CENTRO ESCOLAR UNIVERSITY

School of Nutrition and Hospitality Management

COURSE SYLLABUS
Nutritional Assessment PRNT 132 3 units (2 units Lec and 1unit Lab) 2 Hours Lec; 3 Hours Lab
Course Title Course Number Unit(s) Hour(s)/Week
CEU VISION/MISSION CEU QUALITY OBJECTIVES

Philosophy: Ciencia y Virtud (Science and Virtue) In implementing the quality policy, CEU will:
Vision 1. Develop and maintain qualified and competent human resources;
2. Attain organizational unity and effectiveness;
To be the university of first choice. 3. Ensure functional and efficient systems;
CEU seeks to be the university of first choice - the leading higher education institution 4. Disseminate information efficiently to the different functions;
fostering excellence in the pursuit of knowledge while engendering personal integrity and 5. Identify the needs of the University community;
social responsibility. 6. Provide adequate resources and facilities; and
Mission 7. Improve quality services continuously through a responsive feedback mechanism.

To build a brighter future - for our students, the Philippines, and the world. CENTRO ESCOLAR EXPECTED GRADUATE ATTRIBUTES (CEEGA)
It is committed to:
Provide a rich and stimulating academic environment in order to promote creative and Graduate Attributes Skills, Knowledge, Attitudes that Escolarian Graduates possess
scholarly academic pursuits among its faculty and equip students with the knowledge, Lifelong Learner (LL) 1. Learns and works independently as well as collaboratively.
skills, sound moral values, and an appreciation of arts and culture that will prepare 2. Translates knowledge generated from research and other sources to improve quality
them to become productive and innovative professionals with a commitment to nation of life.
building in the context of one world; 3. Creates new ideas to better understand society.
Enhance the development of higher education in the Philippines through its exemplar 4. Evaluates own thinking, behavior and spirituality for self-growth.
academic programs and practices, leadership in professional organizations, and Reflective and Creative Thinker 1. Thinks critically and creatively.
participation in academic consortia; and (RCT) 2. Shows open-mindedness.
Contribute to the promotion of human health and well-being through high-quality 3. Solves problems systematically.
programs in health professional education, research, and community service. 4. Loves art and shows artistic sensibility.
Caring and Trustworthy Citizen 1. Values people and acts in unity with others.
CEU CORE VALUES
(CTC) 2. Commits to social justice and principles of sustainability and respect for diversity.
V - Valuing others, caring for them and empowering them
3. Practices good stewardship and accountability.
A - Accountability, integrity and trustworthiness
4. Manifest social responsibility by helping improve conditions of those who have less in
L - Lifelong learning as individuals and as an organization
U - Unity, teamwork and loyalty
life or circumstance.
E - Excellence in all endeavors Proficient Communicator (PC) 1. Articulates ideas clearly for varied purposes and audiences of diverse culture.
S - Social responsibility as citizens of the Filipino nation and of the world 2. Listens attentively, engages in meaningful exchange and shares knowledge, values,
attitudes and intentions.
CEU QUALITY POLICY 3. Utilizes effectively appropriate media and information technologies.
Centro Escolar University is committed to provide quality, relevant, timely and Competent and Productive 1. Initiates, innovates better ways of doing things and accountability
effective service and support to the University community through an efficient Professional (CPP) 2. Promotes quality and productivity.
organizational system imbued with values and professionalism.

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 VISION AND MISSION BACHELOR OF SCIENCE IN NUTRITION AND DIETETICS (BSND)
OF THE SCHOOL OF NUTRITION PROGRAM OBJECTIVES
AND HOSPITALITY MANGEMENT
1. Equip students with an integrated and fundamental knowledge, skills and appropriate attitudes in foodservice and dietetic management.
A. VISION 2. Develop technical competence of students in planning, organizing, implementing, managing and evaluating nutrition programs thereby
enabling them to contribute to the improvement of the lives of people through good nutrition and research.
The School of Nutrition and Hospitality
3. Contribute to global development through the advocacy of good nutrition and healthy lifestyles in improving and maintaining the quality
Management is committed to quality education
that ensures the total development of its of life of individuals, groups and community.
graduates who are empowered to lead in their 4. Develop students who conduct themselves in a manner consistent with ethical standards and take responsibility for continuing personal
chosen professions and competent members of and professional growth.
the global workforce.
BACHELOR OF SCIENCE IN NUTRITION AND DIETETICS (BSND)
B. MISSION STATEMENT PROGRAM OUTCOMES

In line with the Centro Escolar The graduates of B.S. Nutrition and Dietetics should be able to:
University’s philosophy, mission, and vision to The graduates of B.S. Nutrition and Dietetics should be able to:
be the University of first choice, the School of 1. Translate the role of nutrition and dietetics in improving the overall health and well-being according to various needs, capacity, and
Nutrition and Hospitality Management is potentials of individuals, groups and families
committed: 2. Organize a comprehensive, multidisciplinary, and multi-cultural nutritional care plan as designed individually or through
collaborative efforts to achieve total wellness of an individual and other diverse group.
1. to develop well-rounded individuals; and 3. Incorporate food and nutrition plans in the local and national development efforts to address nutritional concerns
4. Plan and manage food service in different settings and nutrition programs in a multilevel approach, according to regulations and
2. to produce competent professionals who policies
are involved in community service, 5. Design economically viable activities using evidence-based studies in varying food, nutrition, and dietetics programs for practical
research-oriented, and equipped with the application
new information technology and emerging 6. Model the ethical standards of nutrition and dietetics in recognition of professional and social responsibility
knowledge and skills that meet 7. Engage in lifelong learning activities keeping abreast in continuing education and development of scientific research related to food
international standards of excellence while and nutrition
continually in quest for personal and 8. Articulate the latest scientific breakthrough related to the practice of food and nutrition using appropriate language required
professional growth. 9. Maximize the use of Philippine products and commodities in the practice of nutrition and dietetics to preserve the Filipino historical
and cultural heritage; convey nutrition information using local language as appropriate in the community setting
Course Description Nutritional Assessment deals with the study of the principles and methods of measuring and evaluating the nutritional status of individual and various population groups. It
: includes practical training in using direct and indirect method of assessing the nutritional status of both in clinical and public health setting. Emphasis is given on the
definition, standard components, methods and tools in nutritional status assessment as well as the interpretations and implications of nutritional assessment data as a vital
component of community diagnosis. Laboratory experience will focus on anthropometric and dietary methods of nutritional assessment.
Pre-requisite : Basic Nutrition

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Course Objectives The course aims to equip the students with the knowledge, skills and positive attitude required in the application of theories and principles in nutritional assessment, on
: assessing the nutrition status of individuals and population groups and interpreting nutrition data.
KNOWLEDGE:
 Explain the purpose of nutrition assessment, the various methods used and factors affecting the system
 Discuss the strengths and limitations of each nutrition assessment method
SKILLS
 Demonstrate the techniques in performing nutrition assessment (anthropometric, biochemical, clinical and dietary methods)
 Evaluate the results of nutrition assessment and relate with the individual’s nutritional status
ATTITUDE
 Comply with the standard requirements by comparing actual results of dietary reference intakes, normal levels and findings
 Advocate the conduct of thorough nutrition assessment in appropriately measuring individual nutritional status
COURSE PLAN
Suggested (Hours Resources/ Assessment Assessment
Program Intended Learning Outcomes Teaching/ Learning required) References Tasks Tools
CEEGA CILO Course Content/Topic
Outcomes (ILO) Methodologies/
Strategies
LL, 1,2 1, 3 At the end of the period, the
RCT, students should be able to:
PC Define nutritional assessment; 1. Introduction to Assessment of Interactive Lecture- 2 hours PowerPoint Recitation Questionnaires
Explain the purpose of the Nutritional Status discussion presentation Checking of Quiz
conduct of nutritional a. Overview of nutritional Group discussion Metacards the SLE on
assessment; assessment Structured Learning word games
Differentiate the three (3) forms b. Purpose of nutritional Exercise (SLE):
of nutritional assessment assessment Word games
systems; c. Forms and uses of nutrition
Enumerate the various direct assessment systems
and indirect methods of d. Methods of nutritional
nutritional assessment; assessment
Discuss the factors affecting the e. Factors affecting the choice
choice of nutrition assessment of nutrition systems and
systems. methods
LL, 1, 2, 3 2 Identify the determination of 2. Understanding malnutrition Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, nutritional status; a. Determinants of nutritional discussion presentation exercise Quiz
PC Discuss the pathogenesis of status SLE: Drawing a Metacards Recitation Processing
nutritional deficiency; and b. Pathogenesis of nutritional Diagram Checking of questions/
Differentiate the various forms deficiency the SLE on debriefing
of malnutrition. c. Forms and types of diagram
malnutrition Seatwork
LL, 1,2,3 3, 4, 5 Determine the objectives and 3. Dietary assessment at the Interactive Lecture- 3 hours PowerPoint Recapitulation Questionnaires

