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FNS teaching - Fitness Nutrition Specialist Updated: 2024

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Exam Code: FNS Fitness Nutrition Specialist teaching January 2024 by Killexams.com team

FNS Fitness Nutrition Specialist

Exam Details:
- Number of Questions: The number of questions in the Fitness Nutrition Specialist (FNS) exam can vary depending on the certifying organization. Typically, the exam consists of multiple-choice questions, and the exact number can range from 100 to 150 questions.

- Time: Candidates are typically given a set time limit to complete the FNS exam, which is generally around 2 to 3 hours. It is important to manage time effectively to ensure all questions are answered within the allocated time.

Course Outline:
The FNS certification program is designed to assess the knowledge and skills required to provide nutrition guidance and support to individuals in the fitness industry. While the specific course outline may vary depending on the certifying organization, the exam generally covers the following key areas:

1. Basic Nutrition Concepts:
- Macronutrients (carbohydrates, proteins, fats)
- Micronutrients (vitamins, minerals)
- Energy balance and metabolism

2. Nutrition for Fitness and Exercise:
- Pre- and post-workout nutrition
- Hydration and electrolyte balance
- Sports nutrition and performance enhancement

3. Weight Management:
- Weight loss strategies and methods
- Body composition analysis
- Behavior change techniques for sustainable weight management

4. Special Populations:
- Nutrition considerations for different age groups (children, adolescents, older adults)
- Nutrition for pregnancy and lactation
- Nutrition for individuals with specific health conditions (diabetes, cardiovascular disease, etc.)

5. Supplementation and Ergogenic Aids:
- Common dietary supplements and their effects
- Ergogenic aids and performance-enhancing substances
- Evidence-based use and safety considerations

6. Counseling and Communication Skills:
- Interviewing and assessment techniques
- Effective communication strategies
- Behavior change theories and motivational techniques

Exam Objectives:
The objectives of the FNS exam typically include:
- Assessing the candidate's understanding of basic nutrition principles and their application to fitness and exercise.
- Evaluating the candidate's knowledge of weight management strategies and their ability to provide guidance to individuals seeking weight loss or weight maintenance.
- Testing the candidate's knowledge of nutrition considerations for special populations, including different age groups and individuals with specific health conditions.
- Determining the candidate's familiarity with dietary supplements, ergogenic aids, and their appropriate use in the context of fitness and exercise.
- Assessing the candidate's counseling and communication skills to effectively work with clients and support behavior change.

Exam Syllabus:
The specific exam syllabus for the FNS may vary depending on the certifying organization. However, the following syllabus are typically included:

1. Basic Nutrition Concepts:
- Macronutrients and their functions
- Micronutrients and their roles in the body
- Digestion, absorption, and metabolism of nutrients

2. Nutrition for Fitness and Exercise:
- Energy requirements for physical activity
- Pre- and post-workout nutrition strategies
- Nutrient timing and meal planning for optimal performance

3. Weight Management:
- Energy balance and weight regulation
- Strategies for healthy weight loss and maintenance
- Behavior change techniques for sustainable weight management

4. Special Populations:
- Nutrition considerations for different age groups (children, adolescents, older adults)
- Pregnancy and lactation nutrition
- Nutrition for individuals with specific health conditions (diabetes, cardiovascular disease, etc.)

5. Supplementation and Ergogenic Aids:
- Common dietary supplements and their effects
- Ergogenic aids and their impact on performance
- Evidence-based use, safety, and regulations

6. Counseling and Communication Skills:
- Client interviewing and assessment techniques
- Effective communication and motivational strategies
- Behavior change theories and techniques

It is important to note that the specific syllabus and depth of coverage may vary depending on the certifying organization offering the FNS certification. Candidates should refer to the official guidelines and study materials provided by the certifying organization for the most accurate and up-to-date information.
Fitness Nutrition Specialist
Medical Specialist teaching

