sample case study on nutrition

Your browser is ancient! Upgrade to a different browser.

Climbing Nutrition

Case study #1: simon (20-year-old athletic male).

by Brian Rigby, MS, CISSN

March 31, 2016 10 Replies

Case Studies

Since I started this blog almost a year ago, I’ve written many articles on good practices in sports nutrition, eating for climbing performance, and also on popular myths that ought to be debunked. I hope that through these articles you have been able to make healthy changes to your diet, and as a result have seen your climbing improve.

This is all good, but there’s still something missing—sometimes it’s hard to bridge the gap between theory and practice. For this reason, I’m debuting a new type of feature I’ll be running every now and again on Climbing Nutrition: Case Studies . Basically, I’m going to show you some of the process I would go through were I to see a particular individual as a client.

Though each case study is by nature individual (and therefore not necessarily cut to fit your own physiology), the basic work remains similar—so you should be able to go through the process yourself to come up with your own results.

Alright, let’s begin:

Client Information

Name: Simon Age: 20 Sex: Male Height: 5′ 10″ (178 cm) Weight: 145 lbs (66 kg)

Client’s Reason for Inquiry

I climb 3-4 days each week and ski (teaching and touring) another 2. For a long time, I’ve tried to keep my weight low in order to have the best strength-to-weight ratio, but whenever I make gains on the strength side from my training it doesn’t seem to transfer to my climbing. I’ve been stuck at v5-v6 for about a year now.

Simon’s weight and height gives him a BMI (body mass index) of 20.8, well within the healthy range of 18.5 to 24.9. A flaw in the design of the BMI, however, is that it cannot accurately measure fat mass vs. lean mass. Athletes tend to have greater amounts of lean mass (and less fat) than the average individual whom the BMI was designed for, and so in reality Simon is likely even leaner than the BMI indicates (in extreme cases, large athletes can appear to be “overweight” according to their BMI due to muscle mass). Without a body fat reading we cannot know for certain, but it’s probable that Simon has no more than 10-12 lbs of (perfectly healthy) fat he could lose before dropping into an unhealthy range. Thus, as far as strength-to-weight ratio is concerned, losing weight is not likely to yield a major benefit, especially for the amount of work it would require to lose fat below this already low level.

In our correspondence, Simon says he eats around 2,400 calories each day. Since Simon exercises 5-6 days each week, it’s unlikely this is enough calories to support his strength goals. Instead, this amount of energy is likely to be on the lower end of weight maintenance—a sort of metabolic limbo where the body attempts to preserve muscle tissue but doesn’t have enough energy to support muscle growth. Chances are good that Simon could eat significantly more calories each day and still maintain weight, or gain only minimal weight through muscle gain. He will also have more energy to train harder (or longer at a higher intensity), which will have even more significant effects on his strength.

Client Caloric Goal

Using the Harris-Benedict Energy Equation , we can calculate that Simon has a basal metabolic rate (BMR) of roughly 1,675 kcal/day.

Harris-Benedict Energy Equation

• Imperial: (4.55 * weight in lbs) + (15.88 * height in inches) – (5 * age in years) = BMR
• Men: Add 5 calories to the calculated BMR
• Women: Subtract 161 calories from the calculated BMR

A BMR only covers the essential functions necessary for sustaining life at its most basic level, though; unless Simon is literally lying in bed all day—eating nothing, drinking nothing, doing nothing—we need to multiply it by the appropriate modifier. There are two ways of doing this: the simple, averaged approach; or the more complex, individualized approach. Since Simon has given me a breakdown of his weekly activities, I will ultimately use the individualized approach. First, however, I’ll show you the generalized approach in case you choose to use this method instead.

Harris-Benedict Activity Modifiers

• Sedentary:  BMR * 1.2
• Light (1-3 days/week):  BMR * 1.375
• Moderate (3-5 days/week):  BMR * 1.55
• Vigorous (6-7 days/week):  BMR * 1.725
• Extreme (6-7 days/week, multiple workouts per day):  BMR * 1.9

Since Simon exercises an average of 5-6 days per week (3-4 days climbing, 2 days skiing), he falls into the “Moderate” to “Vigorous” category of physical activity level. “Moderate” has a modifier of 1.55, while “Vigorous” has a modifier of 1.725. Thus, for a more moderate week, Simon will need roughly 2,600 kcal per day (1,675 kcal/day * 1.55), while a more vigorous week calls for roughly 2,900 kcal per day (1,675 kcal/day * 1.725).

Based on this information, Simon’s daily intake appears to be 200-500 calories shy of the recommended amount for maintainance—and low enough to have a noticeable negative impact on his climbing and training. By increasing calories to the recommended amount, he would have more energy, gain strength easier (and transfer that strength to climbing), and still maintain weight.

Really, though, it’s better to individualize your plan whenever you can. The problem with modifiers is that they’re very broad, subject to interpretation, and error-prone. For example, it would appear based on the above list that exercising for one hour three days a week and exercising for two hours five days a week are equivalent, when it’s instantly apparent that they’re not—but two people might still calculate their metabolic rates as equivalent based on the above modifiers, despite having wildly different lifestyles! Furthermore, there’s no concern with intensity. An hour of walking is equivalent to an hour of race-pace running, even though there is a huge difference in the calories burned by each activity. An individual approach overcomes these limitations.

To individualize your plan, you just need to know approximately how many calories your chosen exercises burn, and approximately how long you engage in them each day. There is still room for error (overestimation of intensity or time, for example), but these errors will likely be much smaller in magnitude—only a 25-100 calorie difference across a day, rather than a 200+ calories difference.

The first step in an individualized plan is to calculate your  sedentary metabolic rate —your BMR multiplied by the sedentary modifier of 1.2. This sedentary rate accounts for all the little things we do everyday that are  not included in your BMR, such as eating, sitting upright, walking around, standing, etc. Simon’s sedentary rate is roughly 2,000 calories per day (1,675 * 1.2 = 2,010).

Next, we determine the average caloric cost of the activities Simon engages in. The easiest way to go about this is to just use an online calculator such as this on e and plug in your weight and the activity you’re interested in.

For Simon (weight 145 lbs), ski touring will burn between 400 (for an easy pace on gentle terrain) to 525 (for vigorous effort) per hour, with higher rates possible for certain conditions. Teaching skiing is a little harder to quantify because it’s variable, but light downhill skiing burns roughly 264 calories per hour (this would only include the time actually  skiing , not chairlifts, etc.) and it’ll likely be at least that.

According to the exercise calculator, climbing burns about 660 calories per hour, but we can be more specific here based on intensity. Based on this research , climbing burns roughly 17 kcal/minute for easy routes, 19 kcal/minute for moderate routes, and 22 kcal/minute for difficult routes (for an experienced climber). For a new climber, a difficult route—“difficult” is relative to skill, by the way, not absolute based on grades—burns 23 kcal/minute. Bouldering is of higher intensity, so it’s possible that it burns even more calories, but given the lack of data we’ll just assume it burns 22 kcal/minute. This is “on the wall” time only, which varies from person to person, but is likely to average 10-20 minutes per hour for bouldering. That means that each hour of bouldering will burn an average of 220-440 kcal.

Now, all we have to do is multiply each activity’s caloric cost by the time spent doing it and add that to Simon’s daily total. If we assume he climbs two hours per day with an average amount of “on the wall” time, he would burn 660 calories doing so. That means he should consume about 2,660 calories on a day he climbs (2,000 from his sedentary metabolic rate and 660 from his activities) to maintain weight. Or, on a day of ski touring that lasts six hours, he should consume 4,400 calories to maintain weight.

Macronutrient Breakdown

The final step is to determine the macronutrient breakdown of any given day. This is perhaps a little more complicated just because protein needs remain static  (roughly 100-160 grams per day) while carbohydrate and fat needs will vary based on total daily activity. Normally when I work with clients, I provide a “base goal” for each macronutrient (in addition to calories) and then a “per hour of exercise” goal as well (with variations according to intensity), but here I’m going to show a slightly easier variation.

First, based on Simon’s BMR of 2,000 calories per day, protein should account for roughly 24% of the calories in his diet (120 grams of protein at 4 calories per gram equals 480 calories, divided into 2,000 calories equals 24%—the 120 grams is the important part). Since this is a sedentary day, we’ll leave carbohydrates towards the lower end at 50%, which leaves fat at 26%. Even though 50% isn’t ideal for aerobic activities such as ski touring , the actual percentage will wind up being significantly  higher on ski touring days because protein doesn’t increase. If this isn’t clear right now, don’t worry, you’ll see the math in just a bit.

Simon’s Macronutrients on a Sedentary Day

• Protein:  120 g (480 kcal; 24%)
• Carbs:  250 g (1,000 kcal; 50%)
• Fat:  58 g (520 kcal; 26%)

To determine what his needs will be on non-sedentary days, we’ll figure out the ratio of carbohydrate-to-fat calories. In Simon’s case, it’s roughly 2-to-1 (50% carbs to 26% fat, or 50:26 –> 1.92:1), and he should try to keep this ratio approximately the same on active days as well. That means getting two calories of carbohydrate-based energy for every single calorie of fat-based energy.

For those interested in the gram-to-gram breakdown, carbohydrates weigh in at 4 calories per gram and fat weighs in at 9 calories per gram, which makes the gram of carbohydrate to gram of fat ratio about 4.5:1 (1/2 gram of carbohydrates for every 1/9 gram of fat). This isn’t necessary to figure out the rest of Simon’s macronutrient schedule, though, so don’t worry too much about it.

On days when Simon climbs, he should consume an estimated 2,660 calories (or more or less depending on the total amount of climbing). When the 480 calories from protein are subtracted, we are left with 2,180 calories—66.6% of which should come from carbohydrates, and 33.3% of which should come from fat (that 2-to-1 ratio). That comes out to roughly 1,440 carbohydrate calories (55% of his total caloric intake) and 720 fat calories (27% of his total caloric intake), which is about 360 grams of carbs and 80 grams of fat. So Simon’s climbing day macronutrients look more like this:

Simon’s Macronutrients on a Climbing Day

• Protein:  120g (480 kcal; 18%)
• Carbs:  360 g (1,440 kcal; 55%)
• Fat:  80 g (720 kcal; 27%)

Already you can see that carbohydrates are playing a much more significant role!

Now let’s do the same operation for the ski touring day. Removing the 480 calories of protein from the assumed 4,400 he will burn throughout the day, we are left with 3,920 total calories. At a 2:1 carb/fat ratio, about 2,600 of those calories should come from carbs while 1,300 should come from fat—this is equivalent to 650 grams of carbs and 144 grams of fat. Now, carbohydrates make up about 59% of his diet, fat is about 30%, and protein is only 11%!

Simon’s Macronutrients on a Ski Touring Day

• Protein: 120 g (480 kcal; 18%)
• Carbs: 650 g (2,600 kcal; 59%)
• Fat: 144 g (1,300 kcal; 30%)

The greater Simon’s caloric need, the greater role carbohydrates will play in his day, according to our specified ratio. Moving from a sedentary day to a moderately active climbing day to a significantly active ski touring day, Simon’s carbohydrate goal moves from 50% to 55% to almost 60% while fat only moves from 26% to 30% (and protein dwindles in relative “importance”).

For most people, starting with a similar caloric ratio (roughly 1:2:1 protein/carbs/fat) as the one demonstrated here is probably adequate, especially if you do a combination of anaerobic (bouldering, single-pitch sport climbing, campus training, fingerboarding, etc.) and aerobic (low-intensity multi-pitch climbing, hiking, cycling, etc.) activities. If you’re much more on the anaerobic side of spectrum, you can safely alter the carb-to-fat ratio to be 1.5:1 (45% carbohydrates, 30% fat on a sedentary day) without affecting performance. If you engage in a lot of aerobic activity, you may wish to increase it to 2.75:1 (55% carbohydrates, 20% fat on a sedentary day) or even 4:1 (60% carbohydrates, 15% fat on a sedentary day).

Test in the Real World

Determining theoritical ratios is only the first step for any nutrition plan. After we have a target to aim for, we need to gauge it against real world results, which means implementing the plan and monitoring Simon’s weight. If Simon continues to maintain weight with the increased caloric load, then we know we’ve hit about the right area, and we might even increase calories slightly until we find the point at which he starts to gain weight (so we can be certain he is doing the most for muscle recovery and strength gain). If Simon gains weight, then we’ll back calories off slowly until he starts to maintain again. He shouldn’t lose weight since we’re increasing calories.

Aside from monitoring progress in a concrete way such as through weight maintenance (or body fat readings, if he had a way to do it), Simon should also subjectively feel stronger and more able to translate his training strength gains to his climbing. He should have more energy, recover faster, and stay strong longer. If all of this is true, and his weight is stable, then we would consider Simon’s plan to be successful and he would follow it until his goals changed. If there are problems that persist longer than a week or two (the amount of time it can sometimes take to “break in” a diet), then we’ll make some changes depending on the specifics of the problems.

Wrapping Up

Simon is a great example of an average, active male climber. His focus on staying lean no matter the cost was inhibiting his strength gains on the wall and providing no discernible benefit since he was already quite lean. By increasing his daily calories to a more appropriate level, he should be able to continue to maintain weight while improving his ability to gain strength. If followed accurately for an extended period of time, he may even gain small amounts of muscle and lose equal amounts of fat (AKA “body recomposition”), thereby dramatically improving his strength-to-weight ratio.

If Simon does not resemble you or your goals, don’t fret! This is just our first case study, and I’ll more than likely cover someone with a similar goal or physique to your own in the future. In the meantime, you should hopefully be able to apply the lessons learned from this first case study to yourself (provided your goal is weight maintenance) and get positive results.

If you have questions about this case study, please ask them in the comments below so I can answer publicly on this page and clarify the confusion for everyone! If you think you’d be a great example for a case study, fill out the form on this page and  please be patient. I will do my best to answer your needs via email (at the least), or possibly use you as another example in the months to come.

Until next time!

10 comments

Very interesting from a theoretical point of view. But it seems almost impossible to implement in the real world. How does numbers and ratios translate to real food. It must take a lot of planning just to figure out what to actually eat. Also, how can you time your food intake on a normal workday that leaves little or no room for frequent food breaks and prepping.

Also, I have been a hardgainer my whole life and I can testify to eating enough calories is no way as easy as stated in post. Seems like you need to eat tons of food in very frequent intervals. Again the macro breakdown leads to a more practical issue: How does numbers translate to real food?

There are logistical issues, to be sure—issues that are probably better tackled in a separate post—but let me try to provide a little hope here. Let’s assume Simon will have the chance to eat 5 meals/snacks on a given climbing day. With his base carb requirement of 250 grams, that means he should eat approximately 50 grams of carbohydrate per meal, or just over a single cup of most cooked starchy carbs. A cup is not a lot, so this shouldn’t be infeasible. The remaining 110 grams of carbs that he needs from climbing can come from preloading before exercise (slow-digesting carbs to buoy blood glucose during his climb), intraexercise replenishment (such as a sports drink, or fruit), or afterwards in the form of extra food (over the next few hours, about an extra 2.5 cups of starchy carbs). In this case, I’m only focusing on carbohydrates because they are the most challenging to get enough of for most people, at least without resorting to highly concentrated forms like refined sugars.

A ski touring day would be more challenging, but since he will presumably be exercising with little break we can rely more on the above-mentioned concentrated sources, which will also be easier to digest during exercise. Dried fruit, sports drink mixed into his water, and granola bars all make it easier to get the necessary number of calories.

In all cases, it does take planning, but the end result is worth it, I think. Energy will be higher, recovery faster, and training gains will be increased. This isn’t to say everyone must plan like this, but rather than there’s value in doing it if you care to, just as there’s value in putting together a training schedule and sticking with it despite the logistical and motivational problems associated with putting together a weeks-long exercise schedule in advance. But, as I said, I think another post will ultimately do your question/comment more justice, so I’ll try to get one out soon!

you have a great blog here! would you like to make some invite posts on my blog?

Thanks! Send me an email here if you’re interested in guest posts .

Thank you for this post. It is very helpful. Because I don’t want to pay the $39.95 to read the article at https://link.springer.com/article/10.1007%2Fs00421-007-0501-0 , could you help me in determining the number of calories burned per minute for a 115# female for easy, moderate, and difficult bouldering ? I assume the numbers in the case study, 17 kcal/minute for easy routes, 19 kcal/minute for moderate routes, and 22 kcal/minute for difficult routes, are specific to Simon’s weight.

The numbers provided were based on the averages in the article itself, which were themselves based on an average weight of 64 kg (141 lb). It’s an imperfect approximation, but we just really don’t have any good data on the caloric cost of climbing so it’s the best I could offer! Based on weight, we could estimate up or down by the same factor as the weight change and get in the same ballpark, so a heavier 160 lb climber might burn 19 kcal/min while a lighter 120 lb climber might burn 15 kcal/min. But, these are only estimates because it’s tough to know precisely how the caloric costs associated with climbing relate to weight compared to how they do for running or other more well-studied sports. Sorry I couldn’t give a more precise answer!

I have a question with regard to carbohydrates. Do they include fibre or not? I used the formula kcal from all carbohydrates equals 4*gramms of carbohydrates + 2*gramms of fibre. And then I took the ratio 2:1 for all carbohydrates to fat. Is that correct in your opinion? The fibre should somehow be included since it contributes to the calorie intake.

Thank you very much and best regards, Chris

Fiber doesn’t have a significant effect on our caloric intake since it’s indigestible. Some fibers are fermentable by our gut bacteria and those bacteria will release short-chain fatty acids as a by product that will be absorbed and used by the cells lining our intestine and thereby technically add to our caloric intake, but overall the net calories from fiber will be negligible.

Since Simon is active on most days of the week, there are days when he is not. Compute for his TER on his sedentary days.??

Since Simon is active on most days of the week, there are days when he is not. Compute for his TER on his sedentary days.

Leave a Reply

Your email address will not be published. Required fields are marked *

 Yes, add me to your mailing list.

Notify me of follow-up comments by email.

Support Us!

Follow Us on Facebook

Recent Quick Posts

• Random End-of-Year Updates December 17, 2018
• Bad Statistics in Sports Science Called Out May 16, 2018
• Chondrosarcoma: Radiation Side Effects March 21, 2018
• Genotypes and Weight Loss February 20, 2018
• Chondro Update: Radiation Edition January 31, 2018

Recent Articles

ClimbSci Episode 12: Listener Q&A #2

February 29, 2020 6 Replies

Skin-Based Nutrition?

January 6, 2020 4 Replies

An Update on Dietary Collagen Protein

June 26, 2019 11 Replies

Revisiting Macronutrient Ratios

June 11, 2019 4 Replies

Healthy Diets, Healthy Attitudes

April 12, 2019 5 Replies

• Submit       Member Login

Access provided by

Login to your account

If you don't remember your password, you can reset it by entering your email address and clicking the Reset Password button. You will then receive an email that contains a secure link for resetting your password

If the address matches a valid account an email will be sent to __email__ with instructions for resetting your password

Download started.

• Academic & Personal: 24 hour online access
• Corporate R&D Professionals: 24 hour online access
• Add To Online Library Powered By Mendeley
• Add To My Reading List
• Export Citation
• Create Citation Alert

Medical Nutrition Therapy: A Case Based Approach

• Kathryn M. Kolasa, PhD, RDN, LDN Kathryn M. Kolasa Affiliations Brody School of Medicine at East Carolina University, 3080 Dartmouth Dr, Greenville, NC 27858 Search for articles by this author

Purchase one-time access:

Sneb member login, article info, publication history.

Inclusion of any material in this section does not imply endorsement by the Society for Nutrition Education and Behavior. Evaluative comments contained in the reviews reflect the views of the authors. Review abstracts are either prepared by the reviewer or extracted from the product literature. Prices quoted are those provided by the publishers at the time materials were submitted. They may not be current when the review is published. Reviewers receive a complimentary copy of the resource as part of the review process.

Identification

DOI: https://doi.org/10.1016/j.jneb.2022.02.003

ScienceDirect

Related articles.

• Download Hi-res image
• Download .PPT
• Access for Developing Countries
• Articles & Issues
• Articles In Press
• Current Issue
• List of Issues
• Supplements
• For Authors
• Author Guidelines
• Submit Your Manuscript
• Statistical Methods
• Guidelines for Authors of Educational Material Reviews
• Permission to Reuse
• About Open Access
• Researcher Academy
• For Reviewers
• General Guidelines
• Methods Paper Guidelines
• Qualitative Guidelines
• Quantitative Guidelines
• Questionnaire Methods Guidelines
• Statistical Methods Guidelines
• Systematic Review Guidelines
• Perspective Guidelines
• GEM Reviewing Guidelines
• Journal Info
• About the Journal
• Disclosures
• Abstracting/Indexing
• Impact/Metrics
• Contact Information
• Editorial Staff and Board
• Info for Advertisers
• Member Access Instructions
• New Content Alerts
• Sponsored Supplements
• Statistical Reviewers
• Reviewer Appreciation
• New Resources
• New Resources for Nutrition Educators
• Submit New Resources for Review
• Guidelines for Writing Reviews of New Resources for Nutrition Educators
• Podcast/Webinars
• New Resources Podcasts
• Press Release & Other Podcasts
• Collections
• Society News

The content on this site is intended for healthcare professionals.

• Privacy Policy   
• Terms and Conditions   
• Accessibility   
• Help & Contact

Refine Your Search

Refine your keyword search to narrow your results.

Populations

Content types, case studies.

7  in ‘Case Studies’.

Showing 1 to 7 of 7 results

June 12, 2023

Implementation Research in Pakistan: Paving the way for a successful transition to multiple micronutrient supplementation

Explore Nutrition International’s implementation research project in Pakistan to support the introduction of multiple micronutrient supplementation (MMS) into antenatal care.

May 12, 2023

From policy to practice: Inspiring stories in anaemia prevention

The compendium captures best practices that have emerged from our work on anaemia prevention in four states of India with a focus on our support to Government of India’s Anemia Mukt Bharat program.

April 20, 2022

Leveraging the ‘Banking on Nutrition’ partnership initiative in Africa

This article describes how an ongoing nutrition-smart programming approach was employed by the African Development Bank and harnessed as part of its COVID-19 response intervention.

March 2, 2022

The Right Start to Life: Stories of Nourishing the First 1000 Days

This document includes 11 inspiring stories of change from Nutrition International’s Barangay First 1000 Days program in Philippines which aimed to improve maternal, infant and young child nutrition.

December 9, 2021

Supporting Gender Mainstreaming in Assessment of Key Health and Nutrition Programs: A Case Study from Bangladesh

This case study documents the results of Nutrition International’s technical assistance Gender Test Case implemented in Bangladesh, through the TAN Project, from June 2020 to June 2021.

May 14, 2020

Is deployment of trained nurses to rural villages a remedy for the low skilled birth attendance in Ethiopia? A cluster randomized-controlled community trial

This paper assessed the impact that deployment of trained community based nurses in rural communities in Ethiopia had on the uptake of Skilled Birth Attendance (SBA) to reduce maternal mortality.

May 13, 2020

Infant and young child nutrition indicators in two provinces of Afghanistan: results from two rounds of large country-lot quality assurance sampling surveys

The objective of this paper was to review the status of an infant and young child feeding (IYCF) program in Afghanistan, which was supported by Nutrition International.

Sign up for the Nutrition International Newsletter

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• BMJ Nutr Prev Health
• v.5(2); 2022 Dec

Case studies and realist review of nutrition education innovations within the UK medical undergraduate curricula

Jenny blythe.

1 Barts and The London School of Medicine and Dentistry, Queen Mary Universoty of London, London, UK

Timothy Eden

2 Imperial College Healthcare NHS Trust, London, UK

3 St John's Innovation Centre, NNEdPro Global Centre for Nutrition & Health, Cambridge, UK

Elaine Macaninch

4 Nutrition and Dietetics, Brighton and Sussex University Hospitals NHS Trust, Brighton, UK

5 SHS, University of Brighton, Brighton, UK

Kathy Martyn

Sumantra ray, nimesh patel, karin fernandes, associated data.

No data are available.

It has already been recognised both nationally and internationally that medical undergraduate teaching in nutrition is limited. 1–3 Despite the development of a more detailed nutrition curriculum in 2013 by the UK Intercollegiate Group on Nutrition (ICGN), 4 there has been little guidance on its implementation or information on its uptake and impact on nutrition in medical education. In 2016, all UK medical school faculty were invited to participate in a survey of current nutrition training, and one-third (11 of 32) of medical schools responded. 5 Three felt that nutrition training was already adequate, which they reported was due to increased teaching time and better organisation. The presence of a ‘nutrition lead’ was associated with greater mean dedicated nutrition teaching hours (25.4 vs 16.2) and greater likelihood of teaching the four core nutrition topics from the ICGN nutrition curriculum (5/5 vs 2/5, p=0.08). The majority of responders felt their training was inadequate. Cited barriers included ‘a lack of prioritisation’, an ‘inability to devote time to nutrition’ and a ‘difficulty organising topics and teaching sessions’.

The General Medical Council (GMC) document ‘Outcomes for Graduates’ has incorporated diet and nutrition into five separate places (see box 1 ). 6

GMC Outcomes for graduates diet and nutrition-related outcomes

GMC outcomes for graduates

• To recognise where addiction, poor nutrition, self-neglect, environmental exposure or financial or social deprivation are contributing to ill health. And take action by seeking advice from colleagues and making appropriate referrals.
• Newly qualified doctors must be able to apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care. This must include nutrition (among other considerations).
• To discuss the role and impact of nutrition to the health of individual patients and societies.
• They must be able to: explain the concept of wellness or well-being as well as illness, and be able to help and empower people to achieve the best health possible, including promoting lifestyle changes such as smoking cessation, avoiding substance misuse and maintaining a healthy weight through physical activity and diet.

GMC, General Medical Council.

Most recently in 2021, the Association for Nutrition, published its UK Undergraduate Curriculum in Nutrition for Medical Doctors , outlining explicit knowledge, assessment and skills in nutrition as well as expected ‘graduate fundamentals’. 7 The report acknowledged that as well as the five GMC outcomes where nutrition was specifically mentioned, that ‘nutrition and its role in health and disease can also be applicable to many more outcomes and applies across multiple clinical areas’. However, despite the report including ‘Teaching Points’ under their relevant curriculum statements, there is currently no further guidance given in regard to either implementation or evaluation of nutrition curriculum.

This paper aims to address this gap by providing case study examples of nutrition teaching and evaluation and sharing points for practice from the teaching teams. We use a realist review strategy for synthesising the evidence, as this has been recognised as an effective strategy to focus on providing explanations for why interventions may or may not work, in what contexts, how and in what circumstances. 8

Case study 1: working with third sector organisations – Barts and the London and Bags of Taste

There was the opportunity to expand the nutrition curriculum within the Barts and The London timetable, specifically within the general practice (GP) teaching time allocation. The academic GP department was put in touch with local organisation Bags of Taste through a practice-based social prescriber.

Bags of Taste is a cooking and dietary behaviour change programme, and works specifically with people in poverty to improve their diets and finances. 9 Their four-stage programme, based on behaviour change methodologies, is outlined in box 2 below.

Outline of bags of taste 4-stage programme (9)

• Outreach to people who would not normally attend a cooking class.
• Community based, free, cooking classes teach people how to make £1 meals.
• £3 bags of ingredients, sourced locally, sufficient for four meals, commit participants to continuous learning at home.
• Keep participants engaged long-term by joining the volunteer workforce (bagging up ingredients and teaching on future courses)

To date, the programme has taught over 2500 members of the public, and provided ingredients bags for over 30 000 meals. Post course survey data has shown that participant’s takeaway consumption has reduced 50%–100% with up to 30% increase in vegetable consumption and typical household savings of approximately £1400 per annum. 9

Year 3 medical students were all allocated to spend a half-day with the organisation’s representatives in small groups (maximum 12 students) based in a community setting. Apart from lectures related to nutrition metabolism, the students had had no previous teaching on nutrition. An initial meeting with medical school representatives from the GP academic department and Bags of Taste had established joint educational aims.

After a brief introduction to the organisation, students observed a recipe from the course being cooked, and undertook a short practical cooking session, where there was the opportunity to discuss food poverty.

At the end of the session, students were given a bag of ingredients to take home. They were invited to cook the recipe they had observed at home, just like participants on the course would be expected to do. The students were also asked to write a reflection about what the activity had taught them overall about barriers to healthy eating. A thematic analysis of the reflections submitted by the students was then undertaken.

A total of 228 number of students undertook the half day of teaching, and over 85% either agreed or strongly agreed with the statement ‘I enjoyed the session with Bags of Taste’. A summary of the main themes and sub-themes derived from thematic analysis of the reflections is summarised below ( table 1 ).

Summary of themes and subthemes from medical student feedback

*Subthemes denote preidentified educational aims.

A joint project between educationalists and charity sector organisations is an example of interprofessional education (IPE), defined as ‘occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care’. 10 In such IPE projects, it is important to establish shared language and goals, on occasion defining explicitly, to improve engagement between parties. The joint educational goals established, the written reflection activity and the placement of an IPE activity mid-way in the curriculum have all been acknowledged as effective IPE techniques. 11

It was initially considered running the half-day teaching in a medical school building, but not only was it felt the activity would have higher fidelity run in a community setting, it also proved impossible to find an approved educational setting to undertake a cooking demonstration. There is a certain paradox that as medical student educators we are encouraged to be innovative and provide inspiring educational experiences for our students, but then do not have the appropriate resources or mechanisms ‘in-house’ to undertake them. Finally, the cost of running the course was ultimately prohibitive in continuing the activity in its initial format, although Bags of Taste have remained participants in teaching via contribution to a problem-based learning scenario involving food poverty.

Take-home messages

• When working across organisations, it is important initially to establish joint goals and anticipate any barriers in terms of indemnity, delivery and remittance.
• It is important to provide scaffolding to students when we expect them to work with professionals outside their own specialty and spheres of knowledge to support IPE learning.
• Where nutrition teaching is placed in the curriculum, and by which academic discipline it is championed (eg, basic sciences, public health, primary care), will impact on both how it is delivered, and how it is perceived by both the student body and the educational institution.

Case study 2: specialist nutrition medical educator – creation of a new role at Brighton and Sussex Medical School

Following the development of the ICGN nutrition curriculum 4 and as part of a strategy to implement the recommendations, a 2015 Brighton and Sussex Medical School (BSMS) curriculum review was undertaken. It revealed that nutrition was only explicitly included in a single first-year module, although it was implicit within other aspects of the curriculum (including symposia). The review concluded that although nutrition education was present, explicit signposting depended very much on the interests of individual lecturers and was not linked to prior or future learning or included as key objectives. Therefore, nutrition teaching was not always obvious to the learners, there was no explicit nutrition education strand, and limited evidence of assessment or progression of learning.

Key recommendations of the review included the creation of a nutrition lead post and improved integration of nutrition throughout the curriculum, so the relevance of nutrition to clinical conditions would be discussed in context. A further recommendation was to have explicit nutrition content within taught modules, including assessment within examinations and to increase clinical opportunities to allow students to participate in nutrition related clinics and research projects.

In response, BSMS developed the role of a research and education dietitian to work with a Principal Lecturer in Nutrition alongside the Faculty, and to act as the ‘Nutrition Lead’ to integrate nutrition into the existing spiral curriculum. This role involved working on the findings of the curriculum review; to clearly identify where nutrition teaching was already taught and where gaps were present. By working with curriculum module leads, opportunities for increasing nutrition content were identified with clear learning objectives and assessment strategies to create a more cohesive and visible nutrition strand.

In 2019, a 2-year review revealed that explicit nutrition content had increased from inclusion in one module in 2015 to nine modules in 2019.

Nutrition is now integrated into undergraduate modules through either direct lectures or symposia, with clinical exposure across the first 4 years of the curriculum, and opportunities in the final year within student rotations to engage with nutrition and dietetic staff. Nutrition education includes mandatory lectures, tutorials and learning resources as well as training in clinical nutrition assessment and communication skills. In addition, students can choose self-selected components and nutrition-related research projects.

The development of a clear nutrition strand has supported an increasing number of medical students approaching faculty for nutrition related research projects, resulting in the publication of peer-reviewed papers and UK and international conference presentations. 12–14 In addition, medical students have developed a student-led volunteering opportunity, An Apple a Day 15 to deliver teaching sessions in local secondary schools focusing on delivering core health and healthy eating messages. Further changes noted include an increasing number of students choosing to intercalate on nutrition related and public health topics, and faculty now contacting nutrition educators (rather than vice versa) to request inclusion of nutrition related content into their modules.

Research into the efficacy of teaching and student feedback is currently underway. Changes in nutrition knowledge, attitudes and practices as well as qualitative data on student experience is also currently being investigated.

The sustainability of ensuring that a medical school has nutrition content embedded in their curriculum and a dedicated nutrition lead with the knowledge and expertise to develop and support the delivering of nutrition education is challenging. To ensure continuity it is important that faculty value the importance of nutrition, alongside other medical specialties, as identified by the GMC 6 and the NHS Long Term Plan 16 and recognised in the forthcoming Medical Licensing Examination. 17

The medical school also was a key actor in the development of ERImNN (education and research in medical nutrition network), linking educators already delivering or interested in nutrition education, students, patient educators, public health and the third sector, in order to share resources and to increase the capacity of nutrition education within BSMS. 18

• Increasing visibility of nutrition and involving a wide range of different professionals, including doctors, helps to change the culture and normalise nutrition within the curriculum.
• Creating roles with specific responsibility for teaching helps to better match nutrition and incorporate, where relevant. Due to challenges with curriculum space, nutrition can be added in small (sometimes as little as a 15 min) chunks.
• Medical students and practicing doctors are key in driving change and are best placed to advise on opportunities to include nutrition in their learning.
• Practicing doctors are key, to act as role models supporting the delivery of nutrition education and demonstrating how nutrition is situated within their practice
• Sustainability of nutrition teaching depends on a team approach (ERimNN) that includes medical students and faculty (rather than only relying on one individual nutrition champion).

Case study 3: development of a nutrition online learning module at Barts and The London Medical School

A nutrition online learning pilot was designed by a dual-trained dietitian and junior doctor (who had previously delivered Foundation Doctor training in nutrition) and a GP academic at the medical school. The medical school curriculum nutrition learning outcomes were used to form the basis of the content.

A PowerPoint presentation was initially made of the content and then this was developed into an interactive e-learning package and launched on the QMUL virtual learning environment (VLE) with support from the e-learning technician based at the medical school.

The content of the learning was a mix of didactic information and spot diagnoses via vignette or photographs, multiple choice questions, free text responses to questions and interactive activities (such as identifying specific foods containing gluten from a longer list of options).

Students were allocated to complete the online learning during one of their three academic terms in year 3. The online learning was allocated a 3-hour timeslot in the timetable for students to complete it. However, as the online learning was available for a 4-week period each term, it could be accessed as many times as the student wished to during that time. It was also reopened for all students in the run-up to the end of years exams.

Evaluation of the intervention was twofold. First, before and after the online learning, students were asked to rate their confidence in regard to 10 parameters about knowledge of nutrition. At the end of the package, students were also asked to rate the package in terms of content and volume, and also given the opportunity to provide free text feedback.

Second, in terms of evaluating the impact on learning, a related end-of-year practical ‘OSCE’ station was included.

A total of 240 third year students completed the online learning. There was a significant increase in confidence in all ten measured confidence parameters when tested with a Wilcoxon two-way t-test.

On a Likert scale, the majority of students either agreed or strongly agreed that the online content was appropriate, particularly highlighting the interactivity of the module as a useful tool in the free text. Free text allowed students to suggest improvements which included increased use of video and audio formats, reducing overall volume and creating the ability to stop and save the package and rejoin at a later time.

In the nutrition-related OSCE station, students achieved a mean station score of 7.4/10, with this and other examination metrics (such as fail rate and SD) comparable to other stations in the examination.

E-learning has gained popularity due to the potential benefits of allowing learners to tailor the pace and content of courses to their individual needs, increasing the accessibility of information to remote learners, decreasing costs and facilitating frequent content updates. 19 The technology required to develop this package was minimal, as an annotated PowerPoint presentation was quickly adapted to an interactive e-learning package on a VLE. A variety of formats to the learning was mindful of individual learning styles 20 and data on immediate impact on knowledge as well as content feedback could be collected, which may have been more challenging if content had been delivered in a lecture format.

In terms of future development, the plan is to modify the technology to allow breaking of up the learning, introduce either short videos and/or audio files within the package, and alter the balance between text and activities. External national accreditation of the module is also being explored.

• Aligning learning outcomes to recognised internal and external learning outcomes (eg, medical school curriculum and GMC Outcomes for graduates) strengthened the case for adoption of the online module as core curriculum content. Likewise, linking learning to assessment and linking to external accreditation increases legitimacy of the activity with the student body.
• Technology to develop the module was simple, but specific and protected time from the E-Learning Fellow (or equivalent) was required.
• Feedback from students after the pilot allowed development of the platform in terms of creating a more effective balance of didactic and interactive material, as well as incorporating evidence from the literature of effective e-learning models.

The three case studies approached integrating nutrition education into the undergraduate medical curriculum in various different formats, but common themes across these innovations can be drawn out:

Curriculum issues: The undergraduate curriculum is already ‘packed’, 21 and the opportunity to include new content can be seized as an opportunity when an opening arises (such as in case studies 1 and 3), or as part of a recommendation post curriculum review (case study 2). The choice between making any new content core or optional, and its place and delivery format within the overall curriculum, will depend on many factors, and involve multiple academic stakeholders with various levels of power-as Prideuax reminds us, curriculum is ‘the result of human agency…often contested and problematic’. 22 Presenting new curriculum to decision-makers as a ‘solution’ to a current curriculum problem for them is one pragmatic suggestion from the authors to increase its chances of adoption, as well as explicit signposting and mapping content to internal curriculum and external (eg, GMC) outcomes. Mechanisms to support visibility and sustainability, including the embedding of nutrition into core learning outcomes and examinations as well as building a pool of qualified educators and resources for delivery, is key.

In this paper, we demonstrate how a range of different teaching methods can be used to reflect varied needs of medical schools to be easily integrated to compliment and enhance current teaching and is realistic within other priority subjects. The role of leadership and advocacy to champion nutrition education is also highlighted.

Legitimacy issues: as nutrition education content has historically been hidden and not explicit, finding its ‘place’ alongside the traditional basic and clinical science can be problematic for some stakeholders, including students and some academics. The authors’ experiences were often that nutrition was not viewed as ‘core’ by all stakeholders; it can be argued the decision to revise specific nutrition outcomes in the most recent edition of GMC Outcomes for graduates was a backwards step for explicit nutrition presence in the undergraduate curriculum. Explicitly mapping to internal and external outcomes, assessing nutrition-related outcomes in high stakes exams, and the physical presence of Nutrition Leads and Champions all assisted Nutrition to find legitimacy within the curriculum. Case 2 highlights the importance of the Nutrition Lead in terms of curriculum implementation, but also the importance of the multi-disciplinary team to support sustainability and to champion qualified doctor professional role models.

Interprofessional issues: Nutrition as a discipline has traditionally been delivered by a multiprofessional team, reflecting its clinical, behavioural and social constructs, and as such, the most effective education will need multi-professional teams across a range of disciplines and professions involved in its design and delivery. Case 1 took a public health and social science approach, while case 3 content was designed by clinicians from across medical and allied medical professional disciplines. IPE theory can support initial curriculum design and ongoing evaluation. As discussed, the focus of nutrition needs to reflect the module in which this is placed, where the practical application can clearly be related back to the role of a doctor within the wider multi-professional team. For example, the role of nutrition assessment and monitoring of disease related malnutrition in a clinical setting is very different to a public health role in disease prevention. It is important therefore that nutrition teaching is included across different modules to support clinical reasoning skills and appropriate application to different clinical settings. This includes when to refer on to nutrition professionals or how to link to community or third sector organisations. The authors recommend further research into nutrition education IPE with the potential to link multiple healthcare students and professionals. This may help to demonstrate distinct and shared roles and responsibilities for nutrition care across public health and clinical settings.

Further considerations

The need to consider the role of nutrition education in the undergraduate curriculum has never been greater, with increased focus on the role nutrition plays in prevention, treatment and recovery from COVID-19, 23–25 adding to what we already know about the leading role nutrition plays in the risk of metabolic disease. Furthermore, nutrition inequality has also been exposed as both a risk factor for COVID-19 26 and as a consequence of COVID-19 containment measures. 27 There are further concerns on how COVID-19 is likely to widen financial and racial disparities in health. 28 The relationship between poor diets and poverty could be explored in the medical school curriculum via public health and social science teaching. Medical students of today are the advocates of the patients of tomorrow and need to be equipped with broader societal concepts underpinning health risks and health inequalities to support the implementation of clinical sciences across diverse populations. The student voice is powerful and their engagement in innovative curriculum is imperative for its long-term embedding.

All of our cases use an IPE model for delivery to help solve the catch-22 situation that current doctors are not trained in nutrition. This model requires the use of other health professionals such as dietitians that, while providing the appropriate knowledge, may not reflect the best way to implement nutrition into medical practice.

Without suitably trained doctors as role models, students may not appreciate their role in nutrition care, thinking that this is solely the job of nutrition professionals. However, if doctors lack a basic understanding of nutrition and the skills to screen for and diagnose nutrition problems, patients will likely be missed.

The authors hope by sharing these case studies and demonstrating how nutrition can be included within traditional medical curricula using a variety of educational strategies, that it can provide a recipe, excusing the pun, for other institutions.

Twitter: @DrTimothyEdenRD, @macaninch

Contributors: JB, EM and KM created the first draft. JB led on redrafts TE, SR, NP and KM were sent all drafts for comment before submission.

Funding: The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

Competing interests: JB: since the educational activity, has been appointed as a Non Executive Director at Bags of Taste (unpaid role). EM: fractional contract and partial funding of PhD by Nnedpro, teaching contract with Brighton and Sussex Medical School. SR: cochair of Management Board, BMJ Nutrition, Prevention and Health.

Provenance and peer review: Not commissioned; externally peer reviewed.

Data availability statement

Ethics statements, patient consent for publication.

