Master of Science in Nutrition and Integrative Health Tai Sophia Institute NUTR 652: Practitioner Skills 2 Fall 2012;

2.0 credits Faculty: Lead Faculty: Rebecca Snow Email: Rsnow@tai.edu Phone: 410.888.9048 x6653 Purpose: The purpose of Practitioner Skills 2 is to provide effective and holistic clinical strategies and assessment tools to prepare students for clinical practice in a variety of outpatient settings. Students will learn to assess nutrition status by conducting dietary and health histories, observing the patient and using anthropometrics. Students will hone their healing presence work (COA601A) as they begin to practice motivational interviewing and health behavior change techniques. Practitioner Skills 2 provides the intermediary-level clinical skills and strategies necessary to begin clinic-level coursework, students will continue to build on the concepts and techniques of this course in Practitioner Skills 3. Objectives: To successfully pass this course, the student shall:
Begin to demonstrate motivational interviewing skills (i.e. client rapport, effective listening, agenda setting) in practice coaching sessions Demonstrate ability to observe patient and utilize various clinical assessment tools Articulate and synthesize subjective and objective data gathered from an intake form and client interview to form an assessment Begin to develop critical thinking skills, identifying nutritional imbalances and articulating strategies for nutrition intervention. IDEA Center Objectives Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course

Learning to apply course material (to improve thinking, problem solving, and decisions)

Outcomes: At the end of this course the student will: Have foundational skills for clinical and community practice, including motivational interviewing, case history taking and reading and evaluating health and diet history questionnaires, anthropometrics and physical assessment. Demonstrate a growing confidence in assessing, interviewing and counseling clients

Demonstrate an emerging confidence in assessing a clients well-being in relationship

to nutritional imbalances, energetic patterns and physiology. Be able to articulate clinical strategies, prioritize and integrate dietary/behavior recommendations in a cohesive fashion

Schedule: CLASS SCHEDULE

Date 9/28/12 9/28/12 Time 4:00 5:15 pm 5:20 8:00 pm Lecture Class 1: Course introduction and overview, The role and scope of the nutritionists assessment and recommendations Class 2: Taking a Case History: The intake form, SOAP notes health history, diet history: FFQ, diet records, 24-hour recall, typical day Class 3: Review Intake Form Assignment, Case History continued Class 4: Motivational Interviewing: Stages of Change model, Agenda setting Class 5: Physical assessment of nutritional status Class 6: Physical assessment: Anthropometrics Class 7: Providing a framework for energetic assessment; Tongue Class 8: Energetic assessment: Face, demeanor, voice, other signs and symptoms Class 9: Motivational Interviewing: Assessing and exploring importance and confidence Class 10: Physical assessment: Tying it all together with in-class practice Class 11: Creating a plan of action: Dietary interventions and strategies Class 12: Client Interview in front of the class Class 13: Open for review topics, Getting ready for clinic-level Corresponding Reading & Assignments Nelms, Chapter 2 Nelms, pp 34-45, Conway, Chapter 5; Intake Form Assignment Distributed Intake Form Assignment DUE Mason and Butler, Chapters 1-3 Lee & Nieman, Chapter 10 Nelms pp 45-52, 58-62 Pool article; Trickey book section Faculty Snow, R Snow, R

10/13/12 10/13/12 11/5/12 11/5/12 11/5/12 11/6/12 11/6/12 11/8/12 11/9/12 11/30/12 11/30/12

1:25 2:40 pm 2:50 5:30 pm 1:25 2:40 pm 2:50 4:05 pm 4:15 5:30 pm 1:25 2:40 pm 2:50 5:30 pm 2:50 5:30 pm 1:25 5:30 pm 4:00 6:35 pm 6:45 8:00 pm

Snow, R Snow, R Snow, R Snow, R Snow, R Snow, R

Mason and Butler, Chapters 4-5

Snow, R Snow, R & guest faculty Snow, R

Practitioner Journal Form DUE

Snow, R Snow, R

Prerequisites: COA601A Becoming a Healing Presence (Practitioner Skills 1) Reading list: Required Reading: 1. Conway, P. (2011). Chapter 5: Case-history taking. The Consultation in Phytotherapy (pp 205321). Edinburgh: Churchill Livingstone, Elsevier. 2. Lee, R. D. and D. C. Nieman (2007). Chapter 10: Clinical assessment of nutritional status. Nutritional Assessment. New York: McGraw Hill.

