NUR 102: Nutrition and Diet Therapy-

(Laboratory)
STUDENT ACTIVITY SHEET BS NURSING / SECOND YEAR
Session # 3

LESSON TITLE: CALCULATING DIETS AND MEAL PLAN ( Materials:

Book, pen, notebook, and
PowerPoint presentation
Upon completion of this lesson, the nursing student can:
References:
1. Assess their own nutritional status; Laboratory Manual for Allied Health: Maria
2. Compute for their calorie requirement; and, Lourdes Cruz-Caudal (2019) Basic Nutrition and
3. Plan a one-day menu based on their requirements. Diet Therapy 2nd C&E Publishing, Inc.
https://www.webmd.com/
https://www.nhlbi.nih.gov/health/educational/lose_
wt/eat/calories.htm#:~:text=A%20healthy%20eati
ng%20plan%3A,fats%2C%20sodium%2C%20an
d%20added%20sugars

LESSON PREVIEW/ REVIEW (15 minutes)

The instructor will prepare a posttest from Session 2, Nutrition Care Plan Making to test and check the mastery and
learning of the students. (This can be done inside the classroom as oral recitation of the students during face to face
interaction or can be answered at home.)

1. What are the 4 phases of the ADA Nutrition care plan?

Answers:
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2. Why assess nutrition status in hospital? Give 3 answers.

Answers:
● ______________________________________________________
● ______________________________________________________
● ______________________________________________________

3. How does disease affect nutritional requirements? Give 5 answers.

Answers:
● __________________________________
● __________________________________
● __________________________________
● __________________________________
● __________________________________

MAIN LESSON (35 minutes)

The instructor should discuss the following topics. Instruct students to take down notes and read their Laboratory Manual
about this lesson (refer to Laboratory Manual Exercise I)

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 Calculating Diets and Meal Planning
To prepare for the computation of different therapeutic diets, nursing students like you should first acquire the
knowledge in calculating diets for normal individuals and planning regular menu using the Food Exchange List. The
Food Exchange List is one of the basic tools in nutrition and diet therapy. It is used in meal and estimating the energy
and macronutrients of normal and therapeutic diets.

What are exchange lists?

∙ Exchange lists provide a way of grouping foods together to help people on special diets stay on track. ∙ Each
group lists foods in a certain serving size. A person can exchange, trade, or substitute a food serving in one
group for another food serving in the same group.
∙ These lists put foods into six groups:
o starch/bread, meat, fruits, vegetables, fats, milk.

Within a food group, one serving of each food item in that group has about the same amount of carbohydrate,
protein, fat, and calories. (https://www.webmd.com/)
Carbohydrates
o are organic compounds of carbon, hydrogen and oxygen.
o These compounds consist of simple and complex carbohydrates.
3 Sizes of Carbohydrates
✔ Monosaccharides
✔ Disaccharides
✔ Polysaccharides
Myplate Carbohydrate Food Sources
∙ Grains: Cereals, breads, crackers, rice, torpasta
∙ Vegetables: Fiber-rich vegetables, starchy vegetables such as carrots, sweet potatoes, white potatoes, peas;
legumes or dry beans such as kidney beans, chickpeas and black-eyed peas.
∙ Fruits: Fiber-rich fruits, most fruits especially bananas, grapes, pears, apples

PROTEINS
o are organic compounds formed by the linking of many smaller molecules of amino
acids o Amino acids are organic compounds made of carbon, hydrogen oxygen and
nitrogen. o nitrogen distinguishes protein from other nutrients

9 Essential amino acids

1. Histidine Nonessential Amino Acids
2. Isoleucine
3. Leucine ▪ Aspartic acid
4. Lysine
5. Methionine ▪ Cysteine
6. Phenylalanine ▪ Cystine
7. Threonine
8. Tryptophan ▪ Arginine
9. Valine
▪ Asparagine
***REMEMBER: HillMPTTV
Alanine
Glutamic acid/glutamine
▪ Glycine
▪ Proline

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▪ Serine
Functions of Lipids
▪ Tyrosine
∙ Specific characteristics of foods caused by
***4As, 2Cs, 2Gs, PST lipids ∙ Maintenance of the physiologic health of
our bodies. Calories

1. Triglycerides (fats and oils)

2. Phospholipids (lecithins)
3. Sterols (cholesterol)

FATS
o Refers to the chemical group called lipids.
Classification of Lipids: TPS

Functions of Lipids
• Specific characteristics of foods caused by lipids
• Maintenance of the physiologic health of our bodies.

CALORIE is a unit of measurement — but it doesn't measure weight or length.

- is a unit of energy.
- When you hear something contains 100 calories, it's a way of describing how much energy your
body could get from eating or drinking it.

B. Using the Food Exchange List, design your meal plan taking into consideration your food habits, food behavior,
preferences, and the like, follow the steps in meal planning.

Steps in Meal Planning using the Food Exchange List (Refer to Nutrition Laboratory Manual, pg. 2

Healthy Eating Plan

A healthy eating plan gives your body the nutrients it needs every day while staying within your daily calorie goal
for weight loss. A healthy eating plan also will lower your risk for heart disease and other health conditions. A
healthy eating plan:
∙ Emphasizes vegetables, fruits, whole grains, and fat-free or low-fat dairy products
∙ Includes lean meats, poultry, fish, beans, eggs, and nuts
∙ Limits saturated and trans fats, sodium, and added sugars
Controls portion sizes

Set goals to eat healthy like replacing full-fat version of foods such as milk, yogurt, and salad dressing with the fat-free
or low-fat kind.

My Pyramid
The best way to give your body the balanced nutrition it needs is by eating a variety of nutrient-packed foods every

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 day. Just be sure to stay within your calorie needs.
(https://www.nhlbi.nih.gov/health/educational/lose_wt/eat/calories.htm#:~:text=A%20healthy%20eating%20plan%3A,fa
ts %2C%20sodium%2C%20and%20added%20sugars)

C. Submit the individual worksheets at the end of the laboratory activity.

D. In planning nutritious diets, you can also use Your Guide to Good Nutrition (Appendix B) and the Daily Nutritional
Guide Pyramid for Filipino Adults (Appendix C). These nutrition tools are daily food guides which use the
recommended amounts and number for servings of food to provide the variety of nutrients needed by the body.

For the exercise no.1, please refer to laboratory manual pg. 1-2 and answer procedure A, numbers 1-8.

CHECK FOR UNDERSTANDING (15 minutes)

You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct
answer and another one (1) point for the correct ratio. Superimpositions or erasures in you answer/ratio is not allowed.
You are given 15 minutes for this activity:

Multiple Choice
1. The definition of nutrition is:
a. The study of the effect of food and how it is processed in the body
b. The science of how nutrients are obtained for people to use
c. The study of how energy flows throughout the body and how it is processed
d. The process of eating and eliminating.
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

2. Nutrients are:
a. Substances that nourish the body and are used to obtain energy for the body
b. Substances the body uses to make chemical reactions occur throughout the body systems
c. Chemicals that aid in the function of muscles and organs in the body
d. Chemical that helps improve muscle growth.
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

3. Foods in this group should be consumed often by teens due to their large amount of calcium and should be either
low fat or fat-free.
a. Grains c. Meats
b. Dairy d. Beans
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

4. This food group is composed of five different subgroups, from "dark leafy" and "dry beans and peas".
a. Grains c. Meats and beans
b. Vegetables d. All of the above
ANSWER: ________

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RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

5. Carbohydrates should compose ___________ of a person's daily calorie intake.

a. 40-50% c. 55-65%
b. 60-70% d. 65-75%
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

6. What is a balanced diet?

a. A diet that consists of the right nutrients in the right quantities
b. A diet that consists of eating fruits and vegetables
c. A diet that consists of eating diary food
d. None of the above
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

7. Simple sugars are;

a. The major of energy for cells
b. Vital to normal body functioning
c. Essential for cells to gain energy from carbohydrates
d. Substances that build up into proteins
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

8. The nurse is teaching a client who has iron deficiency anemia about foods she should include in her diet. The
nurse determines that the client understands the dietary instructions if she selects which of the following from her
menu?
a. Nuts and fish. c. Oranges and dark green leafy vegetables.
b. Butter and margarine. d. Milk and corn
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

9. The nurse is instructing a client with hyperkalemia on the importance of choosing foods low in potassium. The
nurse should teach the client to limit which of the following foods?
a. Grapes.c. Carrot.
b. Green beans. d. Cabbage
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

10. A client is recovering from debridement of the right leg. A nurse encourages the client to eat which food item that
is naturally high in vitamin C to promote wound healing?
a. Milk. c. Chicken.

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 b. Banana. d. Strawberries
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

RATIONALIZATION ACTIVITY (THIS WILL BE DONE DURING THE FACE TO FACE INTERACTION)
The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves.
Write the correct answer and correct/additional ratio in the space provided. This will be done in 15 minutes.
1. ANSWER: ________
RATIO:___________________________________________________________________________________________
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2. ANSWER: ________
RATIO:___________________________________________________________________________________________
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3. ANSWER: ________
RATIO:___________________________________________________________________________________________
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4. ANSWER: ________
RATIO:___________________________________________________________________________________________
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5. ANSWER: ________
RATIO:___________________________________________________________________________________________
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6. ANSWER: ________
RATIO:___________________________________________________________________________________________
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7. ANSWER: ________
RATIO:___________________________________________________________________________________________
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8. ANSWER: ________
RATIO:___________________________________________________________________________________________
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9. ANSWER: ________
RATIO:___________________________________________________________________________________________
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10. ANSWER: ________
RATIO:___________________________________________________________________________________________
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LESSON WRAP-UP (10 minutes)

Teacher directs the student to mark (encircle) their place in the work tracker which is simply a visual to help students track
how much work they have accomplished and how much work there is left to do. This tracker will be part of the student
activity sheet.

You are done with the session! Let’s track your progress.

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AL Activity: Question for Discussion
Let the students answer the question on their laboratory manual. You can ask some students to discuss their answers in
front of the class during the face to face interaction.

1. What are the bases for estimating the desirable intake of an individual.

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