KEY SKILLS FOR NUTRITION AND DIETETICS 2 - 2018/9
Module code: BMS2040
The main aim is to enhance students' key skills, to allow them to work effectively as a student and enhance values & behaviours required for PTY year; NHS placement or other. Thus it aims to develop the key skills covered in first year modules and also those learnt on A placement (dietetic students).
School of Biosciences and Medicine
WALKER Louise (Biosc & Med)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 5
JACs code: B400
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
None: prescribed for Nutrition/Dietetic (B401), Nutrition (B400)
Indicative content includes:
Use of electronic resources; searching databases and referencing
Scientific writing and abstract writing
Catering skills & menu planning
Nutritional assessment & knowledge of body composition
Teaching adults; appreciation of learning styles, teaching tools
Assessment of nutritional intake, diet history taking and forming advice
Dietary analysis and portion size analysis (computer and quick analysis)
Design of educational material
Communication & professional skills; team working, delivering a presentation, motivational interviewing, group facilitation
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||Presentation: application of nutritional guidelines to cooks. Submission of presentation slides, notes and references.||35|
|Coursework||Coursework: preparation of nutritional information sheet for lay person based on in-class role play. Submission of refs.||35|
|School-timetabled exam/test||Statistics In-class test: short answer questions (1HR30)||30|
The assessment strategy is designed to provide students with the opportunity to demonstrate:
Communication & presentation skills: they will work in groups of 3 to give a 15 minute presentation to their peers.
Time management skills: working with groups and assertiveness in completing the task and keeping other team members on track.
Ability to provide evidence based nutritional messages appropriate to audience.
Knowledge and understanding of catering guidelines for institutions
Practise providing feedback to peers
Practise reflective skills
A nutritional information leaflet will be produced – assessing their ability to communicate health messages and to use the internet to search for relevant guidelines. Word processing skills to produce a professional looking leaflet.
The statistics in-class test (short answer questions) will assess their understanding of the statistical sessions.
Thus, the summative assessment for this module consists of:
A 15 minute presentation
The presentations are in Week 12 and the coursework guidelines are given in the first lecture in Week 5. All students are required to hand in presentation notes and references. Students are allowed to form their own groups of 3 and have to do this in the first week so topic can be allocated. For example:
- Talk to School Cooks at a Primary school
- Talk to cooks at a Secondary school
- Talk to cooks at 6th form college
- Talk to caterers in a Residential Care Home
- Talk to caterers at a community luncheon club for older adults
- Talk to catering staff at Adult male prison
Production of nutrition information leaflet for a specified population group based on role play scenario.They will have had a lecture on design of nutritional materials. Role plays will be performed and discussed in class so that students are clear on the target group for their leaflet.
Stats exam (short answer questions) – exam to be held following completion of all stats sessions.
Formative assessment and feedback students can précis a short paper (provided); to practice précis skills and referencing skills
Portion size exercise: students are given opportunity to assess portion sizes as part of dietary assessment in class & receive immediate feedback.
Menu planning and dietary analysis based on Food Bank boxes - discussed in class, before and after.
External lecturer will lead small group interactive workshops on individual consultation skills, focussing on skills to motivate clients & promote behaviour change.
Role play – enables students to practice individual consultation skills, nutrition assessment, care planning and advice giving.
Self assessment of presentation – reflective practice – will be discussed in Week 15
The interactive aspects of the lectures have been described above: the lecturer gives feedback immediately. Use of small sessions results in better individual feedback.
- This module aims to enhance students' key skills, to allow them to work effectively.
|001||Write and give an oral presentation to their peers.||KPT|
|002||Apply statistical analysis to data||C|
|003||Apply knowledge of communication, professional attributes and time management to improve your own learning and performance.||PT|
|004||Use reflective practice to enhance learning .||CPT|
|005||To understand that individuals learn in different ways .||PT|
|006||To begin to plan, evaluate and document nutritional care plans.||KCPT|
|007||To design menus for particular groups or institutions.||KPT|
|008||To appreciate the limitations of methods of measuring, recording, calculating and analysing nutrient intake.||KCPT|
|009||Be able to use computer programmes for dietary analysis and assessing diets of individuals.||KCPT|
|010||To understand the principles of producing evidence based nutritional information for both the general public and other scientists .||KCPT|
|011||To develop knowledge of body composition, anthropometric and other techniques of nutritional assessment.||KCPT|
|012||To manage their own time more effectively.||PT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 8
Independent Study Hours: 103
Lecture Hours: 11
Seminar Hours: 6
Laboratory Hours: 11
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enhance students’ key skills which they will need to successfully graduate and also for future employment. Time management is the first ‘key skill’ discussed on this module – as the work load and expectations for Level 5 is a step up from Level 4 and without good time management and independent learning they cannot achieve a good degree. Therefore the strategy will ‘enhance, extend and enrich students’ knowledge and understanding, enabling them to better contribute to society and the world of work’ (section 4 L&T strategy)
The learning and teaching methods include:
Lectures - all will include a component of student participation eg for scientific writing they have to precis a short article before coming to class and have the option to also send it to me for individual formative assessment.
Use of computers for literature searching and statistical anaysis; For the library session and stats sessions they are split into smaller groups so that they can use the computer during the session whilst following instructions from the librarian (literature searching) or Dr Tripkovic (statistical analysis using excel and SPSS; each 2 hour stats session is held in the computer labs: 1 hour of teaching and then the students can use the stats software to analyse data).
Use of correct referencing will be tested in presentation & the production of nutritional information leaflet.
Understanding of statistics will be assessed by an in-class test (short answer questions) (summative). There is time factored into each statistics lecture where students will have the opportunity to run through example questions and discuss any problems or difficulties.
Dietary analysis and menu planning: based on Food Bank food bank boxes, the students have to design a 3-day menu and analyse using dietary analysis software, then compare to nutritonal requirements (formative assessment).
Portion sizes for dietary assessment (formative assessment) – they are required to assess the portion sizes of staple foods and then have to calculate energy intake whilst listening to a 1 day diet recall. A Portion Size test is available on SurreyLearn as a tool to improve their knowledge.
Nutrition assessment and advice giving: in role play students take a diet history from a ‘peer’ who has been ‘briefed’ to be lacking in a specific food group eg dairy. The student has to identify which nutrients may be lacking and then advise their peer on improving the nutritional content of their diet. Anthropometry skills will be taught in a practical session in Week 9 and statistics gathered in class will be used in stats sessions to enhance relevance & understanding.
Design of nutritional materials - Producing relevant and practical information at an appropriate level for general public as summative assessment following their role play.
Peer learning: students will see the presentations given by their peers and also learn about the catering and nutritional guidelines for different population groups.
Presentations (summative): will assess communication & group presentation skills, ability to provide evidence based nutritional messages appropriate to audience, knowledge and understanding of catering guidelines for institutions, providing feedback to peers, reflection.
Communication skills: interactive sessions to help develop 1:1 consultattion skills (reinforced in role play sessions), workshop on delivering group education for adults.
Reflection: All students have a reflective practice session timetabled where they will be encouraged to reflect on their presentations and the self-assessment that they should have completed at the time.The dietetic students reflect back on their catering experiences during A placement.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for KEY SKILLS FOR NUTRITION AND DIETETICS 2 : http://aspire.surrey.ac.uk/modules/bms2040
Programmes this module appears in
|Nutrition BSc (Hons)||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|Liberal Arts and Sciences BA (Hons)/BSc (Hons)||1||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Nutrition and Dietetics BSc (Hons)||1||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.