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Medical
FNS
Fitness Nutrition Specialist
https://killexams.com/pass4sure/exam-detail/FNS
Question: 68
What is the most serious and potentially deadly deficiency in the diet?
A. Water
B. Sodium
C. Calcium
D. Vitamin C
Answer: A
The most serious and potentially deadly deficiency in the diet is a deficiency of
water. Most nutrient deficiencies take weeks or longer to show signs, but lack of
water can only be survived for a very few number of days. There are many
smaller scale responses to dehydration that will also significantly impair a client’s
ability to perform.
Question: 69
What chronic condition can initiate the elevation of insulin levels, which converts
excess blood sugar to glycoproteins and fatty acids?
A. Overeating
B. Fatigue
C. Hyperglycemia
D. Hypoglycemia
Answer: C
Hyperglycemia, when chronic, can initiate the elevation of insulin levels, which
converts excess blood sugar to glycoproteins and fatty acids.
Question: 70
Dietary treatment of chronic ulcerative colitis includes all of the following except:
A. High calorie, high-fat, high-protein diet
B. Supplementation with calcium, vitamin C, folic acid, and zinc
C. Supplementation with MCT
D. Moderate amounts of dietary fiber to stimulate bowel function
Answer: A
Dietary treatment of chronic ulcerative colitis does not include a diet high in fat,
which may worsen steatorrhea. However, high intakes of protein and calories are
recommended to maintain energy balance and to promote healing.
Supplementation with calcium, vitamin C, folic acid, and zinc is recommended to
replace losses due to diarrhea. Supplementation with MCT (medium chain
triglycerides) is useful because it does not require bile for digestion. Moderate
amounts of fiber are encouraged to stimulate normal bowel function.
Question: 71
What is the recommended level of carbohydrate intake 1-4 hours before
exercising?
A. 1-4.5 g/kg of bodyweight
B. 4-6.5 g/kg of bodyweight
C. 8-10 g/kg of bodyweight
D. More than 10 g/kg of bodyweight
Answer: A
The recommended level of carbohydrate intake 1-4 hours before exercising is 1-
4.5 grams of carbohydrate per kilogram of bodyweight. Some research has
indicated that getting 4.5 g/kg 4 hours before exercise enhanced performance by
15%. Adequate carbohydrate consumption is particularly important for morning
workouts, when glycogen stores have been depleted by up to 80% overnight.
Question: 72
Why is it important to pay close attention to carbohydrate intake or insulin use
during training with diabetic clients?
A. Diabetics have decreased circulation
B. Increased hydration may be necessary
C. To reduce the risk of hypoglycemic incidents
D. Frequently, there are other medical concerns concurrently that may need
attention
Answer: C
It is important to pay close attention to carbohydrate intake or insulin use during
training with diabetic clients in order to reduce the risk of hypoglycemic
incidents. The other factors may be true, but do not have to do with carbohydrate
intake.
Question: 73
What is the condition of being hydrated at the normal state, which is also used as
the baseline for determining adequate hydration throughout a training session?
A. Subhydration
B. Dehydration
C. Superhydration
D. Euhydration
Answer: D
Euhydration is the condition of being hydrated at the normal state, which is also
used as the baseline for determining adequate hydration throughout a training
session. It is advisable to begin training sessions only if the client is at or above
this state of normal hydration.
Question: 74
How many cups of water should the average adult drink per day?
A. 4-6
B. 5-9
C. 6-10
D. 9-13
Answer: D
The average adult should drink about 9-13 cups of water per day. Drinking
enough water improves the body’s ability to regulate its temperature and enhance
its metabolism. Another benefit to drinking water is that increased hydration
levels facilitate more efficient distribution of nutrients throughout the body.
Question: 75
Which of the following is not a function of protein within the body?
A. Build and repair tissues and structures
B. Synthesis of hormones and enzymes
C. Assists in body temperature reduction
D. Energy
Answer: C
Protein does not assist in body temperature reduction. It does serve the other
functions listed. It is a basic necessary dietary component used for different types
of synthesis and repair and when calorie or carbohydrate levels are insufficient, it
will be used as energy.
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Medical Specialist teaching - BingNews https://killexams.com/pass4sure/exam-detail/FNS Search results Medical Specialist teaching - BingNews https://killexams.com/pass4sure/exam-detail/FNS https://killexams.com/exam_list/Medical Experts advocate for a digital shift in medical education

Continuing COVID-19 research, other emerging disease threats, and questions about just when the next pandemic may strike as well as concern over the nation's preparedness for it are still top of mind for many healthcare professionals. But in a field where emergencies happen daily, and drastic changes can occur overnight, will these unceasing aspects translate into medical education curriculums fast enough? 

Artificial intelligence is one way to help, some experts say. The technology's use is booming across several industry sectors including healthcare, where it holds promise of improving workflows, diagnoses, educational simulations and more. 

To keep pace with the continually evolving field and new technology supporting it, medical leaders told Becker's that it is imperative for medical education to keep pace. 

Here's what curriculums should prioritize in 2024, according to experts:

Cristy Page, MD. Executive Dean at the University of North Carolina School of Medicine and chief academic officer of UNC Health (Chapel Hill): We are living in a time of rapid scientific discovery and technological advancement. Students need to learn to embrace and lead through change to better the health of our patients and to enable a fulfilling career in medicine. One current example is the use of AI in medicine. As educators, we must ensure that our students understand how to utilize it most effectively in practice and are aware of the latest trends in this area. At the same time, we are actively working with counterparts across our university to establish policies and protocols for the use of AI by students in their coursework.

Adele Webb, PhD, RN. Executive Dean of Healthcare Initiatives for Strategic Education (Herndon, Va.):: As we move into the future, medical education must adjust training to the rapid changes in healthcare. There must be increased focus on how augmented intelligence and virtual reality can be used to safely support health care delivery and train practitioners. As more care is shifting into home and outpatient settings, clinical experiences must adapt to the new realities. And given concerns for the future of general practitioners, students should be educated on the value, satisfaction and importance of a general practitioner role.

Janelle Sokolowich, PhD, MSN. Academic Vice President and Dean of the Leavitt School of Health at Western Governors University (Salt Lake City): In the future, I think nursing will continue to have more integration of virtual reality simulations. So far, with [the implementation of] our simulation experience, we've found that one part of simulation that does really well is building the self-confidence in students' abilities. … We know that we have to continue to build confidence in order to build clinical decision-making ability.

Keith Mueller, PhD. Director of the Rural Policy Research Institute and the Health Management Policy Department at the University of Iowa (Iowa City): There are models in some programs that could be more widely adopted. These are changes in both the content and modality of education that would better prepare physicians as co-leaders of person-centered medical homes functioning under new payment models.

  1. Including instructional material focused on the evolution of payment from volume-based to value-based methodologies will better prepare physicians to understand reasons for pressures to understand patient needs for services beyond those offered in the clinic. I’m thinking of asking physicians to refer patients to other services, sometimes with a formal prescription… Training in public health, changes in delivery modalities (including hospital-at-home), and finance (increased income for the clinic or other healthcare organization related to measures of health) will be needed as part of the medical curriculum.
  2. Increase contact hours during medical education that are undertaking in interprofessional training. Physicians need to collaborate with other members of patient-centered teams (including social workers, public health workers, and administrators) in order to optimize results for the persons (patients) they serve.
  3. Include a variety of opportunities in experiential learning that include serving different population groups (including historically underserved) and in different settings (including rural clinics and hospitals). The degree to which institutions move learning sites out of the immediate environment of the medical school can, and should, vary given the mission of the institution. Having said that, we should encourage those institutions with missions to serve entire states to develop site-specific training to meet the needs of all residents of their states.

Responses have been edited for clarity and length.

Like what you see? Some of the executives featured in this article will speak at the 14th Annual Meeting in Chicago! Hospital and health system leaders, click here to apply for a complimentary badge. Interested in exhibitor or sponsorship opportunities to connect with 3,000+ hospital and health system leaders? get the prospectus here.

Wed, 03 Jan 2024 00:53:00 -0600 en-gb text/html https://www.beckershospitalreview.com/hospital-physician-relationships/experts-advocate-for-a-digital-shift-in-medical-education.html
Over a fifth of medical officers’ posts lie vacant in Delhi govt’s teaching hospitals No result found, try new keyword!Delhi government teaching hospitals are vacant, affecting healthcare delivery and workload. The state health department provided figures in response to questions from BJP MLA Ajay Mahawar. Out of 726 ... Thu, 28 Dec 2023 14:33:00 -0600 en-us text/html https://www.msn.com/ Despite shortage, super-specialist doctors await posting No result found, try new keyword!Despite a shortage of super-specialist doctors in the government sector, newly recruited doctors hired by the department of medical education have been waiting for their posting orders at worksites. Sun, 24 Dec 2023 12:06:00 -0600 en-us text/html https://www.msn.com/ Evolution of Medical and Engineering education

By Vinay Singh 

The transformative impacts of the COVID-19 pandemic have catalysed a profound reconsideration of traditional pedagogical approaches in medical and engineering education. As we stand on the cusp of 2024, the educational landscape of these disciplines continues to evolve, forging new paths and paradigms in response to the challenges and opportunities brought forth by the pandemic.

Enhancing adaptive exercise in medical education

The year 2023 was marked by a paradigm shift in medical education. Beyond cultivating adaptive expertise, educators emphasised interdisciplinary learning models, fostering collaboration between medical students and diverse fields such as psychology, sociology, and technology. Looking forward to 2024, the trajectory anticipates an evolution towards immersive, team-based learning modules. These modules aim to nurture a holistic understanding of healthcare challenges, preparing future professionals to tackle complex health issues through a multifaceted approach.

The advent of telemedicine and remote care, accelerated by the pandemic, has significantly altered clinical training methodologies. Real-time simulations and virtual patient encounters have become integral, ensuring that the next generation of healthcare professionals is adept at utilising technology to deliver patient-centred care efficiently.

Fostering creativity and innovation in medical education

Building upon the progress of 2023, engineering education in 2024 is projected to witness an intensified focus on sustainable design and technological innovation. Curricular revisions are underway to integrate environmental and social considerations, shaping engineers who possess not just technical acumen but also a profound sense of responsibility towards global challenges like climate change and societal equity.

Collaborations between academia and industry are gaining traction, offering students hands-on experience in real-world problem-solving. Industry-driven projects, internships, and mentorship programs are poised to further nurture students’ entrepreneurial spirit and problem-solving capabilities.

Navigating challenges and embracing opportunities 

2024 presents educational institutions with the challenge of recalibrating assessment methodologies. The need to evaluate competencies beyond academic achievements, including adaptability, emotional intelligence, and ethical decision-making, is becoming increasingly recognized. This shift aims to offer a more comprehensive evaluation of a student’s preparedness for the dynamic professional landscape.

Moreover, the evolution of digital tools in education transcends mere access; it aims to enhance learning experiences. Virtual laboratories, AI-driven adaptive learning systems, and augmented reality applications are revolutionising the way students engage with complex concepts, creating immersive and interactive learning environments that foster deeper understanding and retention of information.

Emerging trends and future outlook

Looking beyond 2024, the convergence of medical technologies and engineering innovations is expected to drive groundbreaking developments in healthcare. The interdisciplinary collaboration between medical and engineering disciplines is foreseen to unlock novel approaches in biotechnology, nanomedicine, and bioengineering, propelling the field towards new frontiers.

The global shift towards personalized and preventive healthcare models is poised to shape future educational landscapes. Courses integrating predictive analytics, genomics, and bioinformatics into medical and engineering curricula are anticipated to prepare professionals for a future centered on individualized patient care and disease prevention.

In conclusion, the future of medical and engineering education stands at the confluence of innovation, adaptability, and ethical responsibility. As we approach 2024 and beyond, these fields are not merely adapting but pioneering transformative changes. They are poised to lead the charge in shaping a more resilient, innovative, and socially conscious future, forging a path toward excellence in education and practice.

The author is the Executive Director and CEO, Thomson Digital and Q&I

Sat, 23 Dec 2023 01:11:00 -0600 en text/html https://www.financialexpress.com/jobs-career/education-evolution-of-medical-and-engineering-education-3345875/
Education News and Research

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Mon, 25 Dec 2023 10:00:00 -0600 en text/html https://www.news-medical.net/?tag=/Education
Non-teaching govt hospitals can start PG courses: NMC CHENNAI: Non-teaching government hospitals will be allowed to start postgraduate medical courses if they fulfill certain norms. The National Medical Commission has amended the Post Graduate Medical Education Regulations, 2023, to boost nationwide the number of certified — orthopaedicians, paediatricians, anaesthetists and radiologists.
In Tamil Nadu, the Royapettah Government Hospital or the Communicable Diseases Hospital in Tondiarpet run by Greater Chennai Corporation or any of the 250-bed district headquarters hospitals can start PG courses if they have the required beds, qualified faculty, patient volume and other infrastructure.
The NMC will release the detailed requirements shortly, said PG board member Dr K Senthil, who represents Tamil Nadu in the NMC. “The new regulation aims to increase capacity and elevate the standard of medical education,” he said.
There were three other changes to the regulations, which came into force on December 28. Medical colleges/institutions can now apply for permission to start postgraduate courses one year after initiating an undergraduate programme. So far, applying for a postgraduate programmes was only allowed after admitting the third batch of MBBS students.
The distinction between “permitted” and “recognised” seats is eliminated. Once the NMC grants permission to start a course, all seats will be considered recognised. Previously, colleges were “permitted” to start new courses, and seats were only recognised after the first batch graduated.
The third change is that medical colleges/institutions can now self-declare their re sources and infrastructure annually. The NMC will conduct inspections based on random selection or specific complaints.
There is also a freeze on new PG diploma courses, though institutions can establish two-year fellowship programmes. Existing diploma courses can continue and the PG board allows institutions to convert them to degree courses upon meeting certain standards.
Penalties are hefty for violation of the regulations. Colleges/institutions that fail to meet minimum standards or engage in unfair practices could face a â‚ą1 crore fine, while HODs and deans found guilty of misconduct or misreporting could be p enalised â‚ą5 lakh.
Thu, 04 Jan 2024 13:08:00 -0600 en text/html https://timesofindia.indiatimes.com/city/chennai/non-teaching-govt-hospitals-can-start-pg-courses-nmc/articleshow/106557304.cms
Now, non-teaching staff can seek voluntary transfer too Gurgaon: The department of higher education from this year has launched the online transfer policy for non-teaching staff at government colleges, libraries and National Cadet Corp (NCC) units as well. Those awaiting transfer formally have been included in the online rationalisation. The department has also opened the portal to provide opportunity to the non-teaching staff, who otherwise do not come under the purview.
Such candidates will be able to apply through the portal requesting a transfer and suggesting their preferred stations, said an official at the department of higher education. “However this would not certain them a transfer as the exercise would be carried out through an online mechanism of assigning of colleges and allocation of stations. We have given the colleges, NCC units and libraries three days’ time to submit the records of employees whose transfers were not due but are seeking voluntary transfer,” he said.
The process of the online transfer has already begun for the non-teaching staff whose transfers were due. All government colleges, NCC units and libraries have submitted the records, which have been Tested and the records have now been frozen by the department.
“The transfer process would be done by uploading all the data on the Human Resource Management System (HRMS) portal within the deadline. After we have the data, the directorate will take a decision on the forceful transfer of an employee or of exempting an employee from the transfer. Through the IT Cell, we will then carry out the exercise of rationalisation and assigning posts to regular employees ensuring equal distribution,” the official elaborated.
We also published the following articles recently
Non-teaching govt hospitals can start PG courses: NMC
Non-teaching government hospitals can start postgraduate medical courses if they meet the requirements of the National Medical Commission's amended regulations. In Tamil Nadu, hospitals like the Royapettah Government Hospital and the Communicable Diseases Hospital can begin PG courses if they have the necessary infrastructure and qualified faculty. The NMC will release detailed requirements soon. Other changes include allowing medical colleges to apply for PG courses one year after starting undergraduate programs, eliminating the distinction between permitted and recognized seats, and allowing self-declaration of resources and infrastructure. Violations of the regulations can result in hefty fines.
NMC permits non-teaching govt hospitals to start PG courses
Non-teaching government hospitals that fulfil the minimum requirements will be allowed to begin postgraduate medical courses as per the Post Graduate Medical Education Regulations, 2023 (PGMER-2023). The National Medical Commission's relaxation for postgraduate seats aims at raising the number of medical certified nationwide. These hospitals must meet standard requirements including beds, qualified faculty, patient volume, and infrastructure. The regulations also introduce changes to existing norms, allowing medical colleges/institutions to apply for permission to start postgraduate courses one year after initiating an undergraduate program. The distinction between permitted and recognized seats for courses is eliminated.
16 inspectors transferred
Cyberabad police commissioner Avinash Mohanty issued transfer of 16 inspectors in his commissionerate. Madhapur and Narsingi police stations will get new inspectors.
Thu, 04 Jan 2024 14:25:00 -0600 en text/html https://timesofindia.indiatimes.com/city/gurgaon/online-transfer-policy-for-non-teaching-staff-in-government-colleges-libraries-and-ncc-units/articleshow/106560711.cms
IEEE recognizes Robert Bishop for his pioneering contributions to engineering education

University of South Florida College of Engineering Dean Robert H. Bishop has been named a Fellow of the Institute of Electrical and Electronics Engineers (IEEE), one of the world’s most prestigious technological societies. He is also a Distinguished University Professor in the Department of Electrical Engineering and the founder and former president and CEO of USF’s Institute of Applied Engineering.

Recognized by the IEEE for his distinguished contributions to engineering education, Dr. Bishop is one of the leading and pioneering architects of the core curriculum for undergraduate engineering education in control theory. He is the author of the definitive undergraduate textbook Modern Control Systems, now in its 14th edition, and Learning with Labview, a foundational textbook bridging the gap between theory and practice.

He contributed pioneering and transformative advances to the mechanics and control of flight, particularly for spacecraft. His pioneering work helped significantly advance the U.S. space program through his technical innovations for guidance, navigation and control systems for the early NASA space shuttle and space station programs, and later pioneering advancements in precision navigation and landing capabilities for NASA’s ALHAT Project (Autonomous Landing Hazard Avoidance Technology). He is also a specialist in the area of systems theory, guidance and navigation, and control of spacecraft, including small satellites and unmanned aerial vehicles, and guidance for planetary precision landings.

His state-of-the-art work in aerospace control systems and electrical engineering has been sponsored by numerous funding agencies including NASA, Draper Labs, Air Force, US Special Operations Command (USSOCOM), and industrial technology leaders, including Oerlikon-Contraves, Boeing, NEC, Lockheed Martin, and National Instruments. 

As Dean, he played a key role in founding the Department of Medical Engineering, the first joint department between USF’s Morsani College of Medicine and College of Engineering. Since its inception in 2016, the department has established a biomedical engineering major accredited by the ABET (Accreditation Board for Engineering and Technology) and grown to more than a dozen full-time faculty and staff. 

Tue, 02 Jan 2024 04:54:00 -0600 en text/html https://www.usf.edu/research-innovation/news/2024/ieee-recognizes-robert-bishop-for-his-pioneering-contributions-to-engineering-education.aspx
Soun of Ogbomosoland presents medical equipment to BOWEN Teaching Hospital No result found, try new keyword!The Soun of Ogbomosoland Oba Afolabi Ghandi Olaoye has presented medical equipment worth millions of Naira to the BOWEN University Teaching Hospital in ... Thu, 21 Dec 2023 16:31:20 -0600 en-us text/html https://www.msn.com/ The role of medical students in humanitarian responses to armed conflict No result found, try new keyword!The Russia–Ukraine and Israel–Palestine armed conflicts have been widely covered by the media 2023. However, on a global scale, humanity is no stranger to violence with many countries currently ... Wed, 03 Jan 2024 10:58:00 -0600 en-US text/html https://www.thelancet.com/journals/landia/article/PIIS2213-8587(23)00366-2/fulltext




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