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Basic nutrition diet therapy

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PREFACE to the INSTRUCTOR

Our goal is to capture the excitement of nutrition knowledge and its application to human health in this thirteenth edition. The field of nutrition is a dynamic human endeavor that is continually expanding and evolving. Three main factors continue to change the modem face of nutrition. First, the science of nutrition continues to grow rapidly with exciting research. New knowledge in any science challenges some traditional ideas and lends to the development of new ones. Instead of primarily focusing on nutrition in the treatment of disease, we are expanding the search for disease prevention and general enhancement of life through nutrition. Thus was the spirit during the establishment of the current Dietary Reference Intakes. Second, the rapidly increasing multiethnic diversity of the United States population enriches our food patterns and presents a variety of health care opportunities and needs. Third, the public is more aware and concerned about health promotion and the role of * nutrition, largely because of the media’s increasing atten-r tion. Clients and patients are raising more questions and seeking intelligent answers. They want to be more involved in their own health care, and an integral part of that care is nutrition.

This new edition continues to reflect upon the evolving face of nutrition science. Its guiding principle is our own commitment, along with that of our publisher, to the : integrity' of the material. Our basic goal is to produce a new book for today’s needs, with updated content, and to meet the expectations and changing needs of students, faculty, and practitioners of basic health care.

AUDIENCE

This text is primarily designed for students in licensed practical or vocational nursing (LPN/LVN) programs and associate degree programs (ADN/RN), as well as for diet w. technicians or aides. It is also appropriate for programs in \ .-.rious health-related professions.

: CONCEPTUAL APPROACH

Lj. The general purpose of this text is to introduce basic principles of scientific nutrition and present their applications in person-centered care. As in previous editions, Щ1- - basic concepts are carefully explained when introduced.

In addition, our personal concerns are ever present, as follows: (1) that this introduction to the science and practice we love will continue to lead students and readers to enjoy learning about nutrition in the lives of people and stimulate further reading in areas of personal interest; (2) that caretakers will be alert to nutrition news and questions raised by their increasingly diverse clients and patients; and (3) that contact and communication with professionals in the field of nutrition will help build a strong team approach to clinical nutrition problems in all patient care.

ORGANIZATION

In keeping with the previous format, I have updated content areas to meet the needs of a rapidly developing science and society.

In Part 1, Introduction to Basic Principles of Nutrition Science, Chapter 1 focuses on the directions of health care and health promotion, risk reduction for disease prevention, and community health care delivery systems, with emphasis on team care and the active role of clients in educated self-care. A description and illustration accompany the MyPyramid guidelines. The Dietary Reference Intakes (DRIs) are incorporated throughout chapter discussions in Part 1 as well as throughout the rest of the text. Current research updates all the basic nutrient and energy chapters in the remainder of Part 1.

In Part 2, Nutrition throughout the Life Cycle, Chapters 10, 11, and 12 reflect current material on human growth and development needs in different parts of the life cycle. Current National Academy of Science guidelines for positive weight gain to meet the metabolic demands of pregnancy and lactation are reinforced. Positive growth support for infancy, childhood, and adolescence is emphasized. The expanding health maintenance needs of a growing adult population through the aging process focus on building a healthy lifestyle to reduce disease risks.

In Part 3, Community Nutrition and Health Care, a strong focus on community nutrition is coordinated with an emphasis on weight management and physical fitness as they pertain to health care benefits and risk reduction. The Nutrition Labeling and Education Act is discussed in terms of its current regulations and helpful label format as well as its effects on food marketing. Highlights of

food-borne diseases reinforce concerns about food safety in a changing marketplace. Chapter 14 and Appendix H reinforce information on Americas multiethnic cultural food patterns and various religious dietary practices. New information on the topics of obesity and genetics, along with the use of alternative weight loss methods, is included in Chapter 15. Chapter 16 discusses aspects of athletics to clarify the ongoing practice of glycogen loading for endurance events, the proliferation of sports drinks, and the dangerous illegal use of steroids by athletes.

In Part 4, Clinical Nutrition, chapters are updated to reflect current medical treatment and approaches to nutrition management. Special areas include developments in gastrointestinal disease, heart disease, diabetes mellitus, renal disease, surgery, cancer, and AIDS.

CONTENT AND FEATURES

» Book format and design. The chapter format and use of color continue to enhance the book’s appeal. Basic chapter concepts and overview, illustrations, tables, boxes, definitions, headings, and subheadings make the content easier and more interesting to read, в Learning supplements. Educational aids have been developed to assist both students and instructors in the teaching and learning process. Please see the Ancillaries section on the next page for more detailed information.

• Illustrations. Color illustrations, including artwork, graphs, charts, and photographs, help students and practitioners better understand the concepts and clinical practices presented.

в Content threads. This book shares a number of features—reading level; Key Concepts; Key Terms; Critical Thinking Questions; Chapter Challenge Questions; References; Further Reading and Resources; Glossary; and Cultural Considerations, For Further Focus, Drug-Nutrient Interactions, and Clinical Applications boxes—with other Elsevier books intended for students in demanding and fast-paced nursing curricula. These common threads help promote and hone the skills these students must master. (See the Content Threads page after this preface for more detailed information on these learning features.)

LEARNING AIDS

As indicated, this new edition is especially significant because of its use of many learning aids throughout the text.

* Part openers. To provide the “big picture” of the book’s overall focus on nutrition and health, the four

main sections are introduced as successive developing parts of that unifying theme.

в Chapter openers. To immediately draw students into the topic for study, each chapter opens with a short list of the basic concepts involved and a brief chapter overview leading into the topic to “set the stage.”

в Chapter headings. Throughout each chapter, the major headings and subheadings in special type or color indicate the organization of the chapter material, providing easy reading and understanding of the key ideas. Main concepts and terms also are highlighted with color or bold type and italics.

a Special boxes. The inclusion of For Further Focus, Cultural Considerations, Drug-Nutrient Interactions, and Clinical Applications boxes leads students a step further on a given topic or presents a case study for analysis. These boxes enhance understanding of con cepts through further exploration or application.

* Case studies. In clinical care chapters, case studies are provided in Clinical Applications boxes to focus students’ attention on related patient care problems. Each case is accompanied by questions for case analysis. Students can use these examples for similar patient care needs in their own clinical assignments.

« Diet therapy guides. In clinical chapters, various diet therapy guides provideypractical help in patient care and education.

в Definitions of terms. Key terms important to students’ understanding and application of the material in patient care are presented in two ways. They are identified in the body of the text and are listed in a glossary at th e back of the book for quick reference.

* Summaries. A brief summary at the end of each chapter reviews chapter highlights and helps students see how the chapter contributes to the book’s “big picture.” Students then can return to any part of the material for repeated study and clarification of details as needed.

* Critical Thinking Questions. To help students understand key parts of the chapter or apply it to patient care problems, critical thinking questions are posed after each chapter summary for review and analysis of the material presented.

и Chapter Challenge Questions. In addition, self-test questions in true-false, multiple choice, and matching formats are provided at the end of each chapter to allow students to test their basic knowledge of the chapter’s contents. Answers are provided in the back of the book.

» References. Background references throughout the text provide resources used in each chapter for students who may want to probe a particular topic of interest.