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 COURSE PLAN
Suggested (Hours Resources/ Assessment Assessment
Program Intended Learning Outcomes Teaching/ Learning required) References Tasks Tools
CEEGA CILO Course Content/Topic
Outcomes (ILO) Methodologies/
Strategies
RCT, limitations of dietary national, household and discussion presentation exercise Quiz
CPP assessment; individual levels Brainstorming Metacards Recitation Processing
Enumerate the types of dietary a. Introduction Group discussion Presentation of questions/
assessment; and b. Objectives of dietary SLE: Role playing the given debriefing
Enumerate the various assessment on dietary scenario Script for the
techniques on measuring diet at c. Limitations of dietary methods, i.e. 24- role play
the national, household and assessment hour food recall,
individual levels. d. Basic information food frequency
obtained in dietary
assessment
e. Types of dietary
assessment
f. Techniques in measuring
diet at the national,
household and individual
levels
LL, 1, 2, 8 4, 5, 6 Determine the early dietary 4. Assessment of nutrient intakes Interactive Lecture- 3 hours PowerPoint Recapitulation Questionnaires
RCT, standards and from food consumption data discussion presentation exercise Quiz
PC recommendations; a. Introduction Group discussion Recitation Scoring sheet
Discuss the various tools for b. Early dietary standards Small group SGD outputs Processing
analysis of food intakes; and and recommendations discussion (SGD) Write-up questions/
Discuss the measurement of c. Use of food composition Oral presentation on Debriefing
errors and issues on dietary tables, RENI, dietary dietary
assessment. guidelines, food guides, assessment and
and others in evaluating critiquing
food consumption data SLE: Journal review
d. Evaluation of nutrient
intake data
e. Measurement of errors in
dietary assessment
f. Issues in dietary
measurement
LL, PC, 1, 7 5, 6 Determine the formula, 5. Other indirect methods of Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
CPP computation and interpretation nutritional assessment discussion presentation exercise Quiz
of vital health statistics; and a. Studies on health SLE: First 10 Small sheets Recitation Exercise

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 COURSE PLAN
Suggested (Hours Resources/ Assessment Assessment
Program Intended Learning Outcomes Teaching/ Learning required) References Tasks Tools
CEEGA CILO Course Content/Topic
Outcomes (ILO) Methodologies/
Strategies
Explain the socio-economic, conditions and vital exercise on of paper Computations computations
cultural and anthropological statistics (especially on computation of Analysis of Processing
data used in assessment. infant and child mortality vital health vital health questions
rates) statistics statistics
b. Studies on food supply SGD SGD outputs
situation Oral presentation on Write-up
c. Studies on socio- socio-economic
economic condition assessment and
d. Studies on cultural and critiquing
anthropological influences SLE: Journal review
LL, 1, 2, 8 4, 5, 6 Determine the advantages and 6. Anthropometric assessment Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, disadvantages of a. Introduction discussion presentation exercise Quiz
PC anthropometric assessment; and b. Advantages and Brainstorming Metacards Recitation Processing
Enumerate and explain the limitations of SLE: Video Video Seatwork questions/
various ways of assessing anthropometric presentation in presentation Debriefing
growth, i.e. weight, length, measurements getting weight and Preliminary
height, age and others. c. Sources of error in height/length examination
nutritional anthropometry SLE: Taking (6th week)
d. Evaluation of measurements
anthropometric indices
e. Anthropometric
assessment of growth
LL, 1, 2, 3, 8 4, 5, 6 Enumerate and explain the 7. Anthropometric assessment Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, various ways of assessing body (cont.) discussion presentation exercise Quiz
PC composition, i.e. MUAC, WHR a. Anthropometric SLE: Video Metacards Recitation Processing
and others; and assessment of body presentation in Video Seatwork questions/
Discuss the various composition getting MUAC, presentation debriefing
anthropometric indices. b. Anthropometric reference head
data circumference,
c. Evaluation of edema
anthropometric indices SLE: Taking
measurements

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 COURSE PLAN
Suggested (Hours Resources/ Assessment Assessment
Program Intended Learning Outcomes Teaching/ Learning required) References Tasks Tools
CEEGA CILO Course Content/Topic
Outcomes (ILO) Methodologies/
Strategies
LL, 1, 2, 3, 8 3, 4, 5, 6 Explain the basis of developing 8. Anthropometric assessment Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, Child Growth Standards (CGS); (cont. discussion presentation exercise Quiz
CTC, Explain the advantage and a. CGS SLE: Exercises on Metacards Recitation Scoring sheet
PC disadvantage of using CGS b. OPT Plus CGS and OPT Seatwork SGD outputs Processing
over other reference standards; Plus Write-up questions/
Determine and interpret results SGD Debriefing
using Child Growth Standards; Oral presentation on
Explain the principles behind anthropometric
OPT Plus; assessment and
Identify the general and specific critiquing
objectives of Operation SLE: Journal review
Timbang (OPT) Plus;
Explain the difference of OPT
and OPT Plus;
Determine the schedule and
target of OPT Plus;
Describe the OPT Plus flow;
Explain the steps in preparing
spot map;
Identify the various OPT forms;
and
Differentiate the OPT Plus with
other growth assessment
activities.
LL, 1, 2, 3, 8 3, 4, 5, 6 Identify the advantages and 9. Biochemical assessment Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, disadvantages of biochemical a. Introduction Discussion presentation exercise Quiz
PC assessment; b. Advantages and Recitation
Identify the objectives of disadvantages of Seatwork
biochemical assessment; biochemical assessment
Identify the factors affecting c. Factors affecting accuracy
accuracy of results; of results
Describe an ideal biochemical d. Use of biochemical
test; measures
Discuss the factors in choosing e. Laboratory assessment of
the biochemical assessment body composition

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 COURSE PLAN
Suggested (Hours Resources/ Assessment Assessment
Program Intended Learning Outcomes Teaching/ Learning required) References Tasks Tools
CEEGA CILO Course Content/Topic
Outcomes (ILO) Methodologies/
Strategies
method; f. Static and functional
Explain the methods used in biochemical tests
analysis of biological factors; g. Selection of laboratory
and test
Describe ways in interpreting h. Analysis of biological
biochemical results. factors
i. Evaluation of laboratory
indices
LL, 1, 2, 3, 8 4, 6 Explain the method, concept, 10. Biochemical assessment (cont.) Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, guidelines, interpretation of a. Assessment of protein discussion presentation exercise Quiz
PC results in assessing protein status Metacards Recitation
status; and b. Assessment of iron status Seatwork
Explain the method, concept,
guidelines, interpretation of
results in assessing iron status.
LL, 1, 2, 3, 8 4, 6 Explain the method, concept, 11. Biochemical assessment (cont.) Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, guidelines, interpretation of a. Assessment of the status discussion presentation exercise Quiz
PC results in assessing vitamin A, of vitamin A, D, and E Metacards Recitation
D and E status; and b. Assessment of vitamin C Seatwork
Explain the method, concept, status
guidelines, interpretation of
results in assessing Vitamin C
status;
RCT, 1, 2, 3, 8 4, 6 Explain the method, concept, 12. Biochemical assessment (cont.) Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
PC guidelines, and interpretation of a. Assessment of the status discussion presentation exercise Quiz
results in assessing thiamine, of thiamine, riboflavin SLE: Journal review Metacards Recitation Midterm
riboflavin, and niacin. and niacin Seatwork Examination
(13th week)
LL, 1, 2, 3, 8 3, 4, 5, 6 Identify the advantages and 13. Biophysical assessment Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, disadvantages of clinical 14. Clinical assessment discussion presentation exercise Quiz
PC assessment; a. Introduction SGD Metacards Recitation Scoring sheet
Discuss the major problems b. Advantages and Oral presentation on Seatwork Processing
encountered in the clinical disadvantages of clinical clinical SGD outputs questions/
assessment of nutritional status; assessment assessment and Write-up Debriefing
and c. Medical and dietary critiquing

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 COURSE PLAN
Suggested (Hours Resources/ Assessment Assessment
Program Intended Learning Outcomes Teaching/ Learning required) References Tasks Tools
CEEGA CILO Course Content/Topic
Outcomes (ILO) Methodologies/
Strategies
Describe the physical signs history SLE: Journal review
indicative of malnutrition and d. Clinical signs of value in
deficiency involved. nutrition assessment and
their interpretation
e. Predominant clinical
symptoms of common
nutritional disorders
LL, 1, 2, 3, 8 3, 4, 5, 6 Enumerate the steps in planning 15. Planning a community nutrition Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, a survey; survey discussion presentation exercise Quiz
CTC, Enumerate and discuss the a. Overview Metacards Recitation
CPP various steps in conducting a b. Steps in the conduct of Seatwork
survey; and survey
Identify the various sampling
methods used in a survey.
LL, 1, 2, 3, 8 3, 4, 5, 6 Identify ways of screening 16. Assessment of the hospitalized Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, hospitalized patients; and patient discussion presentation exercise Quiz
CTC, Enumerate and discuss the a. Overview Recitation
CPP various methods in assessing a b. Nutritional screening Seatwork
hospitalized patient, i.e. calf c. Methods in assessing a
circumference, arm muscle area hospitalized patient
and others;
LL, 1, 2, 3, 7, 2, 3 Discuss the national nutrition 17. The Philippine Nutrition Interactive Lecture- 2 hours PowerPoint Recapitulation Questionnaires
RCT, 8 situation of the Philippines with Situation discussion presentation exercise Scoring sheet
CTC, focus on the methodology used a. Results of the latest Final Oral Metacards Recitation Processing
PC in each assessment National Nutrition Survey Presentation Seatwork questions/
and the Updating Survey Final write-up Debriefing
Final
Examination
Capstone Activities (if applicable)
Other requirements : Individual: Reaction paper on journal article on dietary, socio-economic, anthropometric, and clinical assessment
Group: Conduct of various nutritional assessment methods
Grading Scheme :
Class Participation: 66.67%
Periodic Exam 33.33%

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REFERENCES:
1. Books
Whitney& Rolfes (2019). Understanding Nutrition, 15th edition. Canada: Wadsworth
Mahan, Kathleen and Sylvia Escott-Stamp. (2020). Krause’s Food and Nutrition Therapy, 15th edition. Canada: Saunders Elsevier
Medeiros, Wildmar. (2019). Advanced Human Nutrition. 4th Edition, James and Bartlett Learning.
Rolfes, Pinna, Whitney (2017) Normal and Clinical Nutrition, 11th edition. Wadsworth Cengage Learning.
Stephenson, Sanctuary & Passarello (2021). Human Nutrition: Science for Healthy Living, 3rd edition, NY: McGraw Hill
Driskell & Wolinsky (2011). Nutrition Assessment of Athletes, 2nd edition. CRC Press
World Health Organization. (2008). Training Course on Child Growth Assessment.
Smolin and Grosvenor. (2007). Nutrition Science and Applications. 4th edition. John Wiley and Sons, Inc.
Gibson, Rosalind S (2004). Principles of Nutritional Assessment. 2nd edition. Oxford University Press, New York
Grodner andDeyoung (2004). Foundations and Clinical Applications of Nutrition. 3rd edition. Mosby, Inc.
Lee, Robert D. and Nieman, David C. (2003). Nutritional Assessment. 5th edition. Brown and Benchmark

2. Journals
Food and Nutrition Research Institute. (2016). Philippine Dietary Reference Intakes. FNRI, Taguig City
Food and Nutrition Research Institute. Facts and Figures: 8th National Nutrition Survey Results. FNRI Taguig City
National Nutrition Council. (2012). Nutritional Guidelines for Filipinos. NNC, Taguig City
National Nutrition Council. (2012). NNC Governing Board Resolution No. 2, Series 2012 approving the Implementing Guidelines on OPT Plus. NNC, Taguig City

3. Electronic References
www.fnri.gov.ph / www.nnc.gov.ph / www.unicef.org / www.who.int

Prepared by: Date: Approved by: Date:

JANICE P. FELICIANO, RND, MPH

JUN3 24, 2022 JUNE 24, 2022
HONEY LOVELEEN R. BONTILE, RND, MSPH DR. CECILIA C. UNCAD
Dean

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