3. Mason, P., C. Butler, et al. (2010). Health Behavior Change: A Guide for Practitioners. Edinburgh: Churchill Livingstone/Elsevier. Select readings 4. Nelms, M., K. Sucher, et al. (2007). Nutrition Therapy and Pathophysiology. Belmont: Wadsworth, Cengage Learning. Select readings 5. Pool, R. (1987). "Hot and Cold as an Explanatory Model: The Example of Bharuch District in Gujarat, India." Social Science and Medicine 25(4): 389-99. 6. Trickey, R. (1998). Appendix: Patterns of Disharmony. Women, Hormones, and The Menstrual Cycle. St. Leonards, Allen & Unwin: 3-9; 409-424. Other Helpful Resources 1. Bickley, L. S. (1999). Bates' Guide to Physical Examination and History Taking. Philadelphia: Lippincott Williams & Wilkins. 2. Conway, P. (2011). The Consultation in Phytotherapy. Edinburgh: Churchill Livingstone, Elsevier. 3. Gagne, S. (2006). Energetics of Food : Encounters with Your Most Intimate Relationship. Santa Fe, Spiral Sciences. 1. Richman, J. and A. Sheth (2007). What's Your Poo Telling You? San Francisco: Chronicle Books. 2. Richman, J. and A. Sheth (2009). What's My Pee Telling Me? San Francisco: Chronicle Books. 3. Rollnick, S., W. R. Miller, et al. (2008). Motivational Interviewing in Health Care: Helping Patients with Change Behavior. New York: The Guilford Press. 4. Seller, R. (2000). Differential Diagnosis of Common Complaints. Philadelphia, W.B. Saunders Company. 5. Svoboda, R. E. (1998). Chapter 1: Dosha and Taste. Prakruti: Your Ayurvedic Constitution (pp 11-29). Bellingham: Sadhana Publications.

Materials: None Assignments All assignments for this class are practical in nature and are preparatory for clinic-level, to build confidence and competence in reviewing intake forms, assessing diet and health, and interviewing skills. Engage with a spirit of inquiry and curiosity. Remember you are a beginner. Class Participation Your participation in discussion, coaching sessions, and skill practice will contribute to your grade. Intake Form Assignment You will be given two sample client intake forms in class on 9/28/12. For each client, review the intake form as if the client is coming to see you in clinic. What are some key areas of concern/interest? What is important to note about supplements? Prescriptions? Symptoms? Any

red flags? What can you glean from their dietary history? What questions do you have for this client? Is there additional research you need to do to be prepared for this client? Start SOAP notes for both of these clients. No more than one page per client handwritten, turned into Rebecca in class on 10/13/12., You can bring additional thoughts and questions on another sheet of paper for class discussion. Observational Assessment Practice Take photos of 10 tongues (10 individuals). Include a concise 1-paragraph (no more than 1/2 page) phenomenological evaluation of what you observe in each individual (face, tongue, demeanor, voice, and any other observable and notable signs). Make sure to assess energetics and signs of nutritional imbalance. Include a very concise assessment(s) providing meaning to the phenomenon you observed, 1-additional paragraph (no more than 1/2 page total for each person).This assignment is due electronically to rsnow@tai.edu on 11/23/12. Practitioner Journal Form For the in-class client interview on 11/30/12, you will fill out the Practitioner Journal Form during class, which guides you through gathering data, assessing health and diet of the client and constructing a plan of action. This form is due to Rebecca at the end of class on 11/30/12. Practice Coaching Sessions You will be required to conduct 3 practice-coaching sessions with write-up; details will be discussed in class. This assignment will be due electronically to rsnow@tai.edu on 12/12/12, Please note: Late papers are not accepted. If papers are submitted late, additional coursework will be assigned to pass this class. I will only send an email if I do not receive your assignment by the due date, otherwise you can assume I received your assignment. Evaluation 80% grade is required to pass the course. Class Discussion and Participation 10% Intake Form Assignment 20% Practitioner Journal Form 15% Practice in Observational Assessment 25% Practice Coaching Sessions 30%

Attendance & Tardiness Policy: Attendance and participation in class are essential for meeting the outcomes and objectives of this course and the program as a whole. Arriving late to class is a disturbance to your classmates and your instructor. It is the students responsibility to stay up-to-date on any missed coursework, regularly checking the course website for updates. If you miss a class, you are encouraged to contact a classmate so they can collect handouts for you. Absences may require that students do extra work to make up for missed material. This course is very experiential, 80% attendance is required.

Plagiarism, Information Literacy & Appropriate Referencing of Sources: Plagiarism: Plagiarism, defined as using the published or unpublished works or ideas of another without properly citing the material used and its source, or presenting another persons work as your own, is an infraction of Tai Sophia Institutes academic honesty policy. Please carefully note all reference sources on your assignments. Information Literacy: Students who are unable to complete homework because of challenges with information literacy skills are asked to seek assistance in the library. The library offers training sessions and support for development of these skills. In some cases, students may be required to complete training sessions in order to pass a course if they demonstrate an inability to meet the demands of the assigned coursework.