Not applicable.

Ethics approval

Given that this was curriculum development, formal ethical approval was not required.

• Professional
• International

Select a product below:

• Connect Math Hosted by ALEKS
• My Bookshelf (eBook Access)

Sign in to Shop:

My Account Details

• My Information
• Security & Login
• Order History
• My Digital Products

Log In to My PreK-12 Platform

• AP/Honors & Electives
• my.mheducation.com
• Open Learning Platform

Log In to My Higher Ed Platform

• Connect Math Hosted by Aleks

Business and Economics

Accounting Business Communication Business Law Business Mathematics Business Statistics & Analytics Computer & Information Technology Decision Sciences & Operations Management Economics Finance Keyboarding Introduction to Business Insurance & Real Estate Management Information Systems Management Marketing

Humanities, Social Science and Language

American Government Anthropology Art Career Development Communication Criminal Justice Developmental English Education Film Composition Health and Human Performance

History Humanities Music Philosophy and Religion Psychology Sociology Student Success Theater World Languages

Science, Engineering and Math

Agriculture & Forestry Anatomy & Physiology Astronomy & Physical Science Biology - Majors Biology - Non-Majors Chemistry Cell/Molecular Biology & Genetics Earth & Environmental Science Ecology Engineering/Computer Science Engineering Technologies - Trade & Tech Health Professions Mathematics Microbiology Nutrition Physics Plants & Animals

Digital Products

Connect® Course management ,  reporting , and  student learning  tools backed by  great support .

McGraw Hill GO Greenlight learning with the new eBook+

ALEKS® Personalize learning and assessment

ALEKS® Placement, Preparation, and Learning Achieve accurate math placement

SIMnet Ignite mastery of MS Office and IT skills

McGraw Hill eBook & ReadAnywhere App Get learning that fits anytime, anywhere

Sharpen: Study App A reliable study app for students

Virtual Labs Flexible, realistic science simulations

Inclusive Access Reduce costs and increase success

LMS Integration Log in and sync up

Math Placement Achieve accurate math placement

Content Collections powered by Create® Curate and deliver your ideal content

Custom Courseware Solutions Teach your course your way

Professional Services Collaborate to optimize outcomes

Remote Proctoring Validate online exams even offsite

Institutional Solutions Increase engagement, lower costs, and improve access for your students

General Help & Support Info Customer Service & Tech Support contact information

Online Technical Support Center FAQs, articles, chat, email or phone support

Support At Every Step Instructor tools, training and resources for ALEKS , Connect & SIMnet

Instructor Sample Requests Get step by step instructions for requesting an evaluation, exam, or desk copy

Platform System Check System status in real time

Use Case Studies to Bring Life Into Your Nutrition Course

NutritionCalc Case studies are a helpful way for students to bring life to the information in their textbook and Connect offers a variety of different topics to be used in your class.

Case Studies are great as a stand-alone project but they can also be built into assignments or even expanded upon in a variety of ways.  No matter how you use the case studies your students will gain a deeper understanding of the topic while increasing their critical thinking skills.

Here are a couple of ways you can use the auto-graded Case Study assignment in your classroom, whether virtual or in seated class.

Alternative to a personal 3-day record

A case study can be an alternative assignment for students who feel uncomfortable analyzing their diet and/or have a history of an eating disorder. The case study takes the focus off analyzing a personal record.

If needed, you can adjust the questions to focus more on the quality of the diet versus analyzing numbers like calories or grams of protein etc. You could also add more open-ended questions that include students looking for recipes that are suitable for that case study scenario.

Delve deeper to spark conversation into the topic

Use the case studies as an opportunity to have your students delve deeper into the topic with a discussion. If your students are in person, you can have them work in small groups and then discuss the case study. Alternatively, an online class may use discussion boards.

For example, the case study “Staying Energized When Stressed” could be a great case study to have at the beginning of the semester. This case study is a good starting point for students to bring self-awareness and begin to make connections with how college life can impact their eating habits.

Combine with another assignment

Each case study has 10 auto-graded questions that can be an excellent addition to an assignment you already have.

A nutrition article review assignment where students analyze the credibility of the article’s information can be a nice complement to many of the different case studies in Connect. By having an article review at the start of the assignment and then ending with a case study students can better demonstrate understanding and comprehension of the topic.

Add an AI menu planning feature

Take the case study one step further by incorporating a meal plan that is created using AI. Artificial intelligence will not always be accurate but one of the cool things about it is that it can create sample meal plans.

AI platforms can quickly create meal plans for various concerns or medical conditions; the accuracy of these plans is another story. Use an AI meal plan as a learning moment for students.

For example, assign the Polycystic Ovary Syndrome case study and then add an open-ended question where you instruct students to create an AI-generated meal plan. You can have the students write in their thoughts on the accuracy and feasibility of the meal plan. For your in-seat classes, you could have them bring their laptops and discuss in a small group.

Available Case Studies in NutritionCalc Plus: Nutrient Density, Keto Diet, Dietary Guidelines, Whole vs. Refined Grains, Diabetes, Mediterranean Diet, High Protein Diet, Vegan Dietary Pattern, DASH Diet, Weight Management, 5,000-calorie Diet, Breastfeeding Diet, School-Age Dietary Pattern, Okinawan Diet, WIC, Bone Health, Female Athlete Triad RED-S, Constipation.

New Cases coming Summer 2024: Celiac Disease, Elderly, Irritable Bowel Syndrome, Polycystic Ovary Syndrome, Fermented/Probiotic Foods, Heart Health, Anemia, Supporting Detox, Staying Energized when Stressed, Metabolic Support.

Amanda is a Registered Dietitian Nutritionist and a Lecturer at California State University, Long Beach. She is passionate about combining technology into her course and learning new communication skills that she can incorporate into her courses.

Note: Since your browser does not support JavaScript, you must press the Continue button once to proceed.

Case report

Nutrition Journal  welcomes well-described reports of cases that include the following:

• Unreported or unusual side effects or adverse interactions involving medications
• Unexpected or unusual presentations of a disease
• New associations or variations in disease processes
• Presentations, diagnoses and/or management of new and emerging diseases
• An unexpected association between diseases or symptoms
• An unexpected event in the course of observing or treating a patient
• Findings that shed new light on the possible pathogenesis of a disease or an adverse effect

Case reports submitted to  Nutrition Journal  should make a contribution to medical knowledge and must have educational value or highlight the need for a change in clinical practice or diagnostic/prognostic approaches. The journal will not consider case reports describing preventive or therapeutic interventions, as these generally require stronger evidence.

Authors are encouraged to describe how the case report is rare or unusual as well as its educational and/or scientific merits in the covering letter that accompanies the submission of the manuscript.

For case reports,  Nutrition Journal  requires authors to follow the CARE guidelines . The  CARE checklist should be provided as an additional files. Submissions received without these elements will be returned to the authors as incomplete.

Nutrition Journal recommends the use of person-first language to speak appropriately about individuals with a disability. For example, when referring to a person with a stroke or diabetes, refer to the person first using a phrase such as 'a person with a stroke' or 'a person affected by diabetes’. This also pertains to descriptions of body weight and eating disturbances, for example, refer to ‘people with obesity’ or ‘people affected by overweight and obesity’ or ‘people affected by disordered eating’.

Preparing your manuscript

The information below details the section headings that you should include in your manuscript and what information should be within each section.

Please note that your manuscript must include a 'Declarations' section including all of the subheadings (please see below for more information).

Title page 

The title page should:

• "A versus B in the treatment of C: a randomized controlled trial", "X is a risk factor for Y: a case control study", "What is the impact of factor X on subject Y: A systematic review, A case report etc."
• or, for non-clinical or non-research studies: a description of what the article reports
• if a collaboration group should be listed as an author, please list the Group name as an author. If you would like the names of the individual members of the Group to be searchable through their individual PubMed records, please include this information in the “Acknowledgements” section in accordance with the instructions below
• Large Language Models (LLMs), such as ChatGPT , do not currently satisfy our authorship criteria . Notably an attribution of authorship carries with it accountability for the work, which cannot be effectively applied to LLMs. Use of an LLM should be properly documented in the Methods section (and if a Methods section is not available, in a suitable alternative part) of the manuscript
•  indicate the corresponding author

The Abstract should not exceed 350 words. Please minimize the use of abbreviations and do not cite references in the abstract. The abstract must include the following separate sections:

• Background: why the case should be reported and its novelty
• Case presentation: a brief description of the patient’s clinical and demographic details, the diagnosis, any interventions and the outcomes
• Conclusions: a brief summary of the clinical impact or potential implications of the case report

Keywords 

Three to ten keywords representing the main content of the article.

The Background section should explain the background to the case report or study, its aims, a summary of the existing literature.

Case presentation

This section should include a description of the patient’s relevant demographic details, medical history, symptoms and signs, treatment or intervention, outcomes and any other significant details.

Discussion and Conclusions

This should discuss the relevant existing literature and should state clearly the main conclusions, including an explanation of their relevance or importance to the field.

List of abbreviations

If abbreviations are used in the text they should be defined in the text at first use, and a list of abbreviations should be provided.

Declarations

All manuscripts must contain the following sections under the heading 'Declarations':

Ethics approval and consent to participate

Consent for publication, availability of data and materials, competing interests, authors' contributions, acknowledgements.

• Authors' information (optional)

Please see below for details on the information to be included in these sections.

If any of the sections are not relevant to your manuscript, please include the heading and write 'Not applicable' for that section. 

Manuscripts reporting studies involving human participants, human data or human tissue must:

• include a statement on ethics approval and consent (even where the need for approval was waived)
• include the name of the ethics committee that approved the study and the committee’s reference number if appropriate

Studies involving animals must include a statement on ethics approval and for experimental studies involving client-owned animals, authors must also include a statement on informed consent from the client or owner.

See our editorial policies for more information.

If your manuscript does not report on or involve the use of any animal or human data or tissue, please state “Not applicable” in this section.

If your manuscript contains any individual person’s data in any form (including any individual details, images or videos), consent for publication must be obtained from that person, or in the case of children, their parent or legal guardian. All presentations of case reports must have consent for publication.

You can use your institutional consent form or our consent form if you prefer. You should not send the form to us on submission, but we may request to see a copy at any stage (including after publication).

See our editorial policies for more information on consent for publication.

If your manuscript does not contain data from any individual person, please state “Not applicable” in this section.

All manuscripts must include an ‘Availability of data and materials’ statement. Data availability statements should include information on where data supporting the results reported in the article can be found including, where applicable, hyperlinks to publicly archived datasets analysed or generated during the study. By data we mean the minimal dataset that would be necessary to interpret, replicate and build upon the findings reported in the article. We recognise it is not always possible to share research data publicly, for instance when individual privacy could be compromised, and in such instances data availability should still be stated in the manuscript along with any conditions for access.

Authors are also encouraged to preserve search strings on searchRxiv https://searchrxiv.org/ , an archive to support researchers to report, store and share their searches consistently and to enable them to review and re-use existing searches. searchRxiv enables researchers to obtain a digital object identifier (DOI) for their search, allowing it to be cited. 

Data availability statements can take one of the following forms (or a combination of more than one if required for multiple datasets):

• The datasets generated and/or analysed during the current study are available in the [NAME] repository, [PERSISTENT WEB LINK TO DATASETS]
• The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.
• All data generated or analysed during this study are included in this published article [and its supplementary information files].
• The datasets generated and/or analysed during the current study are not publicly available due [REASON WHY DATA ARE NOT PUBLIC] but are available from the corresponding author on reasonable request.
• Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.
• The data that support the findings of this study are available from [third party name] but restrictions apply to the availability of these data, which were used under license for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of [third party name].
• Not applicable. If your manuscript does not contain any data, please state 'Not applicable' in this section.

More examples of template data availability statements, which include examples of openly available and restricted access datasets, are available here .

BioMed Central strongly encourages the citation of any publicly available data on which the conclusions of the paper rely in the manuscript. Data citations should include a persistent identifier (such as a DOI) and should ideally be included in the reference list. Citations of datasets, when they appear in the reference list, should include the minimum information recommended by DataCite and follow journal style. Dataset identifiers including DOIs should be expressed as full URLs. For example:

Hao Z, AghaKouchak A, Nakhjiri N, Farahmand A. Global integrated drought monitoring and prediction system (GIDMaPS) data sets. figshare. 2014. http://dx.doi.org/10.6084/m9.figshare.853801

With the corresponding text in the Availability of data and materials statement:

The datasets generated during and/or analysed during the current study are available in the [NAME] repository, [PERSISTENT WEB LINK TO DATASETS]. [Reference number]  

If you wish to co-submit a data note describing your data to be published in BMC Research Notes , you can do so by visiting our submission portal . Data notes support open data and help authors to comply with funder policies on data sharing. Co-published data notes will be linked to the research article the data support ( example ).

All financial and non-financial competing interests must be declared in this section.

See our editorial policies for a full explanation of competing interests. If you are unsure whether you or any of your co-authors have a competing interest please contact the editorial office.

Please use the authors initials to refer to each authors' competing interests in this section.

If you do not have any competing interests, please state "The authors declare that they have no competing interests" in this section.

All sources of funding for the research reported should be declared. If the funder has a specific role in the conceptualization, design, data collection, analysis, decision to publish, or preparation of the manuscript, this should be declared.

The individual contributions of authors to the manuscript should be specified in this section. Guidance and criteria for authorship can be found in our editorial policies .

Please use initials to refer to each author's contribution in this section, for example: "FC analyzed and interpreted the patient data regarding the hematological disease and the transplant. RH performed the histological examination of the kidney, and was a major contributor in writing the manuscript. All authors read and approved the final manuscript."

Please acknowledge anyone who contributed towards the article who does not meet the criteria for authorship including anyone who provided professional writing services or materials.

Authors should obtain permission to acknowledge from all those mentioned in the Acknowledgements section.

See our editorial policies for a full explanation of acknowledgements and authorship criteria.

If you do not have anyone to acknowledge, please write "Not applicable" in this section.

Group authorship (for manuscripts involving a collaboration group): if you would like the names of the individual members of a collaboration Group to be searchable through their individual PubMed records, please ensure that the title of the collaboration Group is included on the title page and in the submission system and also include collaborating author names as the last paragraph of the “Acknowledgements” section. Please add authors in the format First Name, Middle initial(s) (optional), Last Name. You can add institution or country information for each author if you wish, but this should be consistent across all authors.

Please note that individual names may not be present in the PubMed record at the time a published article is initially included in PubMed as it takes PubMed additional time to code this information.

Authors' information

This section is optional.

You may choose to use this section to include any relevant information about the author(s) that may aid the reader's interpretation of the article, and understand the standpoint of the author(s). This may include details about the authors' qualifications, current positions they hold at institutions or societies, or any other relevant background information. Please refer to authors using their initials. Note this section should not be used to describe any competing interests.

Footnotes can be used to give additional information, which may include the citation of a reference included in the reference list. They should not consist solely of a reference citation, and they should never include the bibliographic details of a reference. They should also not contain any figures or tables.

Footnotes to the text are numbered consecutively; those to tables should be indicated by superscript lower-case letters (or asterisks for significance values and other statistical data). Footnotes to the title or the authors of the article are not given reference symbols.

Always use footnotes instead of endnotes.

Examples of the Vancouver reference style are shown below.

See our editorial policies for author guidance on good citation practice

Web links and URLs: All web links and URLs, including links to the authors' own websites, should be given a reference number and included in the reference list rather than within the text of the manuscript. They should be provided in full, including both the title of the site and the URL, as well as the date the site was accessed, in the following format: The Mouse Tumor Biology Database. http://tumor.informatics.jax.org/mtbwi/index.do . Accessed 20 May 2013. If an author or group of authors can clearly be associated with a web link, such as for weblogs, then they should be included in the reference.

Example reference style:

Article within a journal

Smith JJ. The world of science. Am J Sci. 1999;36:234-5.

Article within a journal (no page numbers)

Rohrmann S, Overvad K, Bueno-de-Mesquita HB, Jakobsen MU, Egeberg R, Tjønneland A, et al. Meat consumption and mortality - results from the European Prospective Investigation into Cancer and Nutrition. BMC Medicine. 2013;11:63.

Article within a journal by DOI

Slifka MK, Whitton JL. Clinical implications of dysregulated cytokine production. Dig J Mol Med. 2000; doi:10.1007/s801090000086.

Article within a journal supplement

Frumin AM, Nussbaum J, Esposito M. Functional asplenia: demonstration of splenic activity by bone marrow scan. Blood 1979;59 Suppl 1:26-32.

Book chapter, or an article within a book

Wyllie AH, Kerr JFR, Currie AR. Cell death: the significance of apoptosis. In: Bourne GH, Danielli JF, Jeon KW, editors. International review of cytology. London: Academic; 1980. p. 251-306.

OnlineFirst chapter in a series (without a volume designation but with a DOI)

Saito Y, Hyuga H. Rate equation approaches to amplification of enantiomeric excess and chiral symmetry breaking. Top Curr Chem. 2007. doi:10.1007/128_2006_108.

Complete book, authored

Blenkinsopp A, Paxton P. Symptoms in the pharmacy: a guide to the management of common illness. 3rd ed. Oxford: Blackwell Science; 1998.

Online document

Doe J. Title of subordinate document. In: The dictionary of substances and their effects. Royal Society of Chemistry. 1999. http://www.rsc.org/dose/title of subordinate document. Accessed 15 Jan 1999.

Online database

Healthwise Knowledgebase. US Pharmacopeia, Rockville. 1998. http://www.healthwise.org. Accessed 21 Sept 1998.

Supplementary material/private homepage

Doe J. Title of supplementary material. 2000. http://www.privatehomepage.com. Accessed 22 Feb 2000.

University site

Doe, J: Title of preprint. http://www.uni-heidelberg.de/mydata.html (1999). Accessed 25 Dec 1999.

Doe, J: Trivial HTTP, RFC2169. ftp://ftp.isi.edu/in-notes/rfc2169.txt (1999). Accessed 12 Nov 1999.

Organization site

ISSN International Centre: The ISSN register. http://www.issn.org (2006). Accessed 20 Feb 2007.

Dataset with persistent identifier

Zheng L-Y, Guo X-S, He B, Sun L-J, Peng Y, Dong S-S, et al. Genome data from sweet and grain sorghum (Sorghum bicolor). GigaScience Database. 2011. http://dx.doi.org/10.5524/100012 .

Figures, tables and additional files

See  General formatting guidelines  for information on how to format figures, tables and additional files.

Submit manuscript

• Editorial Board
• Manuscript editing services
• Instructions for Editors
• Sign up for article alerts and news from this journal
• Follow us on Twitter

Annual Journal Metrics

Citation Impact 2023 Journal Impact Factor: 4.4 5-year Journal Impact Factor: 4.6 Source Normalized Impact per Paper (SNIP): 1.551 SCImago Journal Rank (SJR): 1.288

Speed 2023 Submission to first editorial decision (median days): 15 Submission to acceptance (median days): 181

Usage 2023 Downloads: 2,353,888 Altmetric mentions: 3,953

• More about our metrics

Nutrition Journal

ISSN: 1475-2891

• General enquiries: [email protected]

Nutrition resources made for RDs, by an RD

• Clinical Bootcamp
• Clinical Evaluation Power Pack
• Clinical Nutrition Resources
• Patient Education Handouts
• Case Study Registration
• Diet Order Quick Course
• Podcast and Webinar Replays

• Get new issue alerts Get alerts
• Submit a Manuscript

Secondary Logo

Journal logo.

Colleague's E-mail is Invalid

Your message has been successfully sent to your colleague.

Save my selection

Medical Nutrition Therapy in Chronic Renal Disease

A case study.

Puri, Himani

Department of Foods and Nutrition, Chief Dietitian, Shatabdi Superspeciality Hospital, Nasik Founder, Sattvanutricare, Panjab University, Chandigarh, India

Address for correspondence: Ms. Himani Puri, Department of Foods and Nutrition, Chief Dietitian, Shatabdi Superspeciality Hospital, Nasik, Founder, Sattvanutricare Panjab University, Chandigarh, India. E-mail: [email protected]

Received January 04, 2021

Accepted January 06, 2021

This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.

This article discusses the importance of nutrition intervention and management in clinical dietetic practice with the aid of nutrition care process (NCP) in a Stage 5 chronic renal failure, hypertensive outdoor patient. The objective was to provide medical nutrition therapy to the patient to delay the progression of the disease and improve the quality of life. Patient education was emphasized during every diet counseling session. The patient progressed through nutrition care as indicated in the plan of care, with improvement. NCP was used to document and manage nutrition care and involves four steps: nutrition assessment and reassessment, nutrition diagnosis, nutrition intervention, and nutrition monitoring and evaluation.

INTRODUCTION

Diet plays a very vital role when the renal functioning is reduced. Researchers believe that the nutritional status, treatment, and diagnostic parameters of chronic renal failure (CRF) patients should target toward not only in improving the mortality outcome but also in improving the quality of life.[ 1 ] Chronic kidney disease (CKD) is a disorder in which both the kidneys may lose their capacity to function and is a long-standing and progressive, irreversible condition. National Kidney Foundation defines CKD as “abnormalities of kidney structure or function, present for more than 3 months, with implications for health.” CKD is classified on the basis of glomerulus filtration rate (GFR), when GFR value lies <60 mL/min/1.73 m2[ 2 ] and/or albumin/creatinine ratio (ACR) ≥30 mg/g for 3 months or more.[ 3 ] The dietary advice in CKD patients should account for personal factors, such as social environment, family, and psychological factors, and should help and guide them and the caretakers toward taking responsibility for their nutrition by setting targets goals.

PATIENT PROFILE

A case study of an 82-year-old female Mrs. SD who is nondiabetic, hypertensive patient with stage 5 CRF. The patient's chief complaints were lack of appetite, vomiting, weakness, frequent bowel movement, loss of weight, and decreased endurance during activities of daily living. The patient had been admitted in the hospital two times in the past with complaints of urinary tract infection (UTI), weakness, loss of appetite pain in the right shoulder intermittent bouts of diarrhea, and malaise. She was diagnosed with acute-on CRF and admitted on June 13, 2020, with increased renal function test and discharged on June 22 after feeling better. She was admitted again on July 4, 2020, with complaints of UTI, nausea, dry vomiting, body ache, and general weakness. She was tested for COVID-19 and found negative. She was treated for the symptoms and initiated with dialysis. After 4 days of admission and on feeling better took a voluntary discharge from the hospital, against the medical advice.

NUTRITION INTERVENTION/NUTRITION CARE PROCESS

On September 20, 2020, she was referred to Sattva Nutricare for Outpatient Dietary Management. The patient had presented with her biochemical results showing persistent high renal function tests, slight abnormal serum electrolytes levels, low levels for complete blood count, and increased protein levels in urine. Her calculated GFR value was about 10.89 mL/min/1.73 m 2 ,[ 4 ] and on MHD since June. (MHD: maintenance hemodialysis).

NCP was implied and the procedures followed stepwise. NCP is a four-step model [ Figure 1 ] involving nutrition assessment, nutrition diagnosis, nutrition intervention, and nutrition evaluation.[ 1 ]

Nutrition assessment

Nutrition assessment is the first in the NCP.[ 5 ] During nutrition assessment, relevant patient data are collected, classified, and synthesized to identify nutrition-related problems and their causes. Nutrition assessment data come from two sources:

• Health record system: Laboratory data, medical diagnoses, epidemiological studies, and administrative reports
• Created during assessment, to be added to medical record: Nutritional intake, current anthropometric measures, and additional client history gathered in interview.

The data thus obtained by the patient were categorized into the following domains:

• Patient history – personal, family, and social: Mrs. SD is an 82-year-old pleasant female, homemaker, literate. She was completely alright till June 2020 when she started having complaints of vomiting, nausea, giddiness, and low appetite. On further investigation, she was found to have high creatinine level and was diagnosed to have CKD. She lives with her son, his wife, and two grandsons and a daughter who visits her often. The family takes good care of her health and is supportive and helpful by nature.
• Food- and nutrition-related history: The data were collected as a part of the interview or written assessment (food record) from the patient and included food and nutrient intake and administration, food allergy/intolerance, medication and complimentary/alternative medicine use, knowledge, beliefs, attitudes, behavioral factors effecting achievement of nutrition-related goals, and factors affecting access to food or food supplies. On discussion, it was found that Mrs. SD lacked knowledge about what to eat, she was confused, and had this misconception that if she ate well or according to her hunger, she would become obese. She thought that eating eggs would cause heat in her body and would aggravate the problem further, so she preferred to avoid them. She felt that, if she ate more, he would have difficulty in breathing. Further, she was told by some relatives that she is not supposed to eat proteins and so had stopped consuming dal at all and should avoid all vegetables and fruits having seeds. She loved to have tea and thought that it would improve her health. The nutrient intake was recommended based on the KDOQI guidelines [ Table 1 ]
• Biochemical data, medical tests, and procedures: According to the information provided in Table 2 , the patient was deficient in blood hemoglobin and had exceeded levels of ACR, blood urea nitrogen, and creatinine and low sodium. These values were obtained from the biochemical analysis in laboratory reports of blood samples
• Physical activity: Earlier, the patient was able to do his daily chores and go for walks in the evening. However, since June 2020, due to weakness, she found should it difficult to move around and was dependent on the family members for her day-to-day activities. The only movement was from the bed to bathroom
• Anthropometric measurements: Patient's height, weight, body mass index (BMI), and weight history were noted [ Tables 4 and 5 ]. It was observed that the patient had lost 6 kg in the past 4 months
• Nutrition-related physical findings [ Table 6 ].

The malnutrition inflammation score (MIS) has been used extensively to evaluate nutritional status. The MIS takes into account the relationship between malnutrition and inflammation in patients with CKD[ 9 ] and was found to have greater utilization in predialysis CKD patients.[ 10 ] Wang et al . in their study concluded that the MIS was strongly linked with indicators of nutrition.[ 11 ] The MIS score for the patient was assessed and she was found to have mild malnutrition [ Table 7 ].

Nutrition diagnosis

On the basis of nutrition assessment results, nutritional diagnoses were made.

• Physical inactivity related to CKD Stage 5 that reduces physical activity as evidenced by observation of infrequent, low duration, physical activity, and client history of low muscle strength
• Underweight
• Not ready for change diet/life style
• Evident protein energy malnutrition (NI-5.2) related to altered nutrient needs due to prolonged catabolic illness and lack of food- and nutrition-related knowledge
• Protein Energy Wasting (PEW) as evidenced by BMI less than 18.5 and weight loss more than 10% over 6 months, underweight with muscle wasting, minimal body fat, and food and nutrition history report of prolonged insufficient intake of energy and protein and poor food intake
• Excess sodium intake, low intake of dietary fiber, and inadequate intake of carbohydrates, fats, and proteins as evidenced by lack of overall dietary intake.

Nutrition intervention

Based on the nutritional assessment and diagnosis, nutrition intervention was planned for the patient. Before planning the nutrition intervention, a discussion was done with the Mrs. SD and her family members, to understand the food availability and their cooking practices. Moreover, diet prescription planned taking into consideration the following points. The points discussed were as follows. They were advised:

• To increase the kcal, proteins, and carbohydrate intake. It was explained to the relative that restricting diet and protein can sometimes also lead to malnutrition. Therefore, it is imperative that the diet of the patients suffering with CKD is planned carefully based on their weight
• To increase the dietary fiber intake
• To adhere to the daily water and sodium recommendation
• To increase the intake of the fruits and vegetables in the diet
• To limit the intake of the hot beverages such as tea
• They were also educated about the portion sizes. High Biological Value (HBV) proteins were suggested to improve the protein intake.

Nutrition monitoring and evaluation

To keep an eye on the compliance of the patient with the diet, a follow-up was scheduled after a week and 3 weeks thereafter. The 24-h diet recall was taken at every visit, and the diet improvised to increase the calorie and the protein intake to achieve the goal[ Figure 2 ].

NCP was applied the current case, and it helped coming to a proper nutrition diagnosis. A comparison between the pre- and post-nutrition intervention clearly showed an improvement in the biochemical parameters [ Table 8 ]. A weight gain of 2 kg was also observed. Nutrition counseling with proper follow-ups also showed better patient compliance.

