APPLIED NUTRITION - 2022/3
Module code: BMS2050
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module takes a life course approach to discuss the role of nutrition in the aetiology and prevention of key disorders, for example cancer and heart disease and the nutritional requirements of key population groups, for example children, pregnant women and older adults.
School of Biosciences and Medicine
HART Kath (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
Overall student workload
Workshop Hours: 2
Independent Learning Hours: 89
Tutorial Hours: 16
Guided Learning: 10
Captured Content: 33
Prerequisites / Co-requisites
IN TAKING THIS MODULE YOU MUST IN THE SAME YEAR TAKE BMS2039
Indicative content includes:
- Foetal nutrition, pre-conception, pregnancy, lactation, infancy, childhood, older adults
• Diseases & disorders
- Obesity (childhood & adult), learning disabilities, mental health , diabetes, autistic spectrum disorders, cancer, CVD, adverse reactions, food intolerance & IBS
• Revision, coursework, exam preparation, group work
|Assessment type||Unit of assessment||Weighting|
|Examination Online||ONLINE (OPEN BOOK) EXAM (FOUR 500 WORD ESSAYS) WITHIN 24HR WINDOW||70|
The assessment strategy is designed to provide students with the opportunity to demonstrate that they are aware of the nutrient requirements at different life stages and the consequences of not meeting these, including for specific at-risk groups such as pregnant women; that they are aware of the current nutritional quality of people’s diets in the UK; that they can formulate practical advice to address any nutritional deficiencies or excesses and that they appreciate the role of nutrition in the aetiology and prevention of common diseases including CHD, cancer and diabetes.
Thus, the summative assessment for this module consists of:
- Coursework – the role of the nutritionist in early life: a chance to demonstrate that they understand the nutritional needs and likely nutritional problems of 3 population groups within early life (for example pregnant women, breastfeeding women and fussy eaters) and can develop practical, tailored advice to address any excesses or deficiencies.
- 500 words per client (2000 in total)
- Timespan: 6 weeks to complete – introduced to students in week 1, submitted week 6
- Exam – 4 short essays chosen from 7 covering identification of nutritional issues and formulation of practical strategies for prevention and/ or management (covering life stages from late childhood to old age and associated disorders e.g. cancer and CVD)
Formative assessment and feedback
- Coursework – students will receive class and individual feedback on both content and presentation/ structure which will allow them to improve their answers for the end of module exam.
- Exam – students will be offered 2 exam tutorials where they will work individually and in groups to complete example exam questions and to provide peer feedback according to marking schemes. After tutorials model answers will be provided on SurreyLearn. In addition example exam questions will be provided throughout the module for students to work through if they wish.
- Lectures – small group work and class discussions will be used throughout the module to assess and provide feedback on student undertsanding of the material and concepts covered. If possible the electonic voting system Polleverywhere will also be used (subject to availability).
- provide an understanding of the nutritional requirements and how they may be met throughout the lifecycle
- provide an understanding of the aetiology and prevention of common diet-related diseases
|1||Appreciate the complexities of nutrient requirements and provision throughout the life cycle i) for pregnancy, lactation, infancy and childhood||KC|
|2||Appreciate the complexities of nutrient requirements and provision throughout the life cycle during adulthood and older age||KC|
|3||Discuss the importance of the provision of optimal energy and nutrient intake to ensure good health and optimal quality of life||KC|
|4||Appraise the nutrition needs of various groups of the community and the nutritional problems of specific at-risk groups including i) pregnant and breastfeeding women, infants and children||KC|
|5||Appraise the nutrition needs of various groups of the community and the nutritional problems of specific at-risk groups including:adults of all ages, including those with specific health conditions||KC|
|6||Assess the nutritional quality of a population's diet and discuss the practical strategies available to ensure any nutritional deficiencies or excesses are addressed for pregnancy, lactation, infancy and childhood||KCP|
|7||Assess the nutritional quality of a population's diet and discuss the practical strategies available to ensure any nutritional deficiencies or excesses are addressed during adulthood and old age||KCP|
|8||Discuss the role of nutrition in the aetiology and prevention of common diseases including CHD, cancer and diabetes.||KC|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Integrate traditional teaching methods with use of the VLE, the latter in particular for the support of student self-directed learning, further reading and personal development.
- Provide continuous and varied feedback (formative and summative) on learning throughout the module
- Utilise a mixture of Faculty staff and expert lecturers to provide students with quality, up to date and practical (‘real-life’) information
- Distribute the module workload evenly across the full teaching period (11 weeks)
- Provide students with an opportunity to develop transferable skills (scientific writing, referencing, exam technique, empathy) in addition to subject-specific knowledge
The learning and teaching methods include:
- Contact hours (lectures) = 29 (2-3 hours per week x 11 weeks)
- Contact hours (tutorials) = 5 (1-2hrs x 4 weeks)
- Guided learning (prep for tutorials) = 8hrs (2hrs x 4 weeks)
- Coursework prep and discussion of feedback = 10hrs
- Self-directed learning = 87hrs (6-9hrs per week x 11 weeks)
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.
Upon accessing the reading list, please search for the module using the module code: BMS2050
Programmes this module appears in
|Nutrition BSc (Hons)||2||Compulsory||A weighted aggregate mark of 40% is required to pass the module|
|Food Science and Nutrition BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Nutrition and Dietetics BSc (Hons)||2||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 2022/3 academic year.