Williams’ Basic Nutrition & Diet Therapy

2016·35.29 MB·English

by  Staci Nix McIntosh

Contents in Brief
PART I Introduction to Basic Principles 15 Weight Management, 245
of Nutrition Science, 1 16 Nutrition and Physical Fitness, 272
1 Food, Nutrition, and Health, 1
PART 4 Clinical Nutrition, 288
2 Carbohydrates, 12
3 Fats, 27 17 Nutrition Care, 288
4 Proteins, 41 18 Gastrointestinal and Accessory Organ
5 Digestion, Absorption, and Metabolism, 56 Problems, 304
6 Energy Balance, 71 19 Coronary Heart Disease and Hypertension, 327
7 Vitamins, 83 20 Diabetes Mellitus, 347
8 Minerals, 110 21 Kidney Disease, 371
9 Water and Electrolyte Balance, 133 22 Surgery and Nutrition Support, 390
23 Nutrition Support in Cancer and HIV, 411
PART 2 Nutrition throughout the Life Cycle, 147
10 Nutrition during Pregnancy and Lactation, 147 References, 434
11 Nutrition during Infancy, Childhood, and Further Reading and Resources, 454
Adolescence, 166 Glossary, 460
12 Nutrition for Adults: The Early, Middle, and Appendix A, 470
Later Years, 186 Appendix B, 471
Appendix C, 480
PART 3 Community Nutrition and Health
Care, 202
13 Community Food Supply and Health, 202
14 Food Habits and Cultural Patterns, 228
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Basic Nutrition
and Diet Therapy
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15

EDITION
Williams’
Basic Nutrition
and Diet Therapy
Staci Nix, MS, RD, CD
Assistant Professor, Lecturer
Department of Nutrition and Integrative Physiology
Adjunct Faculty, School Of Medicine
University of Utah
Salt Lake City, Utah
3251 Riverport Lane
St. Louis, Missouri 63043
WILLIAMS’ BASIC NUTRITION AND DIET THERAPY ISBN: 978-0-323-37731-7
FIFTEENTH EDITION
Copyright © 2017, Elsevier Inc. All Rights Reserved.
Previous editions copyrighted 2013, 2009, 2005, 2001, 1995, 1992, 1988, 1984, 1980, 1975, 1969, 1966,
1962, 1958.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by
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Notices
Knowledge and best practice in this field are constantly changing. As new research and
experience broaden our understanding, changes in research methods, professional practices, or
medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in
evaluating and using any information, methods, compounds, or experiments described herein.
In using such information or methods they should be mindful of their own safety and the safety
of others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check
the most current information provided (i) on procedures featured or (ii) by the manufacturer of
each product to be administered, to verify the recommended dose or formula, the method and
duration of administration, and contraindications. It is the responsibility of practitioners, relying
on their own experience and knowledge of their patients, to make diagnoses, to determine
dosages and the best treatment for each individual patient, and to take all appropriate safety
precautions.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors,
assume any liability for any injury and/or damage to persons or property as a matter of
products liability, negligence or otherwise, or from any use or operation of any methods,
products, instructions, or ideas contained in the material herein.
Library of Congress Cataloging-in-Publication Data
Names: Nix, Staci, author.
Title: Williams’ basic nutrition and diet therapy / Staci Nix.
Other titles: Basic nutrition and diet therapy
Description: 15th edition. | St. Louis, Missouri : Elsevier/Mosby, [2017] | Includes bibliographical
references and index.
Identifiers: LCCN 2016006019 | ISBN 9780323377317 (pbk. : alk. paper)
Subjects: | MESH: Diet Therapy | Nutritional Physiological Phenomena | Nutritional Requirements
| Food Habits
Classification: LCC RM216 | NLM WB 400 | DDC 615.8/54—dc23 LC record available at
http://lccn.loc.gov/2016006019
Director, Traditional Education: Kristin Geen
Content Development Manager: Laurie Gower
Senior Content Development Specialist: Lisa P. Newton
Publishing Services Manager: Jeff Patterson
Senior Project Manager: Tracey Schriefer
Design Direction: Renee Duenow
Printed in China
Last digit is the print number: 9 8 7 6 5 4 3 2 1
Contributors and Reviewers
CONTRIBUTORS REVIEWERS
Kelli Boi, MS, RD Penny Fauber, RN, BSN, MS, PhD
Adjunct Nutrition Instructor Program Head/Associate Professor
Weber State University Director Practical Nursing Program
Ogden, Utah Dabney S. Lancaster Community College
Clifton Forge, Virginia
Caiti Christensen, BS
Technician, Memorial Clinic Janelle Hennes, MSN, RN
Sunset, Utah Clinical Instructor
Lead Instructor, On Campus and Off Campus BSN
Theresa Dvorak, MS, RDN, CSSD, ATC Program
Associate Instructor College of Nursing and Health Innovation
Department of Nutrition and Integrative Physiology University of Texas at Arlington
University of Utah Arlington, Texas
Salt Lake City, Utah
Elizabeth A. Summers, MSN, RN, CNE
Sara O. Harcourt, MPH, MS, RD Coordinator of Practical Nursing Program
Clinical Dietitian Cass Career Center
Salt Lake Regional Medical Center Harrisonville, Missouri
Salt Lake City, Utah
Nancy York, MSN, RN-BC
Jennifer Schmidt, MS, RD District 1199c Training & Upgrading Fund
Clinical Nutrition Supervisor Health & Technology Institute
University of Utah Healthcare Philadelphia, Pennsylvania
Salt Lake City, Utah
Kary Woodruff, MS, RD, CSSD
Associate Instructor
Department of Nutrition and Integrative Physiology
University of Utah
Salt Lake City, Utah
v
Preface to the Instructor
The field of nutrition is a dynamic human endeavor alert to nutrition news and questions raised by their
that is continuously expanding and evolving. Three increasingly diverse clients and patients; and (3) that
main factors continue to change the modern face of contact and communication with professionals in the
nutrition. First, the science of nutrition continues to field of nutrition will help build a strong team approach
grow rapidly with exciting research. New knowledge to clinical nutrition problems in all patient care.
in any science challenges some traditional ideas and
ORGANIZATION
lends to the development of new ones. Instead of pri-
marily focusing on nutrition in the treatment of disease, In keeping with the previous format, we have updated
we are expanding the search for disease prevention content areas to meet the needs of a rapidly developing
and general enhancement of life through nutrition and science and society.
healthy lifestyles. Thus was the spirit during the estab- In Part 1, Introduction to Basic Principles of Nutritional
lishment of the current Dietary Reference Intakes. Science, Chapter 1 focuses on the directions of health
Second, the rapidly increasing multiethnic diversity of care and health promotion, risk reduction for disease
the United States population enriches our food pat- prevention, and community health care delivery
terns and presents a variety of health care opportuni- systems, with emphasis on team care and the active
ties and needs. Third, the public is more aware and role of clients in self-care. Descriptions and illustra-
concerned about health promotion and the role of tions accompany the new Healthy People 2020 objec-
nutrition, largely because of the media’s increasing tives, the 2015–2020 Dietary Guidelines for Americans,
attention. Clients and patients seek more self-directed and MyPlate guidelines. The Dietary Reference Intakes
involvement in their health care, and an integral part (DRIs) are incorporated throughout chapter discus-
of that care is nutrition. sions in Part 1 as well as throughout the rest of the
This new edition continues to reflect upon the text. New and improved illustrations for the visual
evolving face of nutrition science. Its guiding principle learner are in this edition of the text for complicated
is our own commitment, along with that of our pub- metabolic pathways. Current research updates all of
lisher, to the integrity of the material. Our basic goal is the basic nutrient and energy chapters in the remain-
to produce a new book for today’s needs, with updated der of Part 1.
content, and to meet the expectations and changing In Part 2, Nutrition throughout the Life Cycle, Chapters
needs of students, faculty, and practitioners of basic 10, 11, and 12 reflect current material on human growth
health care. and development needs in different parts of the life
cycle. Current National Academy of Science guidelines
for positive weight gain to meet the metabolic demands
AUDIENCE
of pregnancy and lactation are reinforced. Positive
This text is primarily designed for students in licensed growth support for infancy, childhood, and adoles-
practical or vocational nursing (LPN/LVN) programs cence is emphasized. The expanding health mainte-
and associate degree programs (ADN/RN), as well as nance needs of a growing adult population through
for diet technicians or aides. It is also appropriate for the aging process focus on building a healthy lifestyle
programs in various professions related to health care. to reduce disease risks. In all cases, statistics represent
the most recent publications available at the time of
CONCEPTUAL APPROACH
print.
The general purpose of this text is to introduce the In Part 3, Community Nutrition and Health Care, a
basic scientific principles of nutrition and their appli- strong focus on community nutrition is coordinated
cations in person-centered care. As in previous edi- with an emphasis on weight management and physi-
tions, basic concepts are carefully explained when cal fitness as they pertain to health care benefits and
introduced. In addition, our personal concerns are ever risk reduction. The Nutrition Labeling and Education
present, as follows: (1) that this introduction to the Act is discussed in terms of its current regulations and
science and practice we love will continue to lead stu- helpful label format as well as its effects on food mar-
dents and readers to enjoy learning about nutrition in keting. Issues of malnutrition and the cycle of despair
the lives of people and stimulate further reading in are discussed and illustrated in Chapter 13. Highlights
areas of personal interest; (2) that caretakers will be of food-borne diseases reinforce concerns about food
vi
PREFACE TO THE INSTRUCTOR vii
safety in a changing marketplace. Chapter 14 high- four main sections are introduced as successive
lights information on America’s multiethnic cultural developing parts of that unifying theme.
food patterns and various religious dietary practices. • Chapter openers. To immediately draw students
New information on the topics of obesity and genetics, into the topic for study, each chapter opens with a
along with the use of alternative weight-loss methods, short list of the basic concepts involved and a brief
is included in Chapter 15 by a contributing author chapter overview leading into the topic to “set the
who is a certified specialist in weight management. stage.”
Chapter 16 was written by a certified sports dietitian • Chapter headings. Throughout each chapter, the
and discusses aspects of athletics, the proliferation of major headings and subheadings in special type or
sports drinks, and the performance benefits of a well- color indicate the organization of the chapter mate-
hydrated and nourished athlete. rial, providing easy reading and understanding of
In Part 4, Clinical Nutrition, chapters are updated to the key ideas. Main concepts and terms also are
reflect current medical nutrition therapy and ap- highlighted with color or bold type and italics.
proaches to nutrition education and management. • Special boxes. The inclusion of For Further
As with previous editions, Drug-Nutrient Interaction Focus, Cultural Considerations, Drug-Nutrient
boxes in this section address specific concerns with Interactions, and Clinical Applications boxes leads
nutrition and medication interactions. Special areas students a step further on a given topic or presents a
include developments in gastrointestinal disease, heart case study for analysis. These boxes enhance under-
disease, diabetes mellitus, renal disease, surgery, standing of concepts through further exploration or
cancer, and HIV. application.
• Case studies. In clinical care chapters, case studies
CONTENT AND FEATURES
are provided in Clinical Applications boxes to
• Book format and design. The chapter format and focus students’ attention on related patient care
use of color continue to enhance the book’s appeal. problems. Each case is accompanied by questions
Basic chapter concepts and overview, illustrations, for case analysis. Students can use these examples
tables, boxes, definitions, headings, and subhead- for similar patient care needs in their own clinical
ings make the content easier and more interesting assignments.
to read. • Diet therapy guides. In clinical chapters, medical
• Learning supplements. Educational aids have been nutrition therapy guides provide practical help in
developed to assist both students and instructors in patient care and education.
the teaching and learning process. Please see the • Definitions of terms. Key terms important to stu-
Ancillaries section on the next page for more detailed dents’ understanding and application of the mate-
information. rial in patient care are presented in two ways. They
• Illustrations. Color illustrations, including artwork, are identified in the body of the text and are listed
graphs, charts, and photographs, help students and in a glossary at the back of the book for quick
practitioners better understand the concepts and reference.
clinical practices presented. • Summaries. A brief summary in bulleted format
• Content threads. This book shares a number of reviews chapter highlights and helps students see
features—reading level; Key Concepts; Key Terms; how the chapter contributes to the book’s “big
Critical Thinking Questions; Chapter Challenge picture.” Students then can return to any part of the
Questions; References; Further Reading and material for repeated study and clarification of
Resources; Glossary; and Cultural Considerations, details as needed.
For Further Focus, Drug-Nutrient Interactions, and • New Chapter Review Questions. In addition, self-
Clinical Applications boxes—with other Elsevier test questions in multiple choice format are pro-
books intended for students in demanding and fast- vided at the end of each chapter to allow students
paced nursing curricula. These common threads to test their basic knowledge of the chapter’s
help promote and hone the skills these students contents.
must master. (See the Content Threads page after • References. Background references throughout the
this preface for more detailed information on these text provide resources used in each chapter for stu-
learning features.) dents who may want to probe a particular topic of
interest.
• Further Reading and Resources. To encourage
LEARNING AIDS
further reading of useful materials, expand stu-
As indicated, this new edition is especially significant dents’ knowledge of key concepts, and help stu-
because of its use of many learning aids throughout dents apply material in practical ways for patient
the text. care and education, a brief list of annotated
• Part openers. To provide the “big picture” of the resources—including books, journals, and websites
book’s overall focus on nutrition and health, the —is provided at the end of the book.
viii PREFACE TO THE INSTRUCTOR
ANCILLARIES • Food Composition Tables allow you to search
the nutrient values of more than 5000 foods con-
TEACHING AND LEARNING RESOURCES
tained in Nutritrac Nutrition Analysis Program,
FOR THE INSTRUCTORS
Version 5.0 (Online). It is separated and alphabet-
Instructor Resources on Evolve: available at www ized into 18 different food categories.
.evolve.elsevier.com/Williams/basic/—provides a • Infant and Child Growth Charts, United States
wealth of material to help you make your nutrition are available as useful handouts to encourage use
instruction a success. In addition to all of the Student of these valuable resources inside and outside of
Resources, the following are provided for faculty: the classroom.
• TEACH Lesson Plans: Based on textbook chapter • Self-Test Questions: More than 350 self-
Learning Objectives, serve as ready-made, modifi- assessment questions that provide students with
able lesson plans and a complete roadmap to link practice questions and immediate feedback to
all parts of the educational package. These concise help them prepare for exams.
and straightforward lesson plans can be modified • Nutrition Resource Center website: This infor-
or combined to meet your particular scheduling and mative website is available at http://nutrition
teaching needs. .elsevier.com to provide the reader access to infor-
• Examview Test Bank: Contains approximately 700 mation about all Elsevier nutrition texts in one con-
multiple-choice and alternate-format questions for venient location.
the NCLEX Examination. Each question is coded for
correct answer, rationale, page reference, Nursing
ACKNOWLEDGMENTS
Process Step, NCLEX Client Needs Category, and
Cognitive Level. Throughout this process, various staff members from
• Image Collection: These images can be used in a Elsevier have kindly provided guidance and assis-
unique presentation or as visual aids. tance, and I am grateful to all of them. I would like to
• PowerPoint Presentations with incorporated especially acknowledge the professionalism, fortitude,
Audience Response Questions and unfolding Case and diligence of Kristin Geen, Director, Traditional
Study to accompany each chapter guide classroom Education; Laurie Gower, Content Development Man-
lectures. ager; Lisa P. Newton, Senior Content Development
Specialist; Tracey Schriefer, Senior Project Manager;
FOR STUDENTS
and Beth Welch, Copyeditor. Your vision for this text
• Nutritrac Nutrition Analysis Program, Version 5.0 is the true power behind the print.
(Online): The new edition of this popular tool is I would like to acknowledge the hard work and
designed to allow the user to calculate and analyze dedication of Elsevier’s Nursing Marketing Depart-
food intake and energy expenditure, taking the ment for supporting this book through its many edi-
guesswork out of nutrition planning. The new tions. Their ability to bridge the gap between a product
version features comprehensive databases contain- and the end point—students who will hopefully learn
ing more than 5000 foods organized into 18 different from and enjoy this text—is integral to the success of
categories and more than 175 common/daily recre- this project. The contributions from content experts for
ational, sporting, and occupational activities. The Weight Management and Sports Nutrition by Theresa
Personal Profile feature allows users to enter and edit Dvorak and Kary Woodruff are cherished and lends an
the intake and output of an unlimited number of element of expertise to those chapters that will increase
individuals, and the Weight Management Planner the value of the text overall. In addition, I am grateful
helps outline healthy lifestyles tailored to various to the reviewers who have provided constructive feed-
personal profiles. In addition to foods and activities, back on this edition. Your involvement provides the
new program features include an ideal body weight strength and thoroughness that no author can accom-
(IBW) calculator, a Harris-Benedict calculator to plish alone.
estimate total daily energy needs, and the complete Finally, I want to thank my husband, family, and
Exchange Lists for Meal Planning. friends who have compassionately dealt with me and
• Evolve Resources “the book.” Your abundant support sustains me.
• Answers to Textbook Case Studies—Answers to
detailed case studies are found in specific chap- Staci Nix
ters of the textbook.
• Case Studies engage students with the opportu-
nity to apply the knowledge they have learned in
real-life situations.