A triad approach of a well-planned diet regimen, patient and caretaker counseling, and support with behavioral modification helped achieve weight gain in the patient. A progressive improvement was noted in the patient's health as reflected from the biochemical investigations and increased appetite. Application of NCP also helped in documenting the patient history and come to a better nutrition diagnosis. Therefore, it can be concluded that application of NCP in a CRF Stage 5 patient aided in much better positive outcomes in a clinical setup.

Declaration of patient consent

The authors certify that they have obtained all appropriate patient consent forms. In the form the patient (s) has/have given his/her/their consent for his/her/their images and other clinical information to be reported in the journal. The patients understand that their names and initials will not be published and due efforts will be made to conceal their identity, but anonymity cannot be guaranteed.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Clinical dietetic practice; nutrition care process; malnutrition inflammation score

• + Favorites
• View in Gallery

• AI Content Shield
• AI KW Research
• AI Assistant
• SEO Optimizer
• AI KW Clustering
• Customer reviews
• The NLO Revolution
• Press Center
• Help Center
• Content Resources
• Facebook Group

Creative Steps to Write a Nutrition Case Study

Table of Contents

Nutrition plays a vital role in improving a patient’s health. However, each patient has unique nutritional needs requiring a personalized healthcare approach. That’s where nutrition case studies come in. These case studies comprehensively assess a patient’s nutritional status and help develop an individualized nutrition plan. They also help to monitor and evaluate the patient’s progress toward their health goals over time. In this article, we will provide a step-by-step guide on  how to write a nutrition case study . This post will help you understand the importance of nutrition case studies, whether you are a healthcare professional or a student.

What Is a Nutrition Case Study?

A nutrition case study comprehensively reports an individual’s nutritional status, dietary habits, and health outcomes . Healthcare professionals typically use these case studies to evaluate and treat patients. This is with various nutritional concerns, such as obesity, malnutrition, or chronic diseases. If you are a nutrition student or practitioner, learning how to write a nutrition case study is an essential skill to have. 

Importance of Nutrition Case Study

Nutrition case studies are a crucial tool for healthcare professionals in nutrition and dietetics. Here are some of the reasons why nutrition case studies are essential:

Provides a Comprehensive Assessment of a Patient’s Nutritional Status

 Nutrition case studies involve a detailed analysis of a patient’s dietary intake, medical history, and lifestyle factors that may impact their nutritional status. This information is used to develop a personalized nutrition plan tailored to the patient’s needs.

Develops an Individualized Nutrition Plan

A nutrition case study’s personalized approach to healthcare leads to an individualized nutrition plan. This approach can lead to better patient outcomes, improved health outcomes, and a higher quality of life for the patient.

Monitors and Evaluates Progress Over Time

Nutrition case studies track a patient’s food intake, weight, body composition, and other health outcomes over time. This enables healthcare professionals to monitor and evaluate the patient’s progress toward their health goals and adjust the nutrition plan as needed.

Provides Education About Healthy Eating Habits and Lifestyle Changes

Nutrition case studies can help educate patients about healthy eating habits and lifestyle changes. By providing a detailed assessment of a patient’s nutritional status, healthcare professionals can help patients make sustainable changes to their diet and lifestyle.

Supports Evidence-Based Practice

Nutrition case studies are based on evidence-based practice, meaning the nutrition plan is grounded in scientific research and clinical expertise. This approach ensures that the patient receives the best care based on the latest research and clinical knowledge.

Steps on How to Write a Nutrition Case Study

Selecting the patient.

The first step in writing a nutrition case study is selecting the patient. Typically, the patient has sought out nutritional counseling or treatment for a specific reason. These reasons include weight management, a chronic disease, or a food allergy. The patient should be willing to participate in the case study and provide detailed information about their diet, health history, and lifestyle habits. When selecting a patient, obtaining their written consent to participate in the case study is essential. This should include an explanation of the purpose of the case study and how their information will be used. It should also add any potential risks or benefits of participating. The patient should know that they can stop participating in the research at any moment if they don’t want to.

Gathering Information

The next step in writing a nutrition case study is gathering information about the patient. This includes a comprehensive assessment of their dietary habits, health status, medical history, and lifestyle factors that may impact their nutrition. To gather this information, you may need to conduct a nutrition assessment, which typically includes the following components:

Anthropometric Measurements

This involves measuring the patient’s height, weight, body mass index (BMI), and other body composition measures.

Dietary Intake Assessment

This involves collecting information about the patient’s dietary habits, including food preferences, allergies, and cultural or religious dietary restrictions.

Biochemical Assessment

This involves analyzing the patient’s blood, urine, or other biological samples to assess their nutritional status.

Medical History

This involves collecting information about the patient’s past and current medical conditions, medications, and surgeries.

Lifestyle Assessment

This involves collecting information about the patient’s physical activity, stress, and other lifestyle factors that may impact their nutrition status. Gathering as much information as possible is essential to create a comprehensive nutrition case study. This information will help you develop an individualized nutrition plan addressing the patient’s needs and concerns.

Developing a Nutrition Plan

Once you have gathered all the necessary information, the next step is to develop a nutrition plan for the patient. The nutrition plan should be based on the patient’s dietary needs, health goals, and lifestyle factors. It should also consider any medical conditions or medications that may impact the patient’s nutritional status. The nutrition plan should include the following components:

Macronutrient and Micronutrient Recommendations

This involves recommending specific amounts of carbohydrates, protein, fat, and other essential nutrients the patient should consume daily.

Food Group Recommendations

This involves recommending specific food groups for the patient, such as fruits, vegetables, whole grains, and lean proteins.

Meal and Snack Recommendations

This involves recommending specific meals and snacks for the patient to meet their nutritional needs throughout the day.

Nutritional Supplements

This involves recommending specific nutritional supplements, such as vitamins, minerals, or protein powders, that may help patients meet their nutritional needs.

Behavioral Recommendations

This involves recommending specific behavioral changes that may impact the patient’s nutrition status, such as increasing physical activity or reducing stress. The nutrition plan should be individualized to the patient’s needs and preferences. It should also be realistic and achievable, considering any barriers the patient may face in following the plan.

Implementing the Nutrition Plan

Once the nutrition plan has been developed, the next step is implementing it with the patient. This may involve educating the patient about healthy eating habits and strategies for making dietary changes. The patient should also be encouraged to track their food intake and monitor their progress toward their health goals. Working collaboratively with the patient throughout the implementation process is essential, as ongoing support and guidance are needed. This may involve regular follow-up appointments or communication via phone or email. The patient should be encouraged to ask questions and share any concerns or challenges they may be experiencing.

Monitoring and Evaluating Progress

The final step in writing a nutrition case study is monitoring and evaluating the patient’s progress. This involves tracking the patient’s food intake, weight, body composition, and other health outcomes. The patient’s progress should be regularly assessed, and adjustments made to the nutrition plan as needed. Objective measures such as laboratory values or body composition assessments are essential to evaluate the patient’s progress. This can help ensure that the nutrition plan is effective and that the patient is progressing toward their health goals.

How to Write a Nutrition Case Study

Once the nutrition plan has been implemented and the patient’s progress has been evaluated, it is time to write the case study. The case study should be organized in a logical and easy-to-read format, and should include the following sections:

Introduction

This should provide an overview of the patient’s case and outline the purpose of the case study.

Patient History

You should provide a comprehensive overview of the patient’s medical history, dietary habits, and lifestyle factors that may impact their nutritional status.

Nutrition Assessment

This should provide a detailed assessment of the patient’s nutritional status, including anthropometric measurements, dietary intake, biochemical markers, and medical history.

Nutrition Plan

This should provide a comprehensive overview of the patient’s individualized nutrition plan. They include macronutrient and micronutrient recommendations, food group recommendations, meal and snack recommendations, nutritional supplement recommendations, and behavioral recommendations.

Implementation and Follow-Up

This should provide an overview of the patient’s progress in implementing the nutrition plan, including any challenges or barriers encountered. It should also outline the follow-up appointments or communication that took place between the patient and healthcare provider.

This should provide an overview of the patient’s progress towards their health goals, including any changes in weight, body composition, or laboratory values.

This should provide an interpretation of the patient’s results, including any limitations or strengths of the case study. It should also provide a summary of the key takeaways and implications for future practice.

Writing a nutrition case study may not be the most exciting task in the world, but it is a crucial one. By following these steps and using a bit of wit and creativity, healthcare professionals can effectively communicate their patient’s nutritional needs . This shows progress toward their health goals. Who knows, maybe writing a nutrition case study will be more fun than you thought!

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

Explore All Write A Case Study Articles

How to write a leadership case study (sample) .

Writing a case study isn’t as straightforward as writing essays. But it has proven to be an effective way of…

• Write A Case Study

Top 5 Online Expert Case Study Writing Services 

It’s a few hours to your deadline — and your case study college assignment is still a mystery to you.…

Examples Of Business Case Study In Research

A business case study can prevent an imminent mistake in business. How? It’s an effective teaching technique that teaches students…

How to Write a Multiple Case Study Effectively

Have you ever been assigned to write a multiple case study but don’t know where to begin? Are you intimidated…

How to Write a Case Study Presentation: 6 Key Steps

Case studies are an essential element of the business world. Understanding how to write a case study presentation will give…

How to Write a Case Study for Your Portfolio

Are you ready to showcase your design skills and move your career to the next level? Crafting a compelling case…

We use cookies to enhance our website for you. Proceed if you agree to this policy or learn more about it.

• Essay Database >
• Essays Samples >
• Essay Types >
• Case Study Example

Nutrition Case Studies Samples For Students

55 samples of this type

Regardless of how high you rate your writing abilities, it's always an appropriate idea to check out an expertly written Case Study example, especially when you're dealing with a sophisticated Nutrition topic. This is exactly the case when WowEssays.com collection of sample Case Studies on Nutrition will prove useful. Whether you need to come up with a fresh and meaningful Nutrition Case Study topic or look into the paper's structure or formatting peculiarities, our samples will provide you with the necessary material.

Another activity area of our write my paper company is providing practical writing assistance to students working on Nutrition Case Studies. Research help, editing, proofreading, formatting, plagiarism check, or even crafting entirely original model Nutrition papers upon your demand – we can do that all! Place an order and buy a research paper now.

Good Case Study On Nutritional Care Plan For An Older Adult

Nutrition is an indispensable component of care. It is from food intake that the body obtains the micro and macro nutrients needed to maintain and improve health. Diet is also an area of regulation for the management of chronic diseases such as diabetes. Care plans focused on nutrition necessarily must be individualized to take into account unique needs arising from specific medical conditions, the client’s developmental stage, and cultural preferences. Developing a care plan entails evaluating for nutritional risk, defining the goals of nutrition therapy, identifying interventions and expected outcomes, implementing the interventions, providing education, and promoting safety.

Evaluation of Nutritional Risk

Apply professional nutritional counseling skills to a client session case study examples, example of case study on josephines culture with regards to family roles, traditional food and social.

Culture Specific Characteristics that May Impact Nutrition Counseling Strategies: A Case Study

Don't waste your time searching for a sample.

Get your case study done by professional writers!

Just from $10/page

Example Of Case Study On Ischaemic Stroke

Part 1: pathophysiology template.

Disease: Ischaemic Stroke Definition: An ischaemic stroke of the left dominant cerebral hemisphere is a stroke that occurs when the blood supply to the left side of the brain is obstructed. The blood supply contains nutrients and oxygen for the brain cells. For majority of the people, the left hemisphere of the brain is responsible for the control of the right side of and hence its failure affects the right side (Australian Institute of Health and Welfare, 2010). It is also responsible for the control of speech and language (Hickey, 2009).

Betsy Case Study

Case study on geriatric nutrition and ethics, case study on water pollution from agricultural runoff, helping the elderly case study sample.

There are a lot of health complications that come about as an individual advances in age. As such, it is important to be keen on maters affecting the health of an elderly person. The major factors considered in this case are health and nutritional issues. As well known, nutrition plays a major role in the life of an individual and more so at the later years of life. This essay seeks to establish how the elderly can be assisted so as to deal with health issues related to iron balance in the body.

Helping the Elderly

Percent ubw= current weight/ubw x 100 case study example, good case study on nutrition support for burn injury.

Questions: Describe how burn wounds are classified. Identify and describe Mr. Angelo’s burn injuries. Burn wounds are classified using four degrees that are based on the severity of how many layers of the dermis have been damaged; the higher the degree of burn classification, the more severe the burn injury and damage done to the patients skin and body. In the case of Mr. Angelo’s burn injuries, he sustains both 2nd and 1st degree burns covering approximately 40 percent of his body.

Explain the “rule of nines” used in assessment of burn injury.

The patient will be able to design a daily schedule that incorporates 20 minutes of physical activity within 48 hours case study examples, example of applied human anatomy and physiology in the care of cardiovascular disease case study, introduction, pediatric case study case study examples, pediatric case study.

Part I. Cultural and Family Assessment

Example Of What Is Her Goal Of Weight Loss Amount Of Weekly Weight Loss And Length Of Weight Case Study

Free workout and diet plans case study sample, cronh’s disease. case study, free case study on role of nutrition in cancer and cardiovascular diseases.

[University’s name]

QUESTION 1:

Malnutrition case study sample.

This paper focuses on a case study involving a patient with heart disorder. The paper answers nine questions based on the case study. The case study helps provide insight into symptoms management heart diseases.

Case Study On Alteration In Comfort Pain

Pain: State in which the individual experiences and communicates the presence of severe discomfort or an uncomfortable feeling.

Related factors: Pain resulting from musculoskeletal disorder; in this case, osteoarthritis; immobility

Features: Verbal communication of pain descriptors, level 8-9 pain reported by patient

Evidence: Mrs. Hardy experiences great knee pain when climbing stairs, a symptom associated with her osteoarthritis. Osteoarthritis cannot be cured, but pain can be controlled.

Free Ranking Of Popular 32 Diets And Plans Case Study: Top-Quality Sample To Follow

Expertly written case study on some of the risk factors for developing type 2dm as a child are the following: to follow.

Body weight Family history Inactivity Race The AIC test should be done using a method that is certified by National Glycohemoglobin Standardization Program. Question 2 The standard diagnostic criteria for T2DM are the following: AIC≥6.5 FPG≥126mg/dL (7.0mmol/L) Two hour PG≥200mg/dL(11.1mmol/L) Presence of classic symptoms of hyperglycemia of hyperglycemic crisis (a random plasma glucose ≥200mg/dL or 11.1 mmol/L) Adane’s medical record contains AIC=6.9 and random plasma glucose: 171mg/dL.

Public Health Policy Analysis Case Study

Overview of the health problem, nutr 4409/gahn 6409 - medical nutrition therapy case study, meal planning for type ii diabetes mellitus, case study on the hearth act, case study on fn 530 fall 2013, patient history:, living things vs. nonliving {type) to use as a writing model.

Discussion Board 1

Living things have specific superior characterizes that distinguish them from nonliving items. Living things are characterized by their internal organization, which is composed of cells (Alcamo, 1998).

A rock to a snail

Exemplar case study on older americans in poverty to write after, good wound assessment case study example, initial patient assessment.

Overview The patient is 67-year-old Mrs. Finch.

She lives with her husband in their marital home.

Recently, she suffered a CVA and had been in the hospital’s rehabilitation ward recovering from her latest episode. Before her CVA, Mrs. Finch had a healthy and active lifestyle.

However, her condition has brought with it numerous other complications including a chest infection.

Example of ethics and social responsibility case study, example of fitness case study, • client’s bmi, bmi of the client is normal as it falls in between the category of normal weight..

• Client’s BMR BMR = 10 x weight (kg) + 6.25 x height (cm) – 5 x age (years) + 5 BMR = 1700.25 The minimum number of calories needed by the client to keep his body functioning are 1700.25.

• Client’s target heart rate at 60% and 80% using the Karvonen formula

Minimum Training Heart Rate: 220 – 55 (Age) = 165 165 – 80 (Resting Heart Rate) = 85 85 x 0.60 (Minimum Intensity) + 80 (Resting Heart Rate) = 131 beats per minute

Maximum Training Heart Rate:

220 – 55 (Age) = 165 165 – 80 (Resting Heart Rate) = 85 85 x 0.80 (Maximum Intensity) + 80 (Resting Heart Rate) = 148 beats per minute

The training heart rate region of the client lies in from 131 to 148.

Sample case study on social entrepreneurship.

Complexity and overwhelming nature of issues to be coped with in some countries of the world calls forth the need to add extra dimensions to state’s combating the issues in terms of implementing its functions, and change existing systems and institutions. Social entrepreneurship represents a process by which citizens can either create or transform institutions to advance solutions to such issues, as poverty, illnesses, environment pollution, corruption and human rights abuses (Bornstein&Davis 1-2).

A Short Research On Importance Of Health Case Studies Examples

Free case study on day month, year, grant proposal - comprehensive school health services for migrant children, target customers case study, case study on the role of social protection and microcredit in alleviating poverty: a, structure and function of the kidney case study sample, example of budget analysis case study, budget analysis, free case study on nursing older people dementia, nursing older people: dementia, rickets case study sample, holistic nursing – site paper case study examples, national holistic healing center.

National Holistic Healing Center (NHHC) provides healing services to its customers and its services are presented on its website, i.e. http://www.holistichealingdc.com/ whereas, they also incorporate customers’ queries via .

Description of Facility

Free anatomy and physiology of liver function case study: top-quality sample to follow, childhood obesity prevention program case study to use for practical writing help, whole foods market in 2014 case study example, competition with ocean park case studies examples.

Hong Kong Disneyland has been opened for over a period of ten years .It is beautiful and attractive place to visit. Being so famous it still has many problems till today. Below discussion describes the issues faced by the Hong Kong Disneyland.

ISSUES FACED BY HONG KONG DISNEYLAND ARE AS FOLLOWS:

Free case study about reason for referral.

Alberto, age 55, was brought to the emergency department of a regional medical center by his brother-in-law. Alberto is pacing, demanding, agitated, and speaking vociferously. “I did not wish to come here! My brother-in-law is simply jealous and he is trying to make me appear like I am suffering from some sort of insanity!” Alberto’s treatment is financially subsidized by his brother in law. Alberto will undergo a maximum of 8 sessions at 2 hours each session. The session will start on June 25, 2014.

Presenting Problem

Accounting case study sample, ethic case study, biology case study examples, example of hypothyroidism case study, community health nurse, type 2 diabetes with foot neuropathy case study, description of the health issue, free case study on diabetic ketoacidosis, nestle case case study examples.

Executive Summary

Ethics And World Religions Case Study Example

Chapter 14: how do we help prevent child labor, perspective of community informant case study examples, example of case study on business ethics, case study on nursing cancer care.

Caner care and the complications of chemotherapy have always created concerns in the nursing profession. Arguments have been that these complications are preventable since evidence based research has discovered strategies to limit burns and other adverse effects of the treatment. The following pages of this document present a case study of a patient suffering from chemotherapy complication. A synthesis of evidence based research interventions that have been recommended as prophylactic measures will be advanced as an appropriate nursing care is designed for this patient.

Password recovery email has been sent to [email protected]

Use your new password to log in

You are not register!

By clicking Register, you agree to our Terms of Service and that you have read our Privacy Policy .

Now you can download documents directly to your device!

Check your email! An email with your password has already been sent to you! Now you can download documents directly to your device.

or Use the QR code to Save this Paper to Your Phone

The sample is NOT original!

Short on a deadline?

Don't waste time. Get help with 11% off using code - GETWOWED

No, thanks! I'm fine with missing my deadline

Case Study Thesis Statement

Ai generator.

A case study is a deep and comprehensive study of a specific subject, such as individuals, groups, or events, in their real-life context. Crafting a compelling thesis statement for a case study ensures that readers are primed to engage with the detailed analysis that follows. It sets the tone and provides a roadmap for what’s to be explored. Whether you’re examining a business scenario, a societal issue, or a psychological condition, a well-constructed thesis sets the foundation. Let’s delve into examples, writing techniques, and tips to perfect this art.

What is a Case Study Thesis Statement? – Definition

A case study thesis statement is a concise summary that outlines the central point or argument of a case study. It encapsulates the primary findings, insights, or conclusions drawn from the detailed analysis of a particular subject or situation in its real-life context. This statement serves as a guide for readers, offering a snapshot of what the case study will explore and the significance of its findings.

What is an example of a Case Study thesis statement?

“In the analysis of XYZ Corporation’s marketing strategies during the fiscal year 2020-2021, it’s evident that the company’s innovative use of social media advertising not only boosted its brand visibility among millennials but also led to a 15% increase in sales, demonstrating the power of digital platforms in modern business models.”

This Specific thesis statement provides a clear insight into the focus of the case study (XYZ Corporation’s marketing strategies) and highlights the primary conclusion (success in using social media advertising to boost sales).

100 Case Study Thesis Statement Examples

Size: 283 KB

Case study thesis statements provide a concise encapsulation of the primary conclusions or insights gleaned from an in-depth analysis of a subject. They serve as a roadmap for readers, informing them of the study’s focal points and key findings. To craft an effective case study thesis, it’s imperative to be specific, evidence-based, and relevant to the subject being explored. Below are 100 examples spanning various fields and scenarios:

