KEY SKILLS FOR NUTRITION AND DIETETICS 2 - 2019/0

Module Overview

This module builds on the development of professional & communication skills that were introduced in Level 4 & integrates them in the context of public health, health promotion and health psychology. It supports development of the nutrition & dietetic process; nutritional assessment, basic care planning, consultation skills.

Module provider

School of Biosciences and Medicine

Module Leader

WALKER Louise (Biosc & Med)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

None: prescribed for Nutrition/Dietetic (B401), Nutrition (B400)

Module content

Indicative content includes:

Ø UK Health data sources & statistics, dietary & health trends

Ø National policies for health improvement particularly relating to diet & exercise

Ø NGOs eg. Caroline Walker Trust, Age UK, Thrive Tribe

Ø Social classification & inequalities in health, including effect on food choices

Ø Strategies for health promotion & behaviour change, including barriers to change

Ø Design of educational materials

Ø Health psychology; eating & exercise behaviour, behaviour change

Ø Communication skills for individual consultations, presentation skills & group facilitation

Ø Nutritional assessment, including portion sizes, dietary analysis, diet history taking, negotiating basic care plans

Ø Menu planning & catering

Ø Professional skills, including team working, reflective practice, leadership & resilience

 

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

Summative Assessments

Tutorials provided in advance of deadlines to enable students to ask questions & clarify expectations of assessments.

1. Presentation in Week 11. Instructions & topics allocated in Week 5. Student choose their own group (max. 3 people/group). 15 minute presentation plus Q & A. Example topics:

Talk to catering staff at a Primary School

Talk to catering staff at Secondary school

Talk to catering staff at a residential care home

Talk to catering staff at community lunch club for older adults

Students submit presentation slides, notes & references. Presentations are observed by 2 assessors & marked on the content & delivery of their presentation.

Learning Outcomes assessed:

Ø Apply knowledge of communication & professional skills to improve own learning & performance, including reflective practice

Ø Demonstrate increasing confidence in developing nutrition messages for a variety of target groups

Ø Demonstrate ability to plan menus for groups, institutions & individuals

Ø Demonstrate increasing confidence in applying communication & consultation skills

 

2. Coursework: Production of Nutrition information leaflet for lay audience. Topic of leaflet is based on the role play scenario. Role plays are done in-class & discussed so that students are clear on the topic & aim of the leaflet. Students must provide a list of references used.

Learning Outcomes assessed:

Ø Identify & understand principles of implementing a range of effective approaches to nutrition education for individuals & groups.

Ø Demonstrate increasing confidence in developing nutrition messages for a variety of target groups

Ø Provide evidence of skills to produce evidence based nutritional information for the general public

Ø Demonstrate increasing confidence in applying communication & consultation skills

Formative Assessments

1. Portion Size workshop: students are given the opportunity to assess portion sizes from an observed diet history in class. They do a dietary assessment, specifically calorie content & this is discussed in class so that they receive immediate feedback on their knowledge & skills.

2. Reflective Practice workshop: students are encouraged to complete a self- assessment of their presentation skills & team working skills to prompt reflection. The importance of reflective practice for self-development is discussed in class.

3. Communication skills 1: An external lecturer discusses effective communication skills & students are given the opportunity to practise aspects of this in class eg. open questioning, paraphrasing & receive feedback on this.

4. Role Play: A facilitated session in which students work in pairs & are given a scenario for an individual nutrition consultation – for example a client who excludes dairy products from their diet . They role play nutritionist & client to complete a consultation from beginning to end; introductions & rapport building, nutritional assessment, information provision, negotiating & agreeing goals, close.

5. Diet Planning: Developing a nutritionally complete meal plan for an individual from a Food Bank box, using knowledge of food products & cooking skills, portion sizes & nutritional content of foods, dietary analysis software. Discussing their results & the challenges of achieving a nutritionally complete diet within restrictions & limitations such as this.

Module aims

• This module builds on the development of professional & communication skills that were introduced in Level 4 & integrates them in the context of public health, health promotion and health psychology. It supports development of the nutrition & dietetic process; nutritional assessment, basic care planning, consultation skills.

Learning outcomes

Methods of Teaching / Learning

Lectures: 23 hours

Interactive workshops, tutorials & seminars: 18 hours

Learning & teaching strategies include: opportunity to practise skills (such as communication skills, presentation skills), role play, peer learning, role modelling group facilitation skills, group discussion, reflection, planning a menu within restrictions (in this case a Food Bank box), tutorials to support students with summative assessments.

The MEQs for this module consistently show that the students enjoy & benefit from the number of interactive sessions, active learning strategies & the ability to practise skills within these sessions.

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: BMS2040

Programmes this module appears in

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 2019/0 academic year.