For three days, you will be taken on a journey that connects all systems, organs and the individual as a whole through neurology, psychology, endocrinology, biochemistry, physics and of course, immunology. In addition, two basic mechanisms that are central within training and for people with chronic diseases are addressed: the leaky barrier syndrome (skin, lungs, brain and gut) and low-grade inflammation. On the third day you will learn how to make a PNI diagnosis so that you can start working immediately in practice.

Learning objectives

Students will:

• Learn the principles of KPNI as a science that links everything together.
• Develop an evolutionary mindset and apply it in your own life.
• Make connections between all the systems of the human body and between human beings and their environment. This knowledge translates into the ability to reduce symptoms to a series of basic mechanisms of action.
• Master the basic skills necessary to make a PNI diagnosis.
• Identify the possible presence of a leaky barrier and low-grade inflammation in your patients and treat those two entities with a basic protocol based on scientific evidence-based medicine within PNI.
• Learn how to use and integrate the 5 metamodels of health.

This module deals with the evolutionary aspects that have made humans, plants and other living things what we are today. Older known anthropogenic stressors such as infection, hunger, thirst and climate change have led to innumerable adaptations in the field of our genome and in the way the genome functions (the epigenome).

New risk factors such as sedentary life, eating 6 times a day, mortgage stress and many other factors are so new to the genetically “old: homo sapiens” that our health controller (read hypothalamus) has not (yet) found a solution for them. These new stressors cause a conflict with our genome, which is full of polymorphisms meant to survive under previous conditions; the same polymorphisms, along with epimutations, are now the cause of most if not all chronic diseases suffered by modern humans, especially in the wealthy West, so those diseases can be considered evolutionary scars.

Genetics, epigenetics, polymorphisms and evolutionary stressors are the topics of the first day. The second day deals with “how it works” and “why it works this way”, the most important questions within evolutionary clinical PNI. The third day translates all evolutionary knowledge into certain interventions in a number of very common conditions.

Learning objectives

Student will:

• Look at clients from the point of view of why they function the way they do, from an evolutionary perspective.
• Learn the evolutionary mechanisms of action responsible for diseases today and use the tools to reset these mechanisms in patients.
• Identify diseases as evolutionary scars and use evolutionary interventions to treat people suffering from these conditions.
• Discover the meaning of the concept of Intermittent Living and apply a number of the interventions in your own life.
• Learn to identify the evolving mechanism of action that the “error” is utilized by a patient (e.g., insulin resistance and cortisol resistance).
• Be presented with a list of functional parameters that allow them to identify a disorder of an evolving mechanism of action.

This module explores how our body has learned to respond to homeostatic changes (i.e. stress) and how that response can either protect us or make us sick. The first day is dedicated to the sympathizer and the HPA axis. The remaining two days are dedicated to all the other axes that come from the homeostatic regulatory organ of all living animals on earth: the hypothalamus.

Stress is much more than a psycho-emotional burden. Factors such as changing ambient temperature, eating too often and lack of sleep are also stressors and require a reaction from one or more axes of the hypothalamus. Again, evolution will play an important role within this module, as our hypothalamus has remained almost identical over the last 250 million years, it means that modern life is very “foreign” to this organ.

Learning objectives

Students will:

• Learn about the difference between homeostasis and allostasis is used to identify hypothalamic axis disorders.
• Analyze the function of the hypothalamus using validated measurement instruments and functional parameters.
• Learn to treat clients with universal inflammation of the hypothalamus, as it is the cause of most, if not all, chronic non-infectious diseases.
• Use the concepts of physical and mental stress to guide clients with specific interventions.
• Learn to use a number of tests to determine patients’ response to stress: the Trier Social Stress Test, the neuroglycopenia test, the autonomic reaction test, the cold stress test (CST) and the Maastricht associated stress test (MAST).

This module will discuss the immune system in depth and its connection with disease. It aims to convey to students that the immune system is not a homogeneous system, but an organ consisting of 9 different components. The immune system is an organ that has become “selfish” due to evolutionary pressure, for the benefit of mankind. Today, this hypersensitive system is responsible for most, if not all, chronic non-communicable diseases.

Learning objectives

Students will:

• Learn how the various components of the immune system function and how these components affect disease and health.
• Learn to diagnose the presence of low-grade inflammation using validated measurement tools.
• Develop a treatment plan with KPNI interventions (in the field of minimal nutrition, exercise and reframing) for a client with an immune disorder to carry out.
• Learn to associate a syndrome with a particular immunological component.
• Learn to use clinical chemistry tests and functional parameters as tools. 

This module focuses on normal wound healing, the chronology of inflammation (unsuccessful wound healing), pain and how something does not resolve because inflammation cannot be terminated. Normal and pathological processes will be discussed and made applicable in practice. The application of the resoleomic concept is one of the most powerful, if not the most powerful, ways to help your clients suffering from chronic pain, often in a very short time. An important part of this module is the application of deep learning (neuropsychological education) and reframing techniques in people with chronic pain.

Learning objectives

Students will:

• Learn to distinguish between functional disorders and musculoskeletal disorders.
• Learn to distinguish between physiological and pathological pain syndromes.
• Learn to perform the self-healing processes of the science of resolemics.
• Learn to treat clients with yellow and red flag disorders using KPNI interventions.
• Explore Metamodels 2 and 4 (the five components + transgenerational aspects).

This module deals with the evolution of internal organs during the Cambrian Revolution. This immensely long ice age created the need for the formation of bones and all other internal organs. During the three intensive days, the function, physiology and pathophysiology of the skeleton and the digestive tract (including the liver and pancreas) are explored in detail. The last day is dedicated to the treatment of the most common diseases such as osteoporosis, osteoarthritis, pancreatic disorders (PID) and fatty liver. The therapies offered are not only based on nutrition, movement and behavior, but also on sexual activity, biorhythms and, if necessary, pharmacological interventions.

Learning objectives

Students will:

• Learn how the organs function, why they exist and how they are connected through the hypothalamic-pituitary axis.
• Learn to diagnose common internal organ diseases with valid measuring instruments.
• Learn to treat clients with neglected or hyperactivated organs with KPNI interventions that redistribute energy.
• Explore metamodel 5 (neglect and hyperactivity)

This module integrates the first six modules of the first year of study through the concept of selfish organs, namely the selfish brain, the selfish immune system and the selfish metabolic system. We will discuss the strategies that have been used so far to maintain the various systems both anatomically and functionally.

Normally, the three systems should work together in harmony, whereas this cooperation is disturbed in people suffering from chronic diseases. The way one of the systems takes over dominance leads to certain disorders that are also known as selfish brain disorder, selfish immune system disorder or selfish metabolic system disorder. In addition, the methodology used to map disorders of the three systems will be discussed in depth.

A number of disorders, including Hashimoto’s, depression and burnout, will be specifically discussed using the five metamodels. From this module you will assume the role of therapist and treat at least three real patients. These patients are pre-selected for their complexity, which makes it possible for students to attempt to arrive at a diagnosis and treatment. In addition, the reproductive system has recently been introduced as selfish. Therefore, the HPG axis plays an important role in the last day of this module. Premenstrual syndrome and other disorders of the HPG axis are discussed both theoretically and practically and completed with a therapeutic protocol.

Learning objectives

Students will:

• Learn the three super-systems and the most common syndromes based on the clinical-chemical and functional parameters to which they belong.
• Treat patients by influencing one or more super-systems.
• Learn to use the five metamodels in the context of treating real patients.

This module deals with the process of making a clinical PNI diagnosis. The process is based on the five metamodels that have both causal and therapeutic power. In addition, both functional and clinical chemical parameters are put into practice so that you learn how to reliably and validly map the disturbed mechanisms of action (pathophysiological processes).

The third topic that plays an important role in these modules is how to formulate questions for anamnesis, summarized in communication skills. Through the combination of various diagnostic tools we also come to the use of specific KPNI interventions, such as solution-focused letter therapy, intermittent interventions and mindfulness.

A final topic addressed during these modules is the method of using epidemiology. Epidemiological studies help to identify risk factors associated with a particular clinical picture.

Learning objectives

Students will:

• Perform a diagnostic process based on the 5 metamodels and 12 modes of action.
• Communicate in a solution-oriented manner and use techniques such as reframing and deep learning techniques.
• Choose and use the correct added tests to achieve an optimal probability diagnosis.
• Learn to use communication skills, research skills, and a variety of tools for KPNI diagnosis

This module deals with the organs that make up the metabolic system, i.e. the heart, lungs and kidneys. The physiological functions are first discussed from an evolutionary point of view and then the pathophysiology is dealt with in depth. Metabolic disorders remain the leading cause of death and require a new perspective to ensure prevention.

Many metabolic organ diseases originate from chronic inflammation of the hypothalamus and dominate the selfish immune system. Knowledge of these interactions is essential to guide people with pulmonary and cardiovascular kidney disease. Central to this module is the functioning of the highly complex renin, angiotensin, and aldosterone system.

In addition, the skin is also treated as an organ within this module. Disorders such as psoriasis, eczema and neurodermatitis not only have an immunological, but also a metabolic component. The latter topic also serves as a precursor for the following module in which the child, among other things, plays a central role.

Learning objectives

Students will:

• Learn how the organs function, why they exist and how they are connected through the hypothalamic-pituitary axis.
• Diagnose common diseases of the internal organs with valid measuring instruments.
• See clients who will have neglected or overactive organs and treat them with KPNI interventions that redistribute energy.
• Learn to use the RAA system biorhythm measurement tool.

This module deals with the impact of exercise and nutrition on health and disease. First, movement theory and the impact of sedentary life are explained in depth. Then emphasis is placed on movement as medicine as applied to people suffering from diseases such as high blood pressure, cardiovascular disease, autoimmune diseases and diabetes.

An important theme during this module is not only that one should move, but also why people do not move enough and tend to live a sedentary life. The latter topic can only be addressed from an evolutionary perspective. Also in this module there will be two real patients with disorders that pertain to the content of this module. Eventually you will learn how to combine nutrition and movement in such a way that together they form a powerful preventive and curative weapon.

Learning objectives

Students will:

• Develop an optimal nutrition and movement plan for a real patient that influences one or more mechanisms of action.
• Learn which universal exercise program positively influences each clinical picture.
• Learn what influences the mechanisms of action of nutrition, movement and supplements.
• Learn to measure the condition of patients in order to establish an optimal training program combined with a nutrition program, as well as a measure of healing and care.
• Learn how to determine heart rate variability and thus the functioning of the parasympathetic nervous system.

This module provides an evidence-based approach to psychology and psychiatry through an evolutionary and neurobiological framework to explain why individuals think, feel, and behave the way they do.

The module explores the neuroimmunological foundations of motivation and behavior, emphasizing how evolutionary pressures have shaped neural, emotional, and behavioral responses. These mechanisms continue to exert a profound influence on decision-making, emotional patterns, and health-related behaviors.

Students will be trained to apply clinically validated techniques from several psychological schools, integrating them with their own. Particular emphasis is placed on the use of metamodels as clinical techniques to identify and resolve psychological stagnation that prevents meaningful change.

A core focus of the module is the identification and modulation of meta-emotions (such as guilt and shame) and meta-cognitions that maintain maladaptive behavioral patterns. Psychological states such as helplessness and hopelessness are recognized as major inhibitors of health-related change; understanding and intervening at this level is essential for restoring agency and motivation.

Participants will learn to facilitate cognitive and emotional restructuring through neuropsychological reframing techniques and principles drawn from Solution-Focused Brief Therapy (SFBT). By systematically challenging the underlying hypotheses that sustain psychological rigidity, clinicians can introduce adaptive uncertainty, often a critical catalyst for renewed engagement and behavioral change.

Learning objectives

Upon completion of this module, students will be able to:

• Apply appropriate psychotechnical interventions based on the five-plus-two component model and the contextual meaning.
• Identify and effectively modify meta-emotions and meta-cognitive processes, equipping patients with new psychological resources.
• Establish and maintain therapeutic boundaries at the P-level within the PNIc framework.
• Recognize clinical limits of intervention and appropriately determine when multidisciplinary collaboration or referral is required.

This module will integrate two years of KPNI knowledge. Only integrated thinking can map our complex world and possibly bring about sustainable change. Learning to observe from more than three points of view, therefore, is a prerequisite for solving really big problems. It is a prerequisite for knowing not only what should be changed, but also how it works (mechanisms of action) and why it works the way it does. According to the Pruimboom Institute, these three requirements for a philosophy are more than adequately met by KPNI.

Learning objectives

Students will:

• Become a person who thinks, feels, behaves and works psychoneuroimmunologically.
• Become a clinical PNI therapist who is able to map all meta-models, mechanisms of action and risk factors in a large number of people suffering from different syndromes. 
• Apply PNI interventions in a responsible manner and always with respect for their own personal and ethical boundaries.

This module is about the superorganism. The interaction between microbiota and man is so essential that it is nowadays assumed that all disorders, especially those of the brain, are largely caused by a pathologically functioning gut-microbiota-brain axis.

The physiology and pathophysiology of this axis is central to this module, both theoretically and practically. In addition, much attention will be paid to the social factor within the clinical PNI; the impact of socioeconomic status on the functioning of the “health manager” or also called “health governor”. The diseases described in the protocol are multiple sclerosis, Parkinson’s, Alzheimer’s, depression (5 different forms), autism and ADHD.

Learning objectives

Students will:

• Learn all levels of the superorganism and treat clients at these levels.
• Learn that neurodegeneration and brain function disorders are the ultimate consequences of the risk factors of modern life.
• Induce neurogenesis in clients with neurodegeneration and/or brain function disorders through neuron-specific strategies that positively change mindsets.

This module explores the bidirectional relationship between epigenetic programming and human health throughout life, from birth to old age. Students will examine the key role of childhood, particularly the first 1,000 days, in determining long-term biological resilience. This period is critical in determining how environmental exposures, early life experiences and social and biological interactions shape neuroimmunological and organ development and therefore lifelong health. From an evolutionary perspective a child’s health trajectory is inextricably linked to the broader family and social ecological context.

Learning objectives

Students will:

• Understand the ageing process as a progressive, cumulative reflection of early-life epigenetic programming.
• Learn how to influence and restore epigenetic integrity in adulthood to enhance longevity and healthspan.

This module addresses gender medicine as a central component of clinical individualization. It examines the biological, social, and functional differences between genders and their impact on neuroimmunology, metabolism, pathophysiology, and therapeutic response across the lifespan.

Special emphasis is placed on hormonal changes throughout life, including critical stages such as puberty, the reproductive period, menopause, and aging, and their influence on the nervous, endocrine, and immune systems. The module explores how these transitions affect vulnerability to specific pathologies and differences in disease susceptibility, enabling clinicians to refine assessment and intervention strategies with greater precision. This distinction is particularly relevant in the contemporary management of chronic diseases and the recovery of health.

The module provides clinical tools to effectively integrate gender medicine into daily practice, promoting interventions that are more effective, safer, and grounded in scientific evidence.

Learning objectives

Upon completion of this module, students will be able to:

• Integrate gender medicine into clinical assessment and intervention within the PNIc framework.
• Understand the impact of hormonal changes across the lifespan, including menopause, on physiology and pathology.
• Differentiate between pathologies influenced and not influenced by the hormonal context, adapting therapeutic strategies accordingly.
• Tailor clinical interventions based on age, biological sex, genotype, and phenotype.
• Apply individualized clinical criteria in the management of chronic diseases and aging-related processes.

During this module you will develop a unique lifestyle program based on the knowledge of why people don’t move, eat well, sleep on time and sit a lot.

Current lifestyle projects focus primarily on nutritional regimens such as high-fat, low-carbohydrate diets and other dietary interventions that would, of course, work very well if people complied with the therapy. This module not only explains how sitting too much makes people sick, but also why people do what they do. Based on this knowledge, a truly successful lifestyle program can be developed, which could prevent many diseases, including natural overweight, type 2 diabetes, but probably also Alzheimer’s and many forms of cancer.

A lifestyle concept based on the intermittent lifestyle model is the end result of this module combined with all the other knowledge and practical skills you have acquired during the course.

Learning objectives

Students will:

• Learn why people do not carry out lifestyle interventions, despite knowing the negative consequences of not moving, smoking, sitting too much, and eating too much.
• Use evidence-based lifestyle interventions in the correct form, frequency, and amount.
• Match the client’s therapy with specific interventions based on knowledge of therapy adherence.
• Learn how to motivate people in the right way and thus make them loyal to lifestyle interventions.
• Learn how to use a series of nutrition charts (tools) for the development of a ketogenic state, which will bring the brain back to number 1 in the hierarchy of biological priorities, among other things.

It is impossible to imagine our lives without top-level sport. Professional soccer is currently the company with the highest economic turnover in the world. It is not only top-level sport that is in vogue, but the movement itself is a hot topic. Therefore, this module deals with the most important aspects that play a role in (top) sport. Topics such as injury prevention/treatment, performance enhancement, mental tolerance training, talent analysis, nutrition in top sport and thermoregulation are discussed in depth, so the knowledge is directly translated into practical tips and techniques.

This module is full of great surprises that are immediately useful to succeed as a cPNI therapist in the world of sport. Of course, all trainable processes are also discussed in the field of anatomy, neurology, endocrinology and immunology. In addition, a number of essential psycho-emotional problems within high-level sport are highlighted in both theory and practice, of which loneliness is a prime example. A fascinating topic within this module is how we can get top athletes into a state called “the clutch”. Roger Federer, Tiger Woods and Michael Jordan are examples of this.

Learning objectives

Students will:

• Support top athletes in an integrated way, from injury prevention, to nutrition and other lifestyle interventions, to performance enhancement.
• Learn to recognize the strengths and weaknesses of both individual athletes and teams.
• Optimize the performance of individual athletes by making the organization of which you are a member healthy.
• Learn how to use measuring instruments with which to measure VO2 max, water consumption and energy consumption per given unit of time.
• Develop the ability to develop preventive and curative training programs based on the psychological, physiological and physiognomic characteristics of the (high-level) athletes to be supervised.

KPNI can easily be seen as a philosophy of life that connects food, movement and behavior and is always based on evolutionary thinking.

Only a holistic way of thinking can map our very complex world and possibly bring about sustainable changes. The Greens want to protect nature, law and economics, and the animal party wants us to eat only plants. According to the CPNI, everyone is right and consensus is always possible.

Learning to observe from more than three points of view is therefore a prerequisite for being able to solve really big problems. It is a prerequisite for knowing not only what needs to be changed, but also how it works (mechanisms of action) and why it works the way it does. According to NF, these three requirements for a philosophy are more than adequately met by the CPNI.

Learning objectives

Students will:

• Become a person who thinks, feels, behaves and works psychoneuroimmunologically.
• Apply their knowledge and skills as a KPNI therapist on an individual, family, business and/or social level.