• Analyzing the success of Apple’s iPhone X launch, it’s evident that the blend of technological innovation and targeted marketing resulted in record-breaking sales figures globally.
• A deep dive into London’s urban planning post-2000 reveals a significant push towards sustainable infrastructure, reducing the city’s carbon footprint by 12%.
• In studying patient recovery rates at the ABC Rehabilitation Center, it becomes clear that personalized therapy programs yield a 25% faster recovery time compared to generic methods.
• A review of Brazil’s reforestation efforts in the last decade demonstrates that community involvement is a pivotal factor, with local engagement accelerating afforestation by 18%.
• Exploring the financial collapse of Company XYZ in 2019, mismanagement of funds and a lack of internal audits were the predominant causes leading to its bankruptcy.
• The rise in mental health issues among high school students from 2015-2020, as examined in Region A, strongly correlates with increased social media usage and cyberbullying incidents.
• A detailed analysis of Japan’s public transport system reveals that timely investments in technology and maintenance are primary reasons for its 99% punctuality rate.
• Studying the diet patterns of Mediterranean regions provides insights into lower cardiovascular disease rates, highlighting the benefits of olive oil, fish, and whole grains.
• The decline in print media sales from 2000-2020, as evident in the case of Magazine ABC, is largely due to the surge in digital content consumption and changing reader habits.
• In assessing the success of the ‘Clean River’ campaign in City B, it’s observed that public awareness drives and stricter industrial regulations reduced water pollution by 30%
• An examination of solar energy adoption in Rural Region X indicates that governmental subsidies coupled with community workshops played a pivotal role in increasing installations by 40% in five years.
• By delving into the cultural revival in City Y, it’s apparent that grassroots movements and local art festivals were instrumental in rejuvenating traditional art forms and bolstering tourism.
• A study of telecommuting trends during the 2020 pandemic reveals that companies with pre-existing digital infrastructure reported a smoother transition and a mere 5% drop in productivity.
• Through analyzing the public health response in Country Z during the measles outbreak, it’s clear that rapid immunization drives and public awareness campaigns curbed the spread by 60%.
• A review of the organic farming movement in Region P shows that farmer cooperatives and government-backed training sessions were crucial in tripling organic produce output in a decade.
• Assessing the success factors behind Brand Q’s viral ad campaign, a blend of humor, social relevance, and effective online targeting resulted in a 300% ROI.
• An in-depth look at the urban wildlife conservation initiative in City R suggests that integrating green corridors and public education were key to increasing urban biodiversity by 20%.
• Studying the economic turnaround of City S post-recession, it emerges that a combination of SME incentives, infrastructure investments, and tourism promotions led to a steady 7% GDP growth.
• Exploring the education overhaul in District T, the introduction of experiential learning methods and teacher training programs significantly improved student performance metrics across all grades.
• The analysis of e-commerce trends in Country U during the festive season underscores that localized marketing campaigns and easy return policies boosted sales by an unprecedented 45%
• An exploration of the rehabilitation programs in Prison V reveals that the integration of vocational training reduced recidivism rates by 15% over three years.
• Investigating the decline of traditional crafts in Region W, it becomes apparent that globalized market pressures and a generational shift in career preferences were primary contributors.
• The analysis of startup ecosystem growth in City X demonstrates that mentorship programs and venture capital accessibility were crucial drivers, leading to a 50% increase in successful startup launches.
• In evaluating the healthcare system of Country Y, the strategic placement of clinics and telemedicine integration were central to achieving a 90% accessibility rate in remote areas.
• Studying the architectural evolution in City Z, the emphasis on eco-friendly designs and green spaces has significantly enhanced residents’ quality of life and reduced energy consumption.
• A detailed assessment of the digital literacy program in District A1 indicates that hands-on workshops and collaboration with tech companies led to a 30% increase in digital skills among the elderly.
• The case study of the MNO Music Festival shows that blending international and local artists, along with immersive cultural experiences, resulted in a tripling of international attendees.
• In examining the rebranding strategy of Company B2, leveraging user-generated content and transparency in production processes garnered a 60% boost in brand loyalty.
• Exploring the impact of the ‘Green School’ initiative in Region C3, schools that integrated environmental education witnessed a marked increase in student-led sustainability projects.
• By delving into the tourism dynamics of Island D4, it’s observed that the emphasis on eco-tourism and cultural preservation led to sustained tourism growth without ecological degradation.
• A deep dive into the public transport upgrades in City E5 reveals that the inclusion of smart ticketing systems and real-time tracking improved user satisfaction rates by 25%.
• Analyzing the performance of the XYZ sports team over a decade, the focus on grassroots talent recruitment and continuous training regimes was key to their championship victories.
• A study of the fast-food industry shifts in Region F6 showcases that the introduction of plant-based menu options was instrumental in capturing a new health-conscious demographic.
• Through assessing the cybersecurity reforms in Organization G7, proactive threat monitoring and employee training drastically reduced security breaches by 80%.
• An examination of the ‘Urban Forest’ project in City H8 underlines that community participation and periodic maintenance drives ensured a 90% survival rate of planted trees.
• Investigating the cultural festival in Village I9, the collaboration with local artisans and digital promotions drew an unprecedented global audience, revitalizing the local economy
• The scrutiny of e-learning trends in School J10 revealed that blending video tutorials with interactive assignments resulted in higher student engagement and a 20% improvement in test scores.
• In studying the revamp of the K11 shopping mall, the introduction of experiential retail spaces and diversified dining options significantly increased footfall and monthly sales.
• By analyzing the success of the L12 mobile banking app, user-friendly interfaces combined with robust security measures led to a user adoption rate surpassing 70% within the first year.
• The comprehensive review of NGO M13’s outreach programs indicates that localized content and leveraging social media influencers amplified awareness, doubling donations received.
• An in-depth study of the transportation overhaul in City N14 highlights that integrating cycling lanes and pedestrian zones reduced vehicular traffic by 15% and enhanced urban livability.
• A case study on the O15 biotech startup’s rapid growth identifies that collaborations with academic institutions and a focus on sustainable solutions were critical success factors.
• Investigating the wildlife conservation measures in Park P16, the integration of community-based surveillance and eco-tourism initiatives resulted in a 10% rise in endangered species populations.
• Exploring the dynamics of the Q17 film festival, the embrace of indie filmmakers and diversification into virtual screenings expanded the global audience base by threefold.
• Through a detailed assessment of the R18 smart city project, data-driven decision-making and public-private partnerships accelerated infrastructure development and improved resident satisfaction.
• A study of the resurgence of traditional crafts in Village S19 underscores that governmental grants combined with e-commerce platforms enabled artisans to reach global markets and triple their income.
• By analyzing the mental health initiative in University T20, the introduction of peer counseling and mindfulness workshops led to a 30% decrease in reported student stress levels.
• In evaluating the U21 sustainable farming project, the practice of crop rotation and organic pest control methods doubled yields without compromising soil health.
• A deep dive into the V22 robotics industry shows that investments in research and development, coupled with industry-academia partnerships, positioned the region as a global leader in automation solutions.
• The case study of the W23 urban renewal initiative reveals that preserving historical sites while integrating modern amenities revitalized the district and boosted tourism by 40%
• Exploring the telehealth revolution in Hospital X24, it’s evident that user-centric design coupled with real-time patient support drastically reduced waiting times and enhanced patient satisfaction.
• A review of the Z25 green tech startup’s rise showcases how tapping into emerging markets and prioritizing local adaptations enabled a 250% growth rate over two years.
• By analyzing the Y26 literary festival’s global success, forging partnerships with international publishers and leveraging livestreamed sessions captured a diversified and engaged global readership.
• In evaluating the urban art projects of City A27, integrating community artists and sourcing local materials led to culturally resonant artworks and rejuvenated public spaces.
• The detailed study of B28’s freshwater conservation strategies highlights that community education, combined with sustainable fishing practices, restored marine life balance within a decade.
• Through a comprehensive look at the C29 space tech firm’s accomplishments, early investments in satellite miniaturization positioned it as a front-runner in commercial space solutions.
• By delving into the digital transformation of Retailer D30, the integration of augmented reality for virtual try-ons significantly boosted online sales and reduced return rates.
• A study of the E31 desert afforestation initiative reveals that harnessing native drought-resistant flora and community-based irrigation systems successfully greened over 10,000 hectares.
• Exploring F32’s inclusive education reforms, a curriculum designed with multi-modal teaching techniques led to improved learning outcomes for differently-abled students.
• In examining the eco-tourism drive of Island G33, maintaining a balance between visitor volume and ecological sustainability ensured steady revenue without environmental degradation.
• Analyzing the H34 online gaming platform’s surge in popularity, community engagement features and regional game localization were instrumental in its global user base expansion.
• A review of the I35 urban cycling initiative shows that creating cyclist-friendly infrastructure, coupled with public awareness campaigns, led to a 20% increase in daily cycling commuters.
• In studying J36’s public library modernization project, the fusion of digital archives with interactive learning zones increased visitor numbers and enhanced community learning.
• By evaluating the K37 corporate wellness program, a holistic approach encompassing mental health, fitness, and nutrition resulted in a 15% reduction in employee sick days.
• A detailed look at the L38 organic coffee farming cooperative identifies that fair-trade certifications and eco-friendly processing techniques doubled farmer profits and market reach.
• Exploring the M39 microfinance model in developing regions shows that leveraging mobile technology and community leaders made financial services accessible to previously unbanked populations.
• The case study of N40’s anti-pollution drive reveals that using technology for real-time air quality monitoring and public alerts led to actionable civic interventions and clearer skies.
• Analyzing the O41 cultural dance revival initiative, collaborations with schools and televised events reintroduced traditional dances to younger generations, preserving cultural heritage.
• Through studying the P42 renewable energy project, community-owned solar and wind farms not only achieved energy self-sufficiency but also created local employment opportunities.
• By examining Q43’s digital archival project, crowdsourcing contributions and integrating multimedia storytelling resurrected historical narratives for a global digital audience.
• In reviewing the R44 disaster response initiative, utilizing drones and AI-driven analytics for real-time situation assessment led to a 30% faster rescue response.
• Exploring the success of the S45 women’s empowerment project, localized workshops and financial literacy programs led to the establishment of over 500 women-led businesses.
• Analyzing the T46 urban farming revolution, rooftop gardens and vertical farming technologies not only reduced the carbon footprint but also bolstered local food security.
• Through a detailed examination of U47’s mental health awareness campaign, leveraging celebrity ambassadors and social media channels destigmatized mental health discussions among young adults.
• The study of V48’s coastal conservation initiative reveals that coral transplantation and sustainable tourism practices significantly enhanced marine biodiversity and local livelihoods.
• By scrutinizing the W49 digital arts program, collaborations with global tech firms and virtual exhibitions brought contemporary art to a wider and more diversified audience.
• In evaluating the X50 grassroots sports initiative, talent scouting at school levels and offering specialized training camps led to a surge in regional sports achievements.
• Exploring the Y51 urban greenery project, the symbiotic integration of flora with urban structures, like bus stops and building facades, transformed the cityscape and improved air quality.
• Through analyzing the Z52 elderly wellness initiative, mobile health check-ups and community gathering events significantly improved the well-being and social connectedness of seniors.
• A deep dive into A53’s tech literacy drive for rural regions showcases that mobile classrooms and gamified learning tools bridged the digital divide, empowering communities.
• Investigating B54’s smart waste management project, sensor-fitted bins and data-driven route optimization for collection trucks minimized operational costs and improved city cleanliness.
• The case study of C55’s heritage restoration initiative highlights that a blend of traditional craftsmanship with modern conservation techniques revitalized historical landmarks, boosting tourism.
• In studying D56’s alternative education model, experiential outdoor learning and community projects fostered holistic student development and real-world problem-solving skills.
• By analyzing E57’s urban transit solution, electric buses paired with dynamic route algorithms resulted in reduced traffic congestion and a decrease in emissions.
• The examination of F58’s sustainable fashion movement indicates that upcycling workshops and eco-conscious designer collaborations led to a greener fashion industry with reduced waste.
• Through a deep dive into G59’s wildlife rehabilitation project, mobile veterinary units and habitat restoration measures significantly increased the population of endangered species.
• In assessing H60’s collaborative workspace model, creating modular designs and fostering community events led to increased startup incubation and knowledge exchange.
• Studying the I61 teletherapy initiative, the integration of wearable tech for biometric feedback and real-time counseling support made mental health care more accessible and tailored.
• The review of J62’s community theater resurgence underlines that offering free training workshops and forging school partnerships enriched cultural landscapes and nurtured local talent.
• By evaluating K63’s clean water initiative in remote areas, solar-powered desalination units and community-led maintenance ensured uninterrupted access to potable water.
• Exploring the L64 sustainable architecture movement, it’s evident that the incorporation of passive solar design and green roofs reduced building energy consumption by up to 40%.
• Through a detailed analysis of the M65 virtual reality (VR) in education program, integrating VR expeditions and interactive simulations led to a 20% increase in student comprehension.
• The study of N66’s eco-village development project reveals that community-owned renewable energy systems and permaculture designs fostered self-sufficiency and resilience.
• By reviewing the O67’s inclusive playground initiative, universally designed play equipment and sensory-friendly zones catered to children of all abilities, promoting inclusivity and joy.
• Investigating the P68’s digital heritage preservation, utilizing 3D scanning and augmented reality brought ancient monuments and artifacts to life for global audiences.
• By scrutinizing the Q69’s local organic produce movement, direct farmer-to-consumer platforms and community-supported agriculture initiatives revitalized local economies and promoted healthy living.
• A deep dive into the R70’s urban beekeeping project indicates that rooftop apiaries and bee-friendly green spaces boosted pollinator populations, benefiting both biodiversity and urban agriculture.
• In evaluating the S71’s community radio station initiative, platforms that prioritized local news and indigenous languages fostered civic participation and cultural pride.
• Exploring the success of T72’s renewable energy transition, investments in grid-tied wind and solar farms led to the region achieving carbon neutrality within a decade.
• The review of U73’s zero-waste community challenge highlights that community workshops on composting, recycling, and upcycling drastically reduced landfill contributions and elevated environmental consciousness.

These statements encompass a diverse range of endeavors, from technological innovations and educational transformations to environmental conservation and cultural preservation. Each thesis offers a concise yet compelling entry point, illustrating the multifaceted nature of case studies and their potential to drive change across various sectors.

Case Study Thesis Statement Example for Argumentative Essay

An argumentative essay’s thesis statement presents a debatable claim about a particular scenario or situation, seeking to persuade the reader of its validity. It combines evidence from the case study with a clear stance on the matter, aiming to convince through both factual data and logical reasoning.

• Despite the surge in e-commerce, a case study on Brick & Mortar Retail Y1 reveals that experiential in-store shopping can significantly boost customer loyalty and overall sales.
• Examining the X2 city’s public transport model, it’s evident that prioritizing bicycles over cars results in healthier urban environments and happier citizens.
• By studying vegan diets through the Z3 health initiative, there is undeniable evidence that plant-based diets lead to improved overall health metrics when compared to omnivorous diets.
• Through a deep dive into the A4’s shift to remote work, productivity levels and employee well-being evidently increase when offered flexible work arrangements.
• In the debate over renewable versus fossil fuels, the B5 country’s successful transition showcases the undeniable economic and environmental advantages of renewable energy.
• Analyzing the C6 city’s urban greening project, it’s clear that community gardens play a pivotal role in crime reduction and social cohesion.
• A study on the D7’s educational reforms reveals that continuous assessment, as opposed to one-off exams, offers a more comprehensive understanding of student capabilities.
• By evaluating the E8’s plastic ban initiative, environmental rejuvenation and improved public health metrics affirm the necessity of eliminating single-use plastics.
• Exploring the F9’s universal healthcare model, there’s a robust argument that public health services lead to more equitable societies and better health outcomes.
• The success of the G10’s work-life balance policies underscores that a shorter workweek can lead to heightened productivity and enhanced employee satisfaction.

Case Study Thesis Statement Example for Research Paper

Case Study for  research paper thesis statement serves as a central hypothesis or primary insight derived from the chosen case. It succinctly captures the essence of the research findings and the implications they might hold, offering a foundation upon which the paper’s arguments and conclusions are built.

• An extensive analysis of the H11 city’s water conservation techniques presents innovative methodologies that have achieved a 30% reduction in urban water consumption.
• Investigating the I12’s coral reef restoration projects, recent advancements in marine biology have been instrumental in rejuvenating dying reef ecosystems.
• The in-depth research on J13’s forest management strategies reveals the successful intersection of indigenous knowledge and modern conservation techniques.
• A comprehensive study on the K14’s biodynamic farming practices demonstrates their impact on soil health and crop yield enhancement.
• Researching L15’s approach to mental health, community-based interventions, and localized therapy models have shown significant efficacy.
• By delving into M16’s urban waste management, innovative recycling technologies are revolutionizing urban sustainability and waste reduction.
• The examination of N17’s digital literacy programs for seniors demonstrates adaptive pedagogies tailored for older learners, resulting in improved tech proficiency.
• In-depth research on O18’s tidal energy projects presents groundbreaking advancements in harnessing marine energy for sustainable power generation.
• A study of P19’s green building materials showcases the potential for sustainable construction without compromising on durability or aesthetics.
• Extensive research on Q20’s citizen science initiatives has shed light on the profound impact of public engagement in scientific discoveries.

Case Study Essay Thesis Statement Example for Essay Writing

In essay writing, the case study thesis statement offers a central idea or perspective about the case at hand. It provides a roadmap for readers, indicating the essay’s direction and focus, and typically draws on the unique aspects of the case study to make broader observations or arguments.

• The revitalization of the R21 town square serves as a testament to the profound impact of urban design on community engagement and cultural preservation.
• Exploring the journey of S22’s artisanal chocolate brand offers insights into the nuances of combining traditional recipes with modern marketing.
• The success story of the T23’s community library initiative illustrates the timeless importance of books and shared spaces in fostering community spirit.
• Through a narrative on U24’s eco-tourism model, the delicate balance between conservation, commerce, and community involvement comes to the fore.
• V25’s transformation from a tech-averse community to a digital hub showcases the ripple effects of targeted tech education and infrastructure investment.
• The tale of W26’s fight against deforestation illuminates the intertwining of grassroots activism, governmental policy, and global collaboration.
• X27’s journey in preserving endangered languages paints a vivid picture of the role of technology in safeguarding cultural heritage.
• Diving into Y28’s transition from coal to solar energy portrays the challenges, victories, and transformative power of collective will.
• The story of Z29’s grassroots sports academy gives a glimpse into the potential of talent nurtured through community support and dedication.
• A narrative on A30’s urban art movement elucidates the transformative power of public art in redefining cityscapes and fostering local talent.

Does a case study have a thesis statement?

Yes, a case study often has a thesis statement, especially if it is intended for academic or formal publication. While the nature of case studies is to explore, analyze, and present specific situations or phenomena in detail, a thesis statement helps provide direction, focus, and clarity to the study. It serves as a clear indication of the main point or argument the author wishes to make, derived from their analysis of the case.

What is a thesis statement for a case study analysis?

A thesis statement for a case study analysis is a concise summary of the main insight or argument derived from reviewing and analyzing a particular case. It should be specific and based on the evidence found within the study, aiming to encapsulate the core findings or implications. This statement will guide the reader’s understanding of what the case study is ultimately trying to convey or the conclusions the author has drawn from their analysis.

How do you write a thesis statement for a case study? – Step by Step Guide

• Select Your Case: Before you can write a thesis statement, you need to choose a case that offers enough substance and relevance. Your case should be representative or unique enough to provide meaningful insights.
• Conduct Thorough Research: Dive deep into the details of your case. Understand its history, the key players involved, its significance, and its outcomes.
• Identify Key Themes or Patterns: As you research, note down recurring themes or patterns that emerge. These will often hint at the broader implications of the case.
• Formulate Your Argument: Based on your observations, craft an argument or insight about the case. Ask yourself what the case reveals about a broader phenomenon or what makes this case particularly significant.
• Be Specific: Your thesis statement should be precise. Avoid vague or overly broad statements. Instead, focus on the specific insights or conclusions you’ve drawn from the case.
• Write and Refine: Draft your thesis statement. It should be one or two sentences long, capturing the essence of your argument. Revisit and refine it to ensure clarity and conciseness.

Tips for Writing a Case Study Thesis Statement

• Keep it Focused: Your thesis statement should be concise and directly related to the case in question. Avoid generalities or unrelated observations.
• Be Evidence-Based: Ensure that your thesis statement can be backed up with evidence from the case study. It should be a result of your analysis, not a preconceived notion.
• Avoid Jargon: Keep your thesis statement accessible. It should be understandable even to those unfamiliar with the specifics of the case.
• Stay Objective: While your thesis statement will represent your analysis and perspective, it’s crucial to base it on facts and avoid unnecessary biases.
• Seek Feedback: Once you’ve crafted your thesis statement, share it with peers or mentors. Their feedback can help refine your thesis and ensure it captures the essence of your case study effectively.

In conclusion, while a case study delves deep into specific instances, having a clear thesis statement is crucial to give direction to your study and offer readers a concise understanding of the case’s significance and your analysis.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting