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Nutrition Education Course Descriptions

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HNUT 504 – Information and Health Literacy (3 QH)

This course introduces students to the skills and techniques needed to become an information literate individual. Students will have the opportunity to acquire and practice the following: identifying the topic of interest or developing a research question; acquiring knowledge through the efficient use of current technologies, such as online and electronic resources; establishing evaluation criteria for information resources; evaluating and integrating the acquired information to answer the original query/research question, while complying with copyright laws/guidelines; and effectively communicating this information, through an appropriate medium, to the target audience in an ethical and legal manner. In addition, students will explore the impact of health literacy on patient care and health outcomes and will acquire the skills needed to assist them in translating information about diseases and their treatments into a language that healthcare consumers can understand.

HNUT 505 – Communication Strategies, Methods and Techniques (3 QH)

This course targets strategies, methods and techniques to enhance the effectiveness of professional and client-centered communications. Translation of evidence-based science into layman’s terms will be emphasized. Use of social media, media training, and how to promote oneself as a nutrition professional will be included.

HNUT 506 – Health Education Teaching Experience (1 QH)

The purpose of this course is to give the student the opportunity to experience a teaching role. Students will plan, deliver, and evaluate a learning module in a prevention, health and/or wellness area of their choice.

Prerequisite: HNUT 532

HNUT 511 – Nutrition in Chronic Disease (4 QH)

This course gives a clinical analysis of the pathophysiological and metabolic basis for nutritional management in the prevention and treatment of chronic diseases impacting the population, including diabetes, heart disease, obesity, cancer and osteoporosis.

HNUT 512 – Leadership (3 QH)

This course offers the essential elements in developing leadership skills, strategic planning and team performance to support career development and professional leadership activity in health and wellness organizations. The essential elements will be explored within the dynamic evolving landscape of the US Healthcare delivery system.

HNUT 513 – Health and Wellness Coaching (3 QH)

This course builds on basic counseling skills to include health coaching techniques. The student will learn how to take a guiding role in empowering clients to choose a healthy lifestyle. Acting as a client-centered health coach and empowering the clients to become the expert in determining their own wellness goals and plans, the student will practice motivational interviewing and other techniques to reach these ends.

HNUT 526 – Evaluating Research and Health Recommendations (4 QH)

This course introduces the fundamentals of the research process through the evaluation of published clinical research studies with the desired end result being the ability to critically analyze and interpret research findings and health recommendations. From an evidence-based perspective, students will select, interpret, analyze, synthesize and then summarize relevant research studies using peer-reviewed articles, write a brief literature review, and develop a hypothesis for future investigation. A process for evidence-based review and analysis of current recommendations for management, treatment, and prevention of disease will be introduced. This course also includes a journal club discussion in which weekly learning objectives are reinforced with practical and applicable examples from current scientific literature.

Prerequisite: HIPS 561

HNUT 532 – Instructional Design for Health Education (3 QH)

This course is designed to provide the healthcare professional with educational skills and techniques for the classroom, the individual client and for continuing education programs. The skills and techniques addressed are: developing teaching materials to include learner assessment, creating learning objectives, designing student-focused teaching methods, assessing learning outcomes and evaluating the educational experience. This course will primarily focus on learning theories for the adult learner. The student will design a complete educational offering (teaching module).

HNUT 541 – Prevention, Health Promotion and Wellness (3 QH)

This course explores health promotion for the individual and the community. This will be accomplished through implementing basic community health concepts of epidemiology, levels of prevention, and risk assessment within the context of health promotion activities. Students will analyze their own personal health promotion needs and selected needs within a chosen community. Based on the standards outlined in Healthy People 2020, students will develop health promotion activities for community health problems of their choice based on an assessment of need. Students will develop, track and analyze an individual health promotion plan for themselves.

HNUT 542 – Complementary Medicine and Dietary Supplements (3 QH)

This course is an overview of complementary and alternative medicine (CAM) that includes alternative medical systems, holistic, integrative, mind-body interventions and biologically based therapies including a variety of herbs and dietary supplements such as botanicals, vitamins, minerals. The regulatory policies relating to safety of the therapies will be discussed. An evidence-based process will be used to analyze associated benefits and regulatory concerns.

HNUT 554 – Nutrition in Critical Care (3 QH)

This course offers an in-depth review of the theory and application of the forms and components of specialized nutrition support in the treatment of various disease conditions.

Prerequisite: HNUT 526 and HIPS 561

HNUT 576 – Nutrition in Human Physical Performance (3 QH)

This course focuses on the role of nutrition in the physiological and metabolic responses of the body to a wide range of physical activity. Macronutrient, micronutrient and fluid needs associated with physical activity and the nutritional needs of special athletic populations will be addressed. Topics such as the role of physical activity in the prevention of disease and the promotion of health and wellness, the use of supplements in athletes, and exercise prescription for health conditions will also be discussed.

HNUT 582 – Independent Study (3 QH)

The independent study is an individualized learning experience designed to meet the specific educational needs of the student.

HNUT 596 – Portfolio Evaluation (3 QH)

The Master of Science in Nutrition degree focuses on five competency areas: nutrition and health promotion knowledge, education, critical thinking and research evaluation, professional communication, and leadership. Achievement of specific learning objectives in these areas of competency will be demonstrated by the student through development of artifacts during the course of her/his degree program. These artifacts will be part of a required portfolio that will be evaluated by the student and a faculty committee. By the end of the course, students will have compiled a final collection of artifacts with analysis and reflections for each. Portfolio Evaluation is the final degree requirement and for all students in the Master of Science in Nutrition program. Students will enroll in this course after all other course requirements are completed. A modified portfolio will be prepared by students who did not prepare artifacts as part of the required course work.

HHCM 507 Healthcare Informatics (3 QH)

This course will provide an overview of the management of data and information resources critical to effective and efficient healthcare delivery. Course concepts will include: ensuring accurate and complete data; coding for reimbursement; ensuring quality of data; analyzing data for decision support, research and public policy; and the protection of patient privacy and security. Interactions with healthcare entities such as patient care organizations, payers, research and policy agencies, etc. will also be discussed.

HHCM 517 – Management Ethics (3 QH)

The course will provide an overview of bioethics including a broad range of potential concerns in which the healthcare manager may become involved. This encompasses a familiarization with bioethics nomenclature, understanding the ethical decision-making process, and developing an appreciation for the ethical challenges of administrators and clinical practitioners. Legal and risk management issues surrounding ethical dilemmas in healthcare organizations will be examined in addition to the roles of institutional ethics committees and consultants.

HHCM 522 Healthcare Policy and Delivery Systems (4 QH)

The historical evolution of health services provides a backdrop for the core focus of this course: the study of the healthcare system. The curriculum includes an analysis of the current changes in the healthcare environment and the problems affecting the delivery of healthcare in the United States that create a demand for government action. A study of the process of policy formation underscores the complexity and difficulty of government action. Economic and political approaches to health policy analysis will be introduced with a particular focus on contrasting competitive and regulatory approaches to the resolution of health policy problems.

HHCM 524 – Organizational Behavior and Human Resources (3 QH)

This course in Organizational Behavior (OB), and Human Resources (HR), is designed to introduce students to organizational behavior theory, organizational communication and human resource management principles to effectively lead and manage an organization. The Organizational Behavior students will apply management and leadership techniques garnered from successful healthcare organizations to understand and practice management functions, including: understanding employee behavior and motivation, assessing performance, employing groups and teams, operationalizing communication, evaluating conflict, and making appropriate business decisions. The Human Resources functions of planning, recruiting, selecting, training, and appraising will be emphasized. Realistic case studies, collaborative discussions, practical research and peer reviews will be used to develop students’ skills in organizational behavior and human resource management. Other topics will include rights and responsibilities of employers and employees, and future trends.

HHCM 630 Public Health Epidemiology (4 QH)

This course explores the epidemiology of infectious and acute disease. Using conceptual foundations and applied solutions, students will use course readings and team discussions to prepare to examine the impact of infectious diseases involving various populations. The taxonomy and the chain of infection required for successful transmission of disease are included.

HIPS 561 Statistics for Health Professionals (4 QH)

This course covers fundamental concepts and methods of statistics for data analysis, presentation, reporting, and interpretation. Students will develop practical knowledge and skills for application of basic statistical analyses. 

HHPE 510 Learning Theories (3 QH)

Students will examine domains of learning and adult learning theories and how they apply to health professions students. Topics include best practices for motivation, adapting to various learning styles, teaching models/strategies, instructional paradigms and interprofessional learning environments. The concept of lifelong learning is introduced and students will explore the role that higher education and corporate education/training play in instilling a desire for lifelong learning. In addition, students will develop statements of teaching philosophy and philosophy on interprofessional education.

HHPE 512 Instructional Presentation Skills (3 QH)

Students will acquire classroom presentation skills as they explore effective teaching and learning strategies. Topics include effective speaking, use of technology in the classroom, creation of PowerPoint presentations, effective communication through posters, creating dynamic learning environments, and adapting presentations to interprofessional groups of students.

Prerequisite: HHPE 510

HHPE 530 Curriculum Design (3 QH)

Students will work through the process of curriculum development. Topics include needs assessment, alignment with institution mission and vision, course sequencing and planning learning. Students will design needs assessment instruments which will identify needs that can be met with training interventions.

HHPE 540 Classroom Assessment (4 QH)

Students will examine various tools to assess student learning in the classroom setting. Topics include annotated portfolios, concept maps, memory matrix, process analysis, rubrics development and the use of reflective statements. Students will also discuss how to adapt assessment tools to include interprofessional students.

HHPE 580 Research in Education (3 QH)

Students will review the process of research and its use in the educational setting. In addition, students will develop skills for critically evaluating research, and explore the possibilities of conducting educational research. Students will also suggest methods for investigating the impact of interprofessional education and/or multi-cultural concerns in health professions education.

HHPE 602 Designing Simulated Learning Activities (3 QH)

In this course, the concepts of simulations and games will be explored along with their applications to education. Students will work through the process of designing a simulation in their area of interest.

HHPE 620 Program Evaluation and Accreditation (3 QH)

In this course, students explore program assessment and evaluation methods used in organizations of higher learning. Various topics include institutional and program accreditation, outcomes-based assessment and staff and faculty evaluation.

HPOP 540 Essentials of Population Health (3 QH)

This course is designed as an overview of the essentials of population health practices to address the prioritized healthcare needs of populations with a goal of making recommendations to improve access to care, improve quality of care and reduce cost of care.

Courses, course descriptions, and quarter offered are subject to change without prior notice.

Nutrition Education Program Course Plan

Core Courses (33 QH)
HIPS 561 Statistics for Health Professionals (4 QH)
HNUT 504 Information and Health Literacy (3 QH)
HNUT 505 Communication Strategies, Methods and Techniques (3 QH)
HNUT 506 Health Education Teaching Experience (1 QH) 
HNUT 511 Nutrition in Chronic Disease (4 QH)
HNUT 512 Leadership (3 QH) 
HNUT 513 Health and Wellness Coaching (3 QH)
HNUT 526 Evaluating Research and Health Recommendations (4 QH) 
HNUT 532 Instructional Design for Health Education (3 QH)
HNUT 541 Prevention, Health Promotion and Wellness (3 QH) 
HNUT 596 Portfolio Evaluation (2 QH)
Education Elective (3 QH)
Other Electives (9 QH)

Assessment for Student Learning
Grading System
A 4.00 High Achievement
B 3.00 Above Average Achievement
C 2.00 Average Achievement
F 0.00 Failure

Grades without Associated Grade Points:
P Pass
F Fail

Assessment Methods
Online student learning is assessed using both formative and summative assessments. Formative assessments include discussion activities, written assignments, written reflections and quizzes. Summative assessments include written papers, projects, presentations, exams, a final written portfolio and final portfolio presentation to a faculty audience.

Graduation Requirements
Students must meet the following program requirements:

  • Satisfactory completion of 45 quarter hours of core program courses and elective requirements
  • Meet core program competencies as demonstrated by successful completion of portfolio projects in core program courses and in the final Portfolio Evaluation course
  • Successful completion of all course requirements within five years from the date of matriculation
  • A minimum grade-point average (GPA) of 3.0 on a 4.0 scale in all courses in the program curriculum