator microorganisms.
Food spoilage, examples of specific foods and food products; meat, fish, milk, eggs, cereals,
legumes, nuts, spices and salads. Microbial standards and testing. Food borne illnesses; food
poisoning, food infection and food intoxication. Pathogenesis, clinical signs, diagnosis, treatment
and control of parasites of importance to food safety. Zoonosis, taeniasis, cystercercosis,
hydatidosis, trichinosis, ascaris and schistosomiasis. One field trip to food industries and
microbiology laboratories. Practicals; 3 hours per week in a food microbiology laboratory
practicals
Course Objectives:
At the end of the course the learner should be able to;
Explain the classification of food related micro-organisms
Explain the characteristics of food related micro-organisms
Describe the role of micro-organism in food production, processing and preservation
Discuss the effects of parasites on the nutrition status
References:
1. Greenwood, D & et al. (2002). Medical Microbiology, (6th edn.), Churchill Livingstone
2. Ray, Bibek. (2007). Fundamentals of microbiology (4th ed.) Publisher: Boca Raton CRC
press
3. Roberts, Larry S; Janovy, John; Schmidt, Gerald D (2000). .Foundations of parasitology
(6th ed.) Publisher: Boston: McGraw-Hill Higher Education
HFN 345: Nutrition and Disease Management II (NEW)
Examining the interrelationships of physiology, biochemistry and nutrition as related to medical
nutrition therapy. Eating disorders. Non communicable diseases; diabetes mellitus,
cardiovascular disorders, weight disorders, burns and trauma, surgical, hepatic, biliary diseases
and cancer. Field Visits; 6 hour weekly visits to a health facility for hands on management of
diseases listed above.
Course Objectives:
At the end of the course the learner should be able to
Explain the nutrition implication of the various diseases
Discuss the pathophysiology of diseases
Explain the nutrition management of the various diseases
Describe how to formulate a diet for patient with various conditions.
28
To understand the etiology and symptoms of specific infectious and organ-system
diseases
To understand the metabolic changes and nutritional implications of the specific
infectious and organ-system diseases
To understand the role of nutrition in the management of specific infectious and organ-
system diseases
References:
1. Antia F P (2009). Clinical Dietetics And Nutrition. Oxford University Press, 0195664159
2. Dudek, Susan G. (2010), Nutrition Essential for Nursing Practice (6th Edition):
Philadelphia Wolters Kluwer
3. GOK (2010). Clinical reference manual. GOK
4. Howard H., Mason Herbert Swift Carter., Paul E. Howe, (2007). Nutrition And Clinical
Dietetics, Kessinger Publishing,1432509489
5. Kabiru M. , Njenga .A, (2010). Health, Nutrition and Care Nairobi Focus Publishers
HFN 346: Nutrition Counseling
Roles and qualities for the Nutrition Counselor. Sources of information for the nutrition
Counselor. Theories of understanding and influencing nutrition behavior. Nutrition counseling
tools and techniques ‘The How’. The counseling process/steps; rapport, assessment, diagnosis,
counseling and follow up at individual and group levels. Counseling at cross-cultural and multi-
cultural settings, dietary habits that require change at individual, household, community and
institutional levels. National and international nutrition counseling guidelines. Counseling in
different disease conditions. Role plays. Case studies. Skill laboratory practicals; 6 hours per
week of nutrition counseling to a client.
Course objectives:
By the end of this course the learner should be able to:
Explain the meaning, purpose of nutrition counseling with key issues in planning a
counseling session
Understand the roles and qualities of a nutrition counselor
Describe different techniques that are used in nutrition counseling and elements of quality
nutrition to nutrition counseling
Design nutrition counseling plans for at risk groups
Discuss dietary practices and habits that require change at individual, household, and
community /institutional level
References:
1. Klawitter B, king K, (2007) Nutrition Therapy: Advanced Counseling LWW; 3rd ed
2. Beto J.A, Holli B, (2012) Nutrition Counseling and Education Skills for Dietetics
Professionals LWW; Sixth, None edition
3. Sokolik C.A, Bauer K.D, (2001) Basic Nutrition Counseling Skill Development Cengage
Learning; 1st ed
29
YEAR III, SEMESTER II
HFN 347: Biostatistics in Nutrition (NEW)
Introduction to biostatistics, uses of biostatistics, variables and scales of measurements.
Presentation of data; bar charts, pie charts, histograms. Descriptive statistics; frequency
distribution curves, averages, means, weighed means, median, dispersion, standard deviation,
measure of central tendency and dispersion. Probability and normal distributions. Estimation and
hypothesis testing. Probability testing; test of significance confidence intervals, difference
intervals, difference between means, univariate and multivariate analysis, parametric and non-
parametric tests. Inferential statistics; t-tests, chi-square tests, analysis of variance and
covariance, regression and correlation. Measurements to test strengths of association between
exposure and outcome variables. ODDS ratios and relative risks. Elementary data analysis using
nutrition analysis packages (ENA for SMART, EPI INFO, NUTRISURVEY) and interpretation
and application of biostatistics.
Course Objectives;
At the end of the course the learner will be expected to;
Calculate various measures of central tendency and variability of data
Carry out simple parametric and non-parametric tests
Correlate independent and dependent variables using Spearman and Pearson’s correlate
coefficients.
Use statistical method to obtain regression equation for the best line of fit.
Use statistical methods and packages to analyze nutritional data.
References:
1. Fritz J.T, Sincich T. (2000) Statistics, , Prentice Hall 8th ed
2. Gupta C.B, Gupta V, (2001) An Introduction to Statistical Methods, Vikas Publishing
House PVT Ltd.
3. Kuzma. J, Bohnenblust. S, (2004) Basic Statistics for the Health Sciences McGraw-Hill
Humanities/Social Sciences/Languages; 5th ed
HFN 348: Analytical Chemistry
Solutions and pH. Titrimetric analysis; acid-base, complex-metric, conductometric and non-
aqueous titrations. Applications in food quality control. Gravimetric analysis. Instrumental
methods of analysis; flame photometry, atomic absorption spectrophotometry, fluorimetry,
nuclear magnetic resonance, magnetic resonance imaging and separative techniques; gas
chromatographic techniques, Thin Layer Chromatography, Higher Performance Liquid
Chromatography and Gas Chromaghraphy-Mass Sphectrophotometry. Practicals; 3 hours per
week in a chemistry laboratory.
Course Objectives:
At the end of the course the learner should be able to;
Appreciate analytical chemistry for qualitative and quantitative analysis of samples
30
Understand various analytical techniques for determination of metals using atomic
spectroscopy and x-ray methods, determination of concentration of acids/bases using
totrimetric methods and separation of sample mixture by gas chromatography.
Apply knowledge of instrumental and chemical analytical methods for the analysis of
sample.
Reference:
1. Christian G.D, Dasgupta p.s, Schug K (2013) Analytical Chemistry Wiley; 7th ed
2. Skoog D.A, Holler F.J, Crouch S.T (2007) Instrumental Analysis Cengage Learning; 6th
ed.
HFN 349: Nutrition Education
Role of a nutrition educator. The role of other stakeholders in nutrition education. Theories and
learning domains in nutrition and health education. Approaches used in nutrition education.
Nutrition education in pedagogy and adragogy. Designing and development of nutrition
education messages; choice of audience, content, teaching and learning methods, aids and
resources. Channels of communicating nutrition education messages. Potential of nutrition
education in addressing malnutrition; case studies of successful nutrition education interventions.
Steps in planning nutrition education programmes. Nutrition advocacy. Community participation
in nutrition education activities. Monitoring and evaluating nutrition education programmes.
Community mobilization and sensitization. Field trips; 40 hours per semester of conducting
nutrition education to a target audience in community or health facility setting.
Course objectives:
At the end of the course, the student should be able to:
Discuss the aims of nutrition education and the role of a nutrition educator
Enumerate the main problems and potentials of nutrition education
Describe the various approaches used in nutritional education
Assess the value of different nutrition education messages, media and materials
Discuss the role of stakeholders in provision of nutrition education
References:
1. Tones K, Tilford S, (2001) Health Promotion: Effectiveness, Efficiency and Equity
Cengage Learning; 3rd ed
2. Nutrition Education Series, Issues 16 and 10 UNESCO Publications.
3. Contento (2011) Nutrition Education 2nd Edition Jones and Bartlett Publishers, Inc; 2nd
ed
4. Pattanaik A (2004) Nutrition Education APH Publishing Corporation
HFN 350: Food Biotechnology (NEW)
Definitions and concepts. Biotechnology and traditionally fermented foods. Contribution of
modern biotechnology to the improvement of traditional fermented foods. Enzymes in food
processing and new product development. Impact of biotechnology on food flavour and colour in
food industries. Plant biotechnology and genetically modified foods; meat quality improvements
through biotechnology applications, biotechnology regulation and food safety. Social and ethical
issues in biotechnology. Field trip to a food industry. Practicals; 3 hours per week in a food
microbiology laboratory.
31
Course Objectives:
At the end of the course the learner should be able to;
Explain the concept of biotechnology
Describe how microorganisms can be genetically modified
Apply biotechnological techniques in food production and fermentation processes,
Analyse the current status and future prospects of food biotechnology
References:
1. Perry J. (2002) Introduction to food biotechnology– Green. Publisher; CRC press
2. Raymond W.A, Encarta, (2006) Biotechnology, Microsoft Corporation 2005. CD
3. Frazier, W.C Westhoff D.C (1998) Food Microbiology 4th edition. Tata MC Graw – Hill
Delhi p 382.ISBN 0-07-021921-4 pl
HFN 351: Nutrition Biochemistry
Structure and bio-chemistry of the cell. Enzymes and their classification. Thermodynamics in
biochemical transformations. Biochemistry of macromolecules. Structure and function of
carbohydrates, proteins, lipids and nucleic acids. Nutrient metabolism; carbohydrates, fats and
fatty acids and proteins. Amino acids degradation and the urea cycle. Integration of metabolism.
Biochemistry of muscle and motile systems. Biochemical assessment of micronutrients.
Practicals; 3 hours per week in a chemistry laboratory.
Course objectives:
At the end of the unit, the learner should be able to:
Explain the metabolic processes that follow digestion and absorption of simple sugars,
amino acids, free fatty acids, and cholesterol.
Explain the metabolic functions of vitamins and minerals obtained from foods.
Explain enzymatic and non-enzymatic browning and oxidation of foods – meat, fish,
vegetables, fruits and milk
Explain the principle of fermentation and malting processes.
Explain the importance of pigments and colours in foods
References:
1. Mehas K,Rodgers S, McGraw- hill Education (2005) Food Science: The Biochemistry of
Food & Nutrition, Student Edition Glencoe/McGraw-Hill; 5th ed
2. Lehninger A.L (.2007). Principles of Biochemistry.. New Yok: Worth Publishers 1st ed
3. Chatterjea M.N and Shinde R (2002) Medical Biochemistry. New Dehli, India: Jaypee
Brothers Publishers. 8th ed.
4. Harvey R.A, Ferrier D.R, (2010) Biochemistry (Lippincott's Illustrated Reviews Series)
LWW; 5th ed
HFN 352: Therapeutic Dietetics
Definition of terms. Biochemical role of diet in human nutrition. Principles of diet therapy.
Biochemical levels of important nutritional indicators. Therapeutic diets; normal diet and
modified diets. Roles of nutritionists and dietitians. The care process; phases of the care process.
Drug–nutrient interaction; Nutritional supplements, functional foods and nutraceuticals. Enteral
and parenteral nutrition. Nutritional therapy in diseases of infancy and childhood. Hospitalized
children, LBW infants, failure to thrive, colic, functional infant vomiting, constipation, diarrhea,
32
cleft lip and palate. Malabsorption problems; inborn errors of metabolism, lactose intolerance
and food allergies. Gastrointestinal diseases and disorders. Management of underweight,
overweight and obesity. Field trips; 6 hours per week, exposure to therapeutic dietetics practicals
in a health facility setting.
Course Objectives:
At the end of the course the learner should be able to;
Explain the principles of diet therapy.
Describe types of diet modification used in patient care.
Explain the application of different modes of feeding
Reference:
1. Antia F P (2009). Clinical Dietetics And Nutrition. Oxford University Press, 0195664159
2. Duyff Roberta (2000), Nutrition & wellness. New york McGraw-Hill
3. Herbert Swift Carter, Paul Edward Howe, Howard Harris Mason (2010). Nutrition And
Clinical Dietetics: Nabu Press, 1147383588
4. Howard H. Mason, Herbert Swift Carter, Paul E. Howe (2007), Nutrition And Clinical
Dietetics. Kessinger Publishing, 1432509489
5. Kabiru M., Njenga A. (2010). Health, Nutrition and Care. Nairobi Focus Publishers
6. Saxena (2007). Therapeutic Nutrition. Pointer Publishers 817910219X
7. Springhouse Corporation (2002). Fluids & electrolytes made incredibly easy. (2nd Ed.)
Publisher: Springhouse, Pa.: Springhouse
8. Lisa Hark, Gail Morrison (2003), Medical Nutrition & Disease: A Case-Based Approach.
Blackwell Publishers, 0632046589
HFN 353: Practicum I
Supervised practical experience in medical facility settings (or) organizations dealing with
community nutrition (or) food industries to gain hands-on experience in the relevant areas for a
period of 3 months after completion of units up to third year level. Maintenance of a daily record
of activities in the student diary and submission of a report at the end of practicum. Evaluation
by external supervisor using the departmental evaluation form during practicum and submission
of the marks to the department. Diary and practicum report marking by departmental lecturers
upon completion and award of marks to the unit.
Course objectives:
By the end of the course, the learner should be able to:
Write a report on ones experience in the institution or organization of attachment.
Demonstrate use of nutrition and dietetic skills in the place of attachment.
Identify problems and intervention for discussion with the management of the
organization or facility.
Document lessons learnt from the field attachment exercise.
Reference
1. Jungers C.M, Scott J (2008) Practicum and Internship: Textbook and Resource Guide for
Counseling and Psychotherapy Routledge; 4 edition
2. Hodges S (2010) The Counseling Practicum and Internship Manual: A Resource for
Graduate Counseling Students Springer Publishing Company; 1st ed
33
3. Baird B (2007) Internship, Practicum, and Field Placement Handbook: A Guide for the
Helping Professions Prentice Hall; 5th ed
YEAR IV, SEMESTER I
HFN 440: Food and Nutrition Security
Concepts and definitions. Groups at risk of food insecurity. Prevalence and severity of food and
nutrition insecurity at individual, household, community and national levels. Population and
world food supplies. Determinants of food security. Food chain in production through to
consumption. Food security problems in rural and urban settings. Agricultural planning and
economic development. Early warning systems. Food Policy issues and planning of
interventions. Role of NGOs and bilateral agencies in food security. Food security assessment.
Field trips; 40 hours per week of conducting food and nutrition security projects/surveys.
Course objectives:
By the end of the course, the learner should be able to;
Describe the dimensions of food security
Discuss the Sustainable Livelihood Framework by DFID/IFAD.
Describe the food chain.
Describe the methods of determining/measuring/assessing food and nutrition security and
agricultural planning
Discuss problems related to food security such as HIV/AIDS, gender issues, rural and
urban food and nutrition security
Discuss the early warning systems, nutrition policy issues, planning and interventions.
References:
1. FANTA/USAID (2006) Household Dietary Diversity Score (HDDS) for measurement of
Household Food Access: Indicator Guide VERSION 2
2. FANTA/USAID (2007) Household Food Insecurity Access Scale (HFIAS) for
Measurement of Food Access: Indicator Guide VERSION 3 August 2007
3. FANTA/USAID (2007) Months of Adequate Household Food Provisioning (MAHFP)
for Measurement of Household Food Access: Indicator Guide. June 2007
HFN 441: Principles of Food Processing, Preservation and Storage
Diversity and quality of food materials. Quality of raw food materials. Deterioration of foods;
cases, effects and control. Processing and preservation techniques: energy input; heat, irradiation,
microwaves, pressure. Temperature reduction; chilling and freezing. Water removal;
concentration, evaporative drying and freeze drying. Biological methods; acid and alcohol
fermentation and malting. Chemical methods; additives and smoking. Nutrient loss and process
optimization. Packaging and storage. Practicals; 3 hours per week in a food processing
laboratory.
Course Objectives:
By the end of the course learner should be able to:
Explain the principles of food processing and preservation
Describe the effects of the processing methods on the sensorial and nutritional quality of
foods
34
Describe appropriate storage conditions for different classes of foods
References:
1. Doona C.J, Kustin K, Feeherry F.E (2010). Case Studies in Novel Food Processing
Technologies: Innovations in Processing, Packaging, and Predictive Modelling
Woodhead Publishing. 1st ed
2. Karel M, Lund D.B (2003) Physical Principles of Food Preservation: Revised and
Expanded. CRC Press. 2nd ed
3. Rahman M S (2007) Handbook of Food Preservation, Second Edition. CRC Press; 2nd
ed.
HFN 442: Nutrition in Emergencies
Types of emergency situation. Assessment of nutrition status in emergencies; Lot Quality
Assurance Survey (LQAS) and Standardized Monitoring ART methodology in conducting
nutrition surveys. Nutrition interventions in emergency situation; CTC programme planning,
implementation, monitoring and evaluation. Human rights approaches to emergencies, cultural
dynamics and gender issues. Principles of humanitarian assistance. SPHERE standards.
Vulnerable groups; Disaster preparedness plan. Challenges in the management of a crises
situation. Current developments in nutrition in emergencies. Field trips; 40 hours per semesters
of exposure to an emergency setting.
Course Objectives:
At the end of the course, the learner will be able to:
Describe the types and effect of emergencies on nutrition and health
Discuss the issues of nutrition and public health concerns during an emergency
Discuss the various nutrition interventions under taken during an emergency
Understand the role of the various stakeholders and community participation in emergency
Explain how to monitor and evaluate nutrition responses
References:
1. UNICEF (2005). Emergency Field Book. Division of communication,
2. SPHERE project 2004. Humanitarian Chatter and Minimum Standards in Disaster
3. United Nations (2008). Kenya Emergency Humanitarian Response plan.
4. SPHERE Project 2004: Humanitarian Charter and Minimum Standards in disaster
HFN 443: Food Chemistry (NEW)
Introduction to chemical components of food; water and water activity, carbohydrates, lipids,
proteins, vitamins and minerals, pigments and colorants. Enzymes. Chemical and biochemical
changes and mechanism of reactions of the components of fresh and processed foods; enzymatic
and non-enzymatic browning, oxidation, fermentation and malting. Methods of controlling and
inhibiting non-enzymatic browning. Nature of food ingredients and their functions. Food
pigments, colours and flavours. Nutrient analysis. Practicals; 3 hours per week in a food
chemistry laboratory.
Course Objectives:
35
By the end of this course learner should be able to:
Describe the relationship between the chemical composition of food its chemical,
physical and sensory properties
To identify the chemical structure of food components including fats, proteins, amino
acids, carbohydrates and vitamins to understand how structure determines functional
behaviour of these food components with respect to food quality, nutrition and safety.
To explain how temperature, pH, ionic strength, type of bonds, aw affect chemical
changes in food systems and how to adjust these conditions to improve or minimize
chemical and biochemical deterioration of food systems.
To compare and contrast food processing operations on the chemical changes of food
components as they relate to food quality, nutrient composition and safety.
References:
1. Damodaran and others. 2008. Fennema’s Food Chemistry 4thed. Baca Raton CRC Press.
2. Fennema’s Parkin, Damodaran (2008) Food Chemistry, 4th edition
3. Hui H.Y (2007) Food Chemistry: Principles and Applications Science Technology System; 2nd
edition
HFN 444: Project in Food, Nutrition and Dietetics
Proposal development in a selected topic in the areas of food, nutrition and dietetics. Data
collection on the proposed topic, data analysis report writing and presentation. Proposal
development and data collection
Course Objectives:
By the end of this unit, students shall be able to:
Describe the process of identifying research projects in nutrition.
Describe data collection strategies for projects
Describe proposal components as applied in different project proposals
Write a proposal, conduct a research (data collection) analyze data and present results
References:
1. WFP report on project implementation, 2000
2. Tocci S, Conklin G.B, Gardener R (2009) Ace Your Exercise and Nutrition Science
Project: Great Science Fair Ideas (Ace Your Biology Science Project) Enslow Publishers
3. Insel P, Bernstein M, Ross D, McMahon K (2013) Nutrition Jones & Bartlett Learning; 5
edition
4. Orodho J. A. (2000): Techniques of Writing Research Proposals and Reports in
Education and Social Sciences
5. Browne L. B. (2007). Research based evidence supporting food and nutrition. 2nd ed.
6. Steven B. H., Warren S.B., et al. 2007. Designing clinical research. Lippincott Williams
& Wilkins.
7. Kumar R (2010) Research Methodology: A Step-by-Step Guide for Beginners SAGE
Publications Ltd; Third Edition
HFN 445: Nutrition Intervention, Programme Planning, Monitoring and Evaluation
(RENAMED)
36
Programme life cycle. Quantitative and qualitative participatory approaches to community
problem identification and analysis. Types of community problems and community needs. Types
of nutritional intervention programmes (merits and demerits). Development of intervention
programme action plan. Importance of collaboration and community participation in intervention
programmes. Targeting and selection of intervention beneficiaries. Nutrition intervention
programme monitoring and evaluation. Field trips; 40 hours per semester exposure to nutrition
programmes/projects.
Course objectives:
At the end of the course the learner should be able to;
Describe the different types of interventions and their appropriateness in different
situations
Discuss the criteria for selecting nutrition intervention programmes
Construct the tools used in planning and evaluation of interventions
Analyse case studies of successful interventions
References:
1. Lefevre,P, Kolsteren P, Wael M.P, Byekwaso F, Beghin. I, (2000). Comprehensive
Participatory Planning and Evaluation. Antwerp: Nutrition Unit of Institute of Tropical
Medicine.
2. Scientific Affairs and Research (2006) Nutrition Diagnosis and Intervention:
Standardized Language for the Nutrition Care Process. American Dietetic Association; 1st
ed.
3. Green J, Tones K,(2010) Health Promotion: Planning and Strategies SAGE Publications
Ltd; 2nded
HFN 446: Nutrition Care Process and Therapy (NEW)
Introduction to nutrition therapy. Role of dieticians and other health professionals in therapeutic
care process. Application of the principles of dietetics. Nutrition care algorithms, steps in the
nutrition care process. Practical standard operating procedures. Steps in nutrition care process;
assessment, diagnosis, nutrition intervention, nutrition monitoring and evaluation. Design and
implementation of nutrition care strategies; evaluation of client response and progress. Field trip;
6 hours per week practical exposure to steps of nutrition care process in a health facility setting.
Course Objectives:
At the end of the course the learner should be able to;
Describe nutrition therapy and its role in the management of diseases
Describe the nutritional care processes.
Describe the implementation, monitoring and evaluation of nutrition care process
References:
1. Kabiru, M.; Njenga A. (2010). Health, Nutrition and Care Nairobi Focus Publishers
2. Teutsch S.M, Thacker S.B, (2010) Principles and Practice of Public Health
Surveillance Oxford University Press; 3 edition
3. Scientific Affairs and Research (2006) Nutrition Diagnosis and Intervention:
Standardized Language for the Nutrition Care Process. American Dietetic
Association; 1st ed.
37
4. Lefevre,P, Kolsteren P, Wael M.P, Byekwaso F, Beghin. I, (2000). Comprehensive
Participatory Planning and Evaluation. Antwerp: Nutrition Unit of Institute of
Tropical Medicine.
5. Green J, Tones K,(2010) Health Promotion: Planning and Strategies SAGE
Publications Ltd; 2nded YEAR IV, SEMESTER II
HFN 447: Seminars in Food, Nutrition and Dietetics
Analysis of contemporary global issues in food, nutrition and dietetics. Literature search,
critiquing research articles, discussion and presentation skill. Written research seminar reports.
Evaluation is by 100% continuous assessment.
Course objectives:
At the end of the course learner should be able to:
Discuss the current issues in foods, nutrition and dietetics
Critique papers and presentations
Write academic papers and present them in a classroom setting.
Explain factors involved in planning and organizing for workshops and seminars
References:
1. Oshima A, Hogue A (2006) Introduction to Academic Writing (The Longman Academic
writing series Pearson Longman; 3rd edition
2. Fundamentals of Academic Writing (The Longman Academic Writing Series, Level
1(2007) Pearson Longman; Linda Butler edition
3. Rebeck T (2012)Seminar Samuel French, Inc
HFN 448: Food Analysis
Instrumental and biophysical techniques in food analysis. Standard methods for assay of food
components; protein, carbohydrates, lipids, vitamin and minerals and enzyme assay. Practical
application of chromatographic, calorimetric, fluorimetric and spectrophotometric methods.
Nuclear magnetic and resonance imaging. Analytical standards. Specifications for food analysis.
Practicals; 3 hours per week in a food chemistry laboratory.
Course objective:
At the end of the course the learner should be able to:
Be able to analyze various food products.
Describe the basic principles of analytical procedures and techniques commonly used to
provide information about the chemical composition, structure and physical properties of
food materials.
Be able to perform food analysis experiments, analyzing data and reporting their findings.
References:
1. Nielsen S.S (2010) Food Analysis Laboratory Manual (Food Science Text Series)
Springer; 2nd ed.
2. Nollet M.L Toldra F (2012) Food Analysis by HPLC CRC Press; 3 edition
3. Pomeranz Y, Meloan C.E (2002) Food Analysis: Theory and Practice .Springer; 3rd
edition
38
HFN 449: Nutritional Epidemiology
Epidemiological terminologies. Types of studies design in epidemiology. Distribution and
determinants of nutritional related disorders. Measuring exposure outcomes; diet-disease
associations, Interpretation of association. Nutritional surveillance; disease outbreak,
notification, progression and prevention. Morbidity and mortality patterns. Epidemiological data
and use. Disease causal models, role of host factors; age, sex and ethnicity. Agent factors;
nutrients, microorganisms, pollutants, environmental, social, economic and cultural factors in
disease occurrence. Population screening, validity and reliability of screening tests.
Epidemiological study designs. Ethical and professional issues. Collection of data for
programme evaluation and decision making.
Course objectives:
At the end of the course the learner will be able to;
Define epidemiology and epidemiological concepts
Explain the cause of malnutrition and other diseases
Calculate different rates of mortality and morbidity
Discuss the different epidemiological models
Apply epidemiology to the study and practice of nutrition related fields
References:
1. Willet W. (2012) Nutrition Epidemiology ; Monographs in Epidemiology and
Biostatistics. Oxford University Press. 3rd Ed
2. Rotham K J, Greenland S, Modern (2008) Epidemiology Lippincott Williams & Wilkins;
3rd ed .
3. Woodward M (2013) Epidemiology: Study Design and Data Analysis, Chapman and
Hall/CRC. 3rd Ed.
HFN 450: Food Safety, Hygiene and Legislation
Principles of industrial food production. Types of food hazards. Potential hazards along the food
supply chain. Hazard analysis; Hazard Analysis Critical Control Points, Safety Standard
Operating Procedures . International and national food standards ;Food and Drug Administration,
CODEX alimentariums. ISO 9000 series; ISO 22000, ISO 8000 and ISO 14000. Public health,
legislation in relation to the consumer and food industries. Emphasis on food hygiene at
institutional level. Public Health Act. Foods, Drugs and chemical substances Act.
Course objectives:
At the end of the course the learner should be able to;
Define different concepts as used in food hygine safetly and legislation.
Explain the typical growth curve of microorganisms in food
Explain Hazard Analysis Critical Control Point
Differentiate food standards from food laws
Apply principles of good manufacturing practices in institutional management
References:
39
1. Michael P. Doyle L, Beuchat R, Montville T.J, (2001).Food Microbiology: Fundamentals
and Frontiers American Society for Microbiology, New York. 2nd edition
2. UNIDO, (2003). Guideline on How to Develop HACCP in Food Processing Industries.
First Draft, Addis Ababa, Ethiopia.
3. Satin M (2008). Food Alert: The Ultimate Sourcebook for Food Safety 2nd ed. Facts on
File, Inc.
4. Mark C. (2008). Food Industry Quality Control Systems. CRC Press
5. Forsythe S. J., Hayes P. R. (2000). Food Hygiene Microbiology and HACCP 3rd ed.
Aspen Publication Inc.
HFN 451: Nutrition Pharmacology (NEW)
Nutrient–drug interactions; effect of nutrients on drugs and effect of drugs on nutrients.
Cardiovascular pharmacology; anti-hypertensive, diuretics and anti-angina agents. Endocrine
pharmacology, gastro-intestinal and pulmonary pharmacology; anti-asthmatic agents, anti-
microbial and chemotherapy. Resistance, development and mechanisms for anti-microbial
resistance. Drugs for treatment of tuberculosis; anti-parasitic agents, anti-protozoa and anti-
helminthes. Anti-viral agents, anti-retrovirals and cancer chemotherapy.
Course Objectives:
On completion of this subject students will be able to:
To identify the common drugs used in pharmacotherapy in the health facilities
Demonstrate the understanding of common food, nutrient and drug interaction in human
Demonstrate the understanding of the corrective measures and alternative methods
available for drug, food and nutrient interactions
Be familiar with drugs that treat various conditions
References:
1. Katsung, B.G (2009). Basic and clinical pharmacology. 11th Ed.
2. Rang, H.P (2007).Pharmacology. 7th Ed.
3. Bennet, P (2008). Clinical pharmacology. 10th Ed.
HFN: 452 Leadership and Policy in Food, Nutrition and Dietetics (NEW)
Leadership skills, styles and types. Philosophy and ethics related to leadership and professional
practice. Leadership traits, competencies and qualities of effective leaders, functions of a leader.
Behavioural and situational approaches to leadership. Management and leadership. Alternative
leadership styles. Action-centred leadership. Vision and work life of leaders. Leaders and
decision-making. Professional competencies needed for career entry and advancement in
nutrition and dietetics. An overview of appropriate means of delivery of professional services for
a variety of needs. Professional behavior and ethics. Academic integrity and principles of
professional practice. Successful professionals, qualities and characteristics. National and
international food and nutrition policies. Emerging legal and policy issues in nutrition, steps in
policy formulation process and relationship between policy and practice.
Course Objectives:
By the end of the course the students should be able to;
Identify appropriate indicators to use for food, nutrition and policy planning.
The students should also be able to analyze food and nutrition policies in Kenya.
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Describe the steps in policy formulation processes in the area of food nutrition and
dietetics.
Describe different leadership styles that can be applied in the management of nutritional
programmes.
References:
1. GOK, (2008). The Kenya Technical Guidelines for micronutrient Deficiency Control.
Ministry of Public Health and Sanitation. Government Printer Nairobi Kenya
2. GOK, (2004). Policy guidelines on micronutrient deficiency control in Kenya. National
Micronutrient Deficiency Control Council (NMDCC) Task Force. UNICEF and Egerton
University.
3. Iannotti, L. and Gillespie, S. (2002). Successful community nutrition programming
lessons from Kenya, Tanzania and Uganda. (LINKAGES). Academy for Education
Development (AED), Washington, D.C.
4. GOK, (2003). Economic Recovery Strategy for
Wealth Recovery and Employment Creation (2003-2007) Government Printer Nairobi
Kenya
HFN 453: Nutrition and behavior (NEW)
Introduction to nutrition behavior. Concepts and models in nutrition and behavior. Research
methods and analytical strategies. Direct effect of nutrition and behavior; brain behavior
connections, short term effects of nutrition of nutrition and behavior: neurotransmitters. Effects
of chronic and acute forms of under nutrition; B vitamins, the central nervous system and
behavior; minerals, central nervous system and behavior; dietary supplements, mental
performance and behavior; bio-behavioral and psychosocial influence on nutrition; dietary sugar
and behavior; caffeine, the methylxanthines and behavior; alcohol, brain functioning and
behavior; eating disorder syndrome: anorexia bulimia nervosa; behavioral aspects of overweight
and obesity.
Course Objectives:
At the end of the course, the students should be able to:
Describe the effects of nutrition on behavior
Describe the effects of nutrient deficiencies on behavior
Identify nutritional disorders that cause behavior changes
References
1. Gill T (2014) Managing and Preventing obesity: Behavioural Factors and Dietary
Interventions Woodhead Publishing Series.
2. O’neal P.W (2007) Motivation of Health Behaviour Nova series 1st ed.
3. Cooper J.O, Heron T.E, Heward W.L (2007) Applied Behaviour Analysis Pearson; 2 ed
HFN 454: Practicum II
Supervised practical experience in medical facility settings (or) organizations dealing with
community nutrition to gain hands-on experience in the relevant areas for a period of 3 months.
Upon completion of all the course units before graduation. Maintenance of a daily record of
activities in the student diary and submission of a report at the end of practicum. Evaluation by
external supervisor using the departmental evaluation form during practicum and submission of
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the marks to the department. Diary and practicum report marking by departmental lecturers upon
completion and award of marks to the unit.
Course objectives:
By the end of the course, the learner should be able to:
Write a report on ones experience in the institution or organization of attachment.
Demonstrate use of nutrition and dietetic skills in the place of attachment.
Conduct a situational analysis in regard nutrition and dietetics management at the
assigned organization or health facility
Identify problems and intervention for discussion with the management of the
organization or facility.
Document lessons learnt from the field attachment exercise.
References:
1. Jungers C.M, Scott J (2008) Practicum and Internship: Textbook and Resource Guide for
Counseling and Psychotherapy Routledge; 4 edition
2. Hodges S (2010) The Counseling Practicum and Internship Manual: A Resource for
Graduate Counseling Students Springer Publishing Company; 1st ed
3. Baird B (2007) Internship, Practicum, and Field Placement Handbook: A Guide for the
Helping Professions Prentice Hall; 5th ed

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