NCP Step 3: Nutrition Intervention

Nutrition Intervention Terms and Definitions

Term Term Number Definition

Formal process to instruct or train patients/clients in

a skill or to impart knowledge to help
DOMAIN: NUTRITION
E patients/clients voluntarily manage or modify food,
EDUCATION
nutrition and physical activity choices and behavior
to maintain or improve health.

Instruction or training intended to lead to nutrition-

related knowledge.
Class: Nutrition Education– Note: This reference sheet only refers to patient/client
E-1
Content (1) nutrition education. Please use Nutrition Counseling (C) for
documentation of the Theoretical Basis/Approach (C-1) and
Strategies (C-2) used for patient/client behavior change.

Instruction or training intended to lead to nutrition-

related result interpretation or skills.
Class: Nutrition Education– Note: This reference sheet only refers to patient/client
E-2
Application (2) nutrition education. Please use Nutrition Counseling (C) for
documentation of the Theoretical Basis/Approach (C-1) and
Strategies (C-2) used for patient/client behavior change.

2015 EDITION

Copyright 2015. Powered by Webauthor.com. All Rights Reserved. RED57O0-XM1

Nutrition Education–Content (E-1)

Definition
Instruction or training intended to lead to nutrition-related knowledge.

Note: This reference sheet only refers to patient/client nutrition education. Please use Nutrition
Counseling (C) for documentation of the Theoretical Basis/Approach (C-1) and Strategies (C-2)
used for patient/client behavior change.

Details of Intervention
A typical intervention might be further described with the following details. Nutrition and dietetics
practitioners recommend, implement, or order nutrition interventions and the action(s) may be to initiate,
modify or discontinue a nutrition intervention(s):

 Purpose (e.g., prevention, disease management) of the nutrition education

 Priority modifications (e.g., issue of most concern to patient/client’s health and well-being)
 Survival information (minimum necessary nutrition modifications until patient/client can return
for more nutrition education)
 Nutrition and physical activity relationship to health/disease
 Recommended modifications (e.g., explain multiple nutrition prescription recommendations)
  Other or related topics (e.g., saturated and trans fatty acid intake versus total fat intake, menu
planning, food purchasing, physical activity recommendations)
 Other, specify

Typically Used with the Following

Nutrition Diagnostic
Terminology Used in PES
Statements
Nutrition Diagnoses
Common Examples (not intended to be inclusive)
 Predicted food–medication interaction (NC-2.4)
 Underweight (NC-3.1)
 Overweight/obesity (NC-3.3)
 Food- and nutrition-related knowledge deficit (NB-1.1)
 Unsupported beliefs/attitudes about food- or nutrition-
related topics (NB-1.2)
 Self-monitoring deficit (NB-1.4)
 Disordered eating pattern (NB-1.5)
 Physical inactivity (NB-2.1)
 Excessive physical activity (NB-2.2)
 Altered nutrition-related laboratory values (NC-2.2)
 Other: Any diagnoses related to inadequate, excessive, or
inconsistent intake

 Knowledge deficit related to newly diagnosed medical condition

and/or nutrition problem
Etiology  Medical or surgical procedure requiring modified diet
 Prior exposure to incorrect information

Food/Nutrition-Related History

 Unable to explain purpose of the nutrition prescription or

rationale for nutrition prescription in relationship to
disease/health
 Expresses need for additional information or clarification of
education or additional time to learn information
 Unable to select appropriate foods or supplements
Signs and Symptoms  Unable to choose appropriate timing, volume, or
preparation/handling of foods
 Uncertainty of physical activity, type and frequency
 Unable to distinguish legitimate from false information

Biochemical Data, Medical Tests and Procedures

 Laboratory data indicating nutrition education warranted

Other considerations (e.g., patient/client negotiation, patient/client needs and desires, and readiness to
change)

 Met with several providers in one day and is unable or unwilling to receive more nutrition
education at this time
 Profile reflects complicated situation warranting additional education/instruction
 Being discharged from the hospital
 Caregiver unavailable at time of nutrition education
  Baseline knowledge
 Learning style
 Other education and learning needs, e.g., new medication or other treatment administration
 Diminished literacy, including ability to read, write, comprehend information, or language barrier

References

1. Position of the Academy of Nutrition and Dietetics: Total diet approach to healthy eating. J Acad
Nutr Diet. 2013;113:307-317.
2. Holli BB, Calabrese RJ, O’Sullivan-Maillet J. Communication and Education Skills for Dietetics
Professionals. 4th ed. New York, NY: Lipincott Williams and Wilkins; 2003.
3. Sahyoun NR, Pratt CA, Anderson A. Evaluation of nutrition education interventions for older
adults: a proposed framework. J Am Diet Assoc. 2004;104:58-69.
4. Contento I. The effectiveness of nutrition education and implications for nutrition education
policy, programs, and research: a review of research. J Nutr Educ. 1995;27:279-283.
5. Medeiros LC, Butkus SN, Chipman H, Cox RH, Jones L, Little D. A logic model framework for
community nutrition education. J Nutr Educ Behav. 2002;37:197-202.

2015 EDITION

Copyright 2015. Powered by Webauthor.com. All Rights Reserved. RED57O0-XM1

Nutrition Education–Application (E-2)

Definition
Instruction or training intended to lead to nutrition-related result interpretation or skills.

Note: This reference sheet only refers to patient/client nutrition education. Please use Nutrition
Counseling (C) for documentation of the Theoretical Basis/Approach (C-1) and Strategies (C-2)
used for patient/client behavior change.

Details of Intervention
A typical intervention might be further described with the following details. Nutrition and dietetics
practitioners recommend, implement, or order nutrition interventions and the action(s) may be to initiate,
modify or discontinue a nutrition intervention(s):

 Result interpretation (e.g., engage in training on medical or other results to coincide with nutrition
prescription, such as, distribution of carbohydrates throughout the day based on blood glucose
monitoring results, heart rate during physical activity
 Skill development, e.g., glucometer use, home tube feeding and feeding pump training, cooking
skills/preparation, physical activity equipment
 Other, specify

Typically Used with the Following

Nutrition Diagnostic Terminology

Common Examples (not intended to be inclusive)
Used in PES Statements
 Food- and nutrition-related knowledge deficit (NB-1.1)
 Unsupported beliefs/attitudes about food- or nutrition-
Nutrition Diagnoses related topics (NB-1.2)
 Self-monitoring deficit (NB-1.4)
 Disordered eating pattern (NB-1.5)
  Physical inactivity (NB-2.1)
 Altered nutrition-related laboratory values (NC-2.2)
 Other: Any diagnoses related to inadequate or excessive,
or inconsistent intake

 Deficient understanding of how to interpret nutrition-

related results
 Exposure to incorrect food and nutrition application
Etiology information
 Lack of self-management skills

Food/Nutrition-Related History

 Expresses desire to apply nutrition information

Signs and Symptoms  Food and nutrient intake tracking incomplete Biochemical
Data, Medical Tests and Procedures
 Laboratory data indicating nutrition education warranted

Other considerations (e.g., patient/client negotiation, patient/client needs and desires, and readiness to
change)

 Profile reflects complicated situation warranting additional education/instruction

 Increased or decreased capacity and willingness to learn information
 Quality of life may be enhanced with in-depth nutrition education and understanding
 Baseline knowledge
 Lifestyle factors
 Education approaches that enhance skill transfer
 Diminished literacy, including ability to read, write, comprehend information, or language barrier

References

1. Position of the Academy of Nutrition and Dietetics: Total diet approach to healthy eating. J Acad
Nutr Diet. 2013;113:307-317.
2. Carmona RH. Improving health literacy: preventing obesity with education. J Am Diet Assoc.
2005;105:S9-S10.
3. Contento I. The effectiveness of nutrition education and implications for nutrition education
policy, programs, and research: a review of research. J Nutr Educ. 1995;27:279-283.
4. Holli BB, Calabrese RJ, O’Sullivan-Maillet J. Communication and Education Skills for Dietetics
Professionals. 4th ed. New York, NY: Lipincott Williams and Wilkins; 2003.
5. Holmes AL, Sanderson B, Maisiak R, Brown R, Bittner V. Dietitian services are associated with
improved patient outcomes and the MEDFICTS dietary assessment questionnaire is a suitable
outcome measure in cardiac rehabilitation. J Am Diet Assoc. 2005;105:1533-1540.
6. Medeiros LC, Butkus SN, Chipman H, Cox RH, Jones L, Little D. A logic model framework for
community nutrition education. J Nutr Educ Behav. 2005;37:197-202.
7. Sahyoun NR, Pratt CA, Anderson A. Evaluation of nutrition education interventions for older
adults: a proposed framework. J Am Diet Assoc. 2004;104:58-69.

2015 EDITION

Copyright 2015. Powered by Webauthor.com. All Rights Reserved. RED57O0-XM1