NUTRITION PROFESSIONALISM IN PRACTICE - 2022/3
Module code: MHUM013
This module focuses on developing the relationship between knowledge, professional skills and the practical application of working within a nutritionally related environment. The module will run over a period of four weeks, and the student is expected to attend the teaching and interactive sessions throughout the four week period. Students will be working together within teams and key communication skills and professionalism are key areas of development. This module is supported by a combination of direct teaching, as well as guided and independent learning. Students will be expected to liