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Submitted Explanation - PowerPoint with Audio

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Submitted Explanation - PowerPoint with Audio

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Please open and click through this slide show to hear my explanation of my final CCIP. No need to "present" the PowerPoint, but on each slide in the bottom right corner is a recording of me explaining my logic and decision-making in the final project. I broke it into three parts - client overview, why I decided to create what I did, and what the breakdown of my final CCIP is like. You can view the PDF of my final CCIP below in my Padlet.

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This is the PDF of the information packet-workbook hybrid I generated for the final CCIP submission. This is explained in the PowerPoint above, with the embedded audio, but you can dive deeper into it with this PDF if desired. Since this is client-facing, I put the APA reference list separate but did reference within tables and paragraphs all my sources. Additionally, I decided to not formally do APA table formats in my CCIP given it id client-facing and not scholarly; I wanted to avoid it being overly confusing to follow or not approachable by a client.

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I decided that the client I am gearing this towards underwent Roux-en-Y gastric bypass surgery, male or female, and over 18 years of age. This procedure is both restrictive and malabsorptive to promote post-operative weight loss. I envision a final version of this CCIP to accomplish the following:

1. Highlight key functions of the four micronutrients in this week’s content,

2. explain how the anatomical changes impact the absorption of each,

3. outline micronutrient supplement requirements,

4. and visually depict the anatomical changes and how this relates to the above point on supplementation necessity.

Additionally, I think a final version of this CCIP could outline some example meals for optimal intake of these micronutrients.

I broke this storyboard into two parts. I outlined the functions, anatomical impacts post-operatively on absorption, and supplement recommendations in one part. In the other part drafted a visual to connect how the changes and recommendations are related to the anatomical shifts. It was interesting to see in my research on post-operative nutrition considerations how many hospitals and researchers agree on post-operative nutrition guidelines. I only noticed small variations in some total doses of supplements. All of my references are in a third, separate document in Padlet for review as desired. I used to work in a bariatric surgical ward and did a lot of nutrition support for patients where their nutritional status declined significantly post-operatively. I really liked getting to dive into this topic this week, and I think there’s a lot of creativity to be had in a finalized version of this CCIP.

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Part 1 of my CCIP draft is meant to outline the micronutrient functions, the impact surgery has on their absorption/health, and discuss related supplementation protocols.

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Part 2 is meant to be a visual to connect the content in part 1 to the structural shifts seen after surgery, and why they impact these micronutrients the way they do.

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This week I decided to apply more of a storyboard approach to gathering helpful information and resources for potentially making a finalized version of this CCIP in week 7. I couldn’t figure out the ideal way to draft up what’s in my head in providing guidance on the 10 micronutrients discussed this week. I think a final version of this content could take on a few different forms, though. I am partial to lists and images because I think they are more ubiquitously interpreted by varying client groups. The goals in a final product would be the following:

1. Define the 10 micronutrients for energy and macronutrient metabolism,

2. provide a list of sources for each micronutrient,

3. and provide guidance on how to eat in order to achieve appropriate intakes of each.

I see the client this is for being an adult, but other than that I would want this to be a universal tool that could be translated to any language.

I created a skeleton for gathering the information for goals one and two; nutrient name, a few key functions, and food sources. For goal three, I really like Harvard’s Healthy Eating Plate against MyPlate for a visual of how to combine food groups to have a balanced meal. I think having information of “what” and “where” regarding each nutrient, then culminating with applying “how” to build a plate is a really good approach for this CCIP for this client because of how much information there is on 10 micronutrients. For some reason superheroes came into my mind as a metaphor for explaining how these all work in synergy to support energy and cognition; the things this client is struggling with. There was a handout from the Virginia Department of Education that applied this metaphor, though in a different way than I am envisioning, but it also captures the flow of how this content might string together in a final piece which I appreciated. Additionally, The Academy of Nutrition and Dietetics also provided some guidance on how to educate on basic nutrition concepts, including micronutrients. They also have some cartoons/images that I like as inspiration.

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For the first two goals of my CCIP Week 5 storyboard, I wanted to consolidate information on the key functions of each micronutrients and their food sources. I think this table would lead into content generated from the below sources from Harvard, The Academy of Nutrition and Dietetics, USDA, and the Virginia Department of Education. I started to outline some fun, playful superhero names or titles as well since this is a motif that I feel inclined to use this week. All my references that I used in creating this drafted table can be found in my Padlet this week.

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EatRightPRO Guidance on Basic Nutrition Education

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EatRightPRO Guidance on Basic Nutrition Education

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There are cartoons and graphics here that I like. It also gives a good overview of how to make basic nutrition education topics successful, which I think is relevant for this CCIP since the content includes 10 total micronutrients.

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According to a 2015 Academy of Nutrition and Dietetics survey of health professionals with experience in Central America, populations in developing areas of this region lack basic knowledge of biology and physiology. Beginning with a discussion of basic health concepts and then explaining how nutrition affects our bodies is a good strategy.

Explaining Organ Functions

Lungs: provide oxygen to blood

Heart: circulates blood throughout the body

Stomach: helps digest food

Intestines: absorb nutrients from food

Liver: removes toxins from blood and processes nutrients from food

Kidneys: filter blood of waste and extra fluid

Explaining Nutrition

Nutrition is how food affects the health of the body. Food is essential-it provides vital nutrients for survival, and helps the body function and stay healthy. Food is comprised of macronutrients including protein, carbohydrate and fat that not only offer calories to fuel the body and give it energy but play specific roles in maintaining health. Food also supplies micronutrients (vitamins and minerals) and phytochemicals that don't provide calories but serve a variety of critical functions to ensure the body operates optimally.

Explaining Macronutrients: Protein, Carbohydrate and Fat

Protein: Found in beef, pork, chicken, game and wild meats, fish and seafood, eggs, soybeans and other legumes included in traditional Central America cuisine, protein provides the body with amino acids. Amino acids are the building blocks of proteins which are needed for growth, development, and repair and maintenance of body tissues. Protein provides structure to muscle and bone, repairs tissues when damaged and helps immune cells fight inflammation and infection.

Carbohydrates: The main role of a carbohydrate is to provide energy and fuel the body the same way gasoline fuels a car. Foods such as corn, chayote, beans, plantains, rice, tortilla, potatoes and other root vegetables such as yucca, bread and fruit deliver sugars or starches that provide carbohydrates for energy.

Energy allows the body to do daily activities as simple as walking and talking and as complex as running and moving heavy objects. Fuel is needed for growth, which makes sufficient fuel especially important for growing children and pregnant women. Even at rest, the body needs calories to perform vital functions such as maintaining body temperature, keeping the heart beating and digesting food.

Fat: Dietary fat, which is found in oils, coconut, nuts, milk, cheese, meat, poultry and fish, provides structure to cells and cushions membranes to help prevent damage. Oils and fats are also essential for absorbing fat-soluble vitamins including vitamin A, a nutrient important for healthy eyes and lungs.

Explaining Micronutrients: Vitamins and Minerals

Vitamins and minerals are food components that help support overall health and play important roles in cell metabolism and neurological functions.

Vitamins aid in energy production, wound healing, bone formation, immunity, and eye and skin health.

Minerals help maintain cardiovascular health and provide structure to the skeleton.

Consuming a balanced diet including fruits, vegetables, dairy, protein foods and whole or enriched grains helps ensure the body has plenty of nutrients to use. Providing a few examples of specific micronutrient functions can enhance the effectiveness of nutrition education:

Vitamin A helps the eyes to see

Calcium and magnesium help muscles and blood vessels relax, preventing cramps and high blood pressure

Vitamin C helps wounds heal and the body's ability to fight off germs

Iron helps the blood transport oxygen throughout the body and prevents anemia

Explaining the Concept of Nutrients as Building Blocks

Building blocks include protein for growing babies in utero, for child and adolescent growth, and for repairing damaged skin, blood, and other body parts in adults who aren't growing. Some parts of the body are replaced regularly, like blood and skin, so even adults are building new body parts regularly. Calcium is also a building block for building bones. Iron is a building block for blood. Since blood cells only last a few months, the body constantly needs more iron and protein to make new blood.

Using Metaphors to Explain Nutrition

According to registered dietitian nutritionists with experience teaching nutrition in developing areas of Central America, metaphors and simple concepts are useful in teaching basic nutrition. An example of this could be conveying foods rich in carbohydrate as "go" foods, protein-rich foods as "grow" foods and colorful produce as "glow" foods. Health educators should emphasize that good nutrition requires eating at least one serving of these three types of food at each meal:

Using Illustrations to Convey Basic Nutrition Concepts

Using actual local foods for hands-on meal planning and for teaching food categories helps low-literacy adults and children to understand nutrition. Health educators should try to acquire local foods to use in nutrition education in addition to laminated illustrations.

Due to minimal literacy among Central Americans, illustrations are as important as words in all visual materials. The following are examples of symbols that can represent the three basic reasons why the body needs a variety of foods:

Additional Resources

Annigan J, Media D.What Does Food Provide in the Human Body. SF Gate. Accessed February 14, 2016

Hoy-Rosas J, Arrecis E, Avila M. Central American Food Practices. In Goody C, Drago L. Cultural Food Practices. United States of America. American Dietetic Association; 2010: 54-67.

Hoy-Rosas J, Arrecis E, Avila M. Central American Food Practices. In Goody C, Drago L. Cultural Food Practices. United States of America. American Dietetic Association; 2010: 54-67.

Mahan, L. Kathleen., Escott-Stump Sylvia., Raymond, Janice L. Krause, Marie V., eds. Krause's Food & The Nutrition Care Process. 13th ed. St. Louis, MO. Elsevier/Saunders, 2012.

Nelms Marcia, Sucher Kathryn P, Roth Sara, Lacey, eds. Nutrition Therapy Pathophysiology. 2nd edition. Belmont, CA. Cengage Learning, 2010.

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According to a 2015 Academy of Nutrition and Dietetics survey of health professionals with experience in Central America, populations in developing areas of this region lack basic knowledge of biology and physiology. Beginning with a discussion of basic health concepts and then explaining how nutrition affects our bodies is a good strategy.

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This could be an example of how to provide guidance on "how" to achieve appropriate intake of the 10 micronutrients.

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The Healthy Eating Plate was created by Harvard Health Publishing and nutrition experts at the Harvard School of Public Health. It offers more specific and more accurate recommendations for following a healthy diet than MyPlate, developed by the U.S. Department of Agriculture and the Department of Health and Human Service. In addition, the Healthy Eating Plate is based on the most up-to-date nutrition research, and it is not influenced by the food industry or agriculture policy.

For more information on healthy eating

Healthy Eating: A guide to the new nutrition

Scientific evidence has shown that what you eat can reduce your risk for developing heart disease and diabetes, and ward off some forms of cancer, hypertension and osteoporosis. The special health report provides the latest thinking on the food-health connection and expert guidance on the best foods to incorporate into your diet for optimal health. Learn more.
Eat, Drink, and Be Healthy: The Harvard Medical School Guide to Healthy Eating
The book features eye-opening new research on the healthiest carbohydrates, fats, and proteins; an explanation of why weight control is still the single most important factor for long-term health; and menu plans and brand-new recipes that make it even easier to reinvent your diet. Learn more.

Learn more about the Healthy Eating Plate
Questions and Answers about the Healthy Eating Plate Comparison of the Healthy Eating Plate and the USDA's MyPlate Download a high-resolution PDF of the Healthy Eating Plate Read the Healthy Eating Plate press release

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The Healthy Eating Plate was created by Harvard Health Publishing and nutrition experts at the Harvard School of Public Health. It offers more specific and more accurate recommendations for following a healthy diet than MyPlate, developed by the U.S. Department of Agriculture and the Department of Health and Human Service.

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This could be an example of how to provide guidance on "how" to achieve appropriate intake of the 10 micronutrients.

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The USDA MyPlate Food Group Gallery page shows lists of foods for each of the five food groups. Hyperlinked foods show pictures of a specific amount in cup-equivalents (for fruits, vegetables, or dairy) and ounce-equivalents (for grains and protein foods).

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I like the application of the superhero metaphor, which came to my mind for this CCIP for some reason. I also appreciate how this lesson plan builds on topics in an organic way, which is how I would envision the final version of this CCIP to manifest.

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In interpreting the scenario for this week, two things came to mind. The first was that the client (pronouns she/her) was having this increased vomiting, diarrhea, and cramps perhaps related to toxic levels of one of the bone health supporting micronutrients such as calcium, phosphorus, or magnesium. Therefore, the resulting osteoporosis was from chronic bone resorption without adequate reformation due to continued toxicity. The second was that she has been struggling with these gastrointestinal experiences for a while, which has increased her losses of the required nutrients for bone health and has resulted in multiple fractures. I decided to go with the latter situation. I decided the client-of focus was a white female of post-menopausal age.

I noticed that in many of the resources I referenced they only discuss vitamin D and calcium. Despite our textbook giving good evidence for the roles of magnesium and phosphorus, I decided to focus my CCIP on vitamin D and calcium for two reasons. The first reason is that phosphorus is ubiquitous in the diet and it is more likely that Americans are overconsuming phosphorus compared to recommendations than they are under-consuming it (Shpases, 2019). The second reason is that in reviewing all of the functions of magnesium, Vormann and Kolisek (2019) relate much of the impact it has on bone health being related to how it is a similar cation to calcium and therefore interacts with calcium and its functions at the cellular level (e.g. calcium absorption, being a cofactor for hundreds of enzyme reactions, calcium channel controlling, etc.). The primary role of fluoride, though stored in skeletal pools, was more focused on teeth versus long-bone or axial bone health (Whitford, 2019). For all these reasons and the client demographics outlined above, I decided this CCIP on osteoporosis would highlight primarily vitamin D and calcium from a nutrition-perspective.

I liked that this week we were encouraged to bring in some aspects of exercise, which is supportive for bone strengthening, as well as other lifestyle factors. I imagined this educational resource I drafted for this week’s CCIP to be informing on “what” allows osteoporosis to develop, “what” makes bones healthy in the first place, and “what” can be done to promote overall bone health. The latter is where I wanted to add in lifestyle habits that should be avoided or promoted. Unlike in previous weeks where I have had multiple documents to upload into Padlet in creating the CCIP, this time I created one big document that contains all my thoughts, notes, and references that can be used to create a finalized version, potentially, for the final. I used APA citations at the beginning of each section because all my notes and summaries are a conglomeration of multiple sources. Instead of resorting to AMA formatting for ease-on-the-eyes and providing a better flow of content, I took this approach with APA citations and included a full reference list at the end.

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This week I created two pieces that I think in a final draft could be combined as one, but I imagine this as a stapled handout to give to a client. I geared this towards college-aged students, both men and women, but in this week’s prompt the pronoun “she” was used. I chose this population because I remember when I was in my undergraduate program not only was living in a dormitory a cesspool of germs, but navigating the dining hall was really hard for a lot of my friends whose parents generally took care of groceries and cooking. I wanted this to both explain why the immune-supporting micronutrients of this week’s content are important and how much one needs, but also create a tool that could be used to assess one’s plate to see if it’s adequate in any or most of these micronutrients. I think using MyPlate as a visual is friendly to all audiences, and I think it mimics a lot of what I remember college dining hall plates looking like. I also tried to deduce key take-aways from the very scientific textbook and electronic resources from this week, and provide quick tip-like content in both parts of the handout. This handout would be used to address the deficiencies the client in the prompt this week showed on lab results, and then also provide her with tools on getting a varied but nutrient-dense diet while living on campus. Part 2 of this submission is below, and you can also reference all the resources I used this week below.

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I thought this week the client I am creating this resource for and educating on electrolyte intake and fluid balance would be my mother. She is Puerto Rican, and many of the products she buys and eats are very high in added sodium. For example, Goya’s Sazon Coriander and Annatto seasoning has 170mg per tsp and there are about 5 tsp in one packet, which my mother will use in one cooking bout. This is adding 850mg sodium in one recipe, which is about 56% of Dietary Reference Intake (DRI) of less than 1,500mg per day (USDA & US-HHS, 2020).

My mother is a 44 year old female who is lightly active during the week but works a sedentary job. She lives alone and cooks for herself. Historically, she relied on me to cook and promote variety at home since she feels she is not as creative in the kitchen. To align with the Healthy U.S.-Style of Eating and also provide education about what her actual needs are for water, sodium, and potassium, I wanted to create a worksheet thought outlines the following:

Recommended Dietary Allowances (RDAs)/Adequate Intakes (AIs) for the two aforementioned nutrients and water,

visually demonstrate places in the diet high sodium,

visually promote intake of the healthier food groups per the Healthy U.S.-Style of Eating to support higher potassium intake,

and give example foods that fall into these respective categories.

Water estimates come from the 35mL/kg for adults as stated in Sheng (2019). The assumption is made that since Sheng (2019) states most sodium intake is in the form of sodium chloride, that by educating and reducing sodium intake overall chloride intake would also be impacted to a relatively equal degree. Therefore, chloride is not focused on this client-facing document but rather the focus is on foods and food groups. Although I am using my mom as the persona for this week’s CCIP, I think her situation is not atypical for many adults (men and women) and this type of client resource could be used with a variety of populations. I feel that visuals, colors, and scaling things can make educating a variety of client types easier and makes things more easily translated into other languages.

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References

Food and Nutrition Service. (2011, Sept 1). USDA Food Patterns. United States

Department of Agriculture. https://www.fns.usda.gov/usda-food-patterns

Sheng, H.P., Caudill, M.A. (2019). Sodium, Chloride, and Potassium. In M.H. Stipanuk & M.A.

Caudill (Eds.), Biochemical, Physiological, and Molecular Aspects of Human Nutrition (4th ed., pp. 788-805). Elsevier.

Sheng, H.P. (2019). Body Fluids and Water Balance. In M.H. Stipanuk & M.A. Caudill (Eds.),

Biochemical, Physiological, and Molecular Aspects of Human Nutrition (4th ed., pp. 806-823). Elsevier.

United States Department of Agriculture, United States Department of Health & Human

Services. (2020, Dec). Dietary Guidelines for Americans, 2020-2025 [PDF]. Dietary Guidelines.gov. https://www.dietaryguidelines.gov/sites/default/files/2020-12/Dietary_Guidelines_for_Americans_2020-2025.pdf

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Week 1 Discussion: Analyzing A Resource from the National Kidney Foundation

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Week 1 Discussion: Analyzing A Resource from the National Kidney Foundation

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I found an editorial piece by a registered dietitian addressing what protein is and where it comes from in the diet. I decided to look into education resources on protein because when I was a clinical dietitian I found that protein education was really challenging when it came to diet planning with patients. I personally think that people understand the types of foods that are high sodium or high in fat because of years and years of public health education on these topics, but they don’t generally understand the variety of protein options that exist. This article is definitely a 101-overview, and doesn’t go into depth on menu planning or protein metabolism.

Things that I believe this article does well are:

addressing incomplete versus complete protein sources,

supporting the ability of plant-based eaters to get a complete protein profile in their diet,

and keeping content simple and easily digestible.

However, when I go to a website like the National Kidney Foundation’s  I expect things to be more tailored to what the expected audience would be. In my opinion, the expected audience would be individuals with some form of kidney dysfunction or kidney disease, someone who is a caretaker for an individual with kidney disease, or a clinical professional caring for someone with kidney issues.

Although this article does give a general overview of protein, it doesn’t dive into considerations for kidney disease or why various kinds of protein are important to consume versus those to avoid in kidney disease. It doesn’t comment on the various needs someone with kidney disease has for protein either, or what happens with protein needs during various forms of treatment (e.g. while on dialysis, pre- or post-transplant, etc.).

One more thing that surprised me in a negative way was how this article didn’t link-out to other sources that dive deeper into the aforementioned topics that would tailor protein intake education to the kidney disease state. The only resource embedded in this article was one that explains the various stages of chronic kidney disease. This makes me question the strength of the National Kidney Foundation’s editorial platform. Instead of this article providing next steps for someone to dive deeper into protein intake in the setting of kidney disease, it leaves them to toggle back to other areas of the website to find what they think they need versus being guided with intention from article-to-article to build upon their learning while on the site.

Overall, though, I do think the website in its current state is really inviting and easy to navigate. The way things are laid out makes sense, in my opinion, and I would think it is a user-friendly resource to direct clients and patients too. My critiques above are strictly on the article in question.

Reference

Ulerich, L.M. (2018, Aug 22). Breaking Down Dietary Protein: What is it?. National Kidney

Foundation. https://www.kidney.org/newsletter/breaking-down-dietary-protein

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August 22, 2018, 1:29pm EDT

By Linda M. Ulerich, RD

We all need protein in our diet every day. Protein is used to build muscle and fight infection and is made up of different amino acids, the building blocks of proteins. There are twenty different amino acids and nine of them are considered to be "essential" amino acids because the body can't create them on its own. These must be obtained through dietary sources and protein in our diet can come from both animal and plant sources. It's important to eat a variety of different protein-containing foods to ensure that your body gets all the different amino acids it needs to function properly.

During digestion, protein is broken down into various byproducts. Healthy kidneys remove the byproducts and filter out the wastes in the urine. When kidney function has declined, the byproducts of protein breakdown can build up in the blood instead of being cleared out in the urine.

What is an incomplete protein in the diet?

An "incomplete" or "lower quality" protein source is one that is low in one or more of the essential amino acids. Plant sources such as beans, lentils, nuts, peanut butter, seeds and whole grains are examples of incomplete proteins. The good news is that if you eat a combination of these incomplete proteins in the same day, they can provide adequate amounts of all the essential amino acids. Vegetarians can meet their protein needs with careful planning. For example, combining red beans and rice or peanut butter on whole grain bread together make a complete protein. Another bonus with plant proteins is that they are low in saturated fat and high in fiber.

Other foods such as breads and cereals, pasta and rice, fruits, and other vegetables provide smaller amounts of protein, but provide lots of other nutrients as well.

What is a complete protein in the diet?

Animal sources of protein are considered "complete" or "high quality" protein if they provide all of the essential amino acids. Animal sources of protein vary in their amount of fat, with fatty cuts of red meat and whole milk dairy products and eggs being the highest in saturated fat (less healthy for the heart). Fish, poultry, and low fat or fat free dairy products are lowest in saturated fat.

How do you know how much protein you need to eat each day?

Protein needs vary based on your age, sex and overall general health.

*If you have kidney disease or special dietary concerns, it is best to speak with your clinician, renal dietitian or certified diabetes educator before making any dietary changes.
Want an easy way to start eating less meat? Go Meatless Monday every week, and get regular tips and recipes by following #MeatlessMonday and learning more at MeatlessMonday.com.

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Breaking Down Dietary Protein: What is it?

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August 22, 2018, 1:29pm EDT By Linda M. Ulerich, RD We all need protein in our diet every day. Protein is used to build muscle and fight infection and is made up of different amino acids, the building blocks of proteins.

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In my practice I really like how images translate complex words and concepts into interpretable language for non-clinicians. I am partial to a good flowchart as well for understanding processes. For this CCIP I wanted to create a rough draft of a client education document that demonstrates the difference between a healthy gut and someone experiencing irritable bowel syndrome. I am not entirely sure that I interpreted the point of the CCIP correctly, but I did add my notes and the citations for my notes in the thread below in case this was supposed to be more of a written outline submission. My goal for this was to visually and simply show the progression of how the lack of absorption one with IBS experiences leads to bloating, distention, and a change in stool output. I decided to not get too much into the brain-gut connection with this one, though. Based on some of the epidemiology I saw as I was familiarizing myself with IBS, although it's predominant in older populations, it's growing in prevalence in younger age groups due to earlier identification of symptoms and diagnostic rule out. With that, I decided that the client I was working with is a young, female student athlete that believes she is fueling appropriately for her physical performance but cannot understand why she has so much discomfort. Given the age, I wanted to stick with simple images that would depict why seemingly "healthy" foods might be causing discomfort despite her thinking she is making healthful choices. I have had a lot of eating disorder clients that claim to have IBS when in fact their discomfort is the result of malnourishment and symptoms of re-nourishment. That is what lead me to to go for a younger client for this CCIP, and given my interest in sports nutrition I wanted to bring that into this assignment as well.

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I was not entirely sure I interpreted the point of the CCIP correctly. To try and make sure I did my due diligence, I wanted to share the notes and citations that I took as I was familiarizing myself with IBS. This is what helped inform my choice of infographic above for this CCIP.

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The photos of my dogs in the thread below are more interesting than a photo of me!

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Week 1 Discussion: Introduction, Course Highlights, & Photo

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Week 1 Discussion: Introduction, Course Highlights, & Photo

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Hello Everyone!

My name is Jay Patruno (he/him/his), RDN, LDN, CPT, CNC. I am originally from Western Massachusetts, and went to school for my undergraduate in nutrition and dietetics (i.e. my didactic program in dietetics) at Boston University. I completed my dietetic internship at Brigham and Women’s Hospital in Boston, MA, and started my career as a clinical dietitian there afterward before transitioning into lower levels of care for eating disorder treatment. After some pivots in my professional career, my personal life took me to South Florida in early 2021 where I now reside. I currently work as the Experimentation Manager and Nutrition Strategist for Orangetheory Fitness Corporate Headquarters.

I actually started my graduate degree with Johnson and Wales University (JWU) in 2020 in the Sports Leadership program. Areas of practice I am particularly passionate about are eating disorders and sports nutrition, which have a lot of overlap. I believe in affirming and compassionate nutrition care, so everything I do I bring a lens of eating disorder prevention and treatment into my practice. I am sure you will hear/see me commenting on aspects of diet culture, weight inclusivity, and nutritional messaging throughout this course. Sadly, I needed to withdraw from JWU before moving to Florida for personal reasons. Now, I am back pursuing my degree in the nutrition science program. I am enrolled in this particular course because it was what was being offered in my required curriculum for this semester.

Something else that is worth mentioning in this introduction, as I will highly likely be talking about it throughout this course, is my passion and advocacy work for diversity, equity, and inclusion (DE&I) in the field of nutrition and dietetics. I currently sit as a Chairperson for the Boston Alliance for Diversity in Dietetics (BADD), and I have given and continue to give lectures and presentations on DE&I related to nutrition practice across the country.

I am very excited to be diving back into the nuts-and-bolts of nutrition science. I look forward to getting not only a refresher in the content but being able to learn with a different perspective than my first time around, and being challenged to learn new things that I may apply to my practice. In reviewing the table of contents of the textbook for this course, I am particularly interested in the week three content on vitamins A, C, E, zinc and selenium, and the overall review of digestion. I absolutely love anatomy, and I really nerd-out over the human body as a “machine”. For this first week in this course, diving into chapter 6 will really get my attention. The aforementioned micronutrients I am particularly interested in because they relate a lot to my current job. I spend a lot of time working with our Medical Advisory Board at Orangetheory Fitness reviewing and vetting nutritional products (e.g. bars, powders, drinks, etc.) for retail sale. The media has really heightened “immunity” as a health goal, and antioxidants are getting a lot of praise right now. There isn’t a robust amount of research for the impact of antioxidants on ergogenic performance, and in general I typically don’t recommend clients buy products with greater than 100% daily value for any micronutrients unless clinically warranted. Manufacturers, though, are taking advantage of the media’s influence and putting a lot of “stuff” in their products with health claims that they boost health, or increase metabolism, or increase immunity. Reviewing the roles and pathways for vitamins A, C, E, zinc, and selenium I think will aid in my ability to determine, at a national level, how to educate and communicate about the role for these nutrients for our company’s membership base.

Please take a look at the photos I posted in this week’s Padlet column of my portfolio to get a little insight into my life. I am a full-time dog-dad. I have two fur baby’s, Hamilton who is a French bulldog and Hugo who is a Boston terrier. If I am not working or studying, I am spending time with them or tending to one of their many high maintenance needs.

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This is Hamilton (a.k.a. Ham), a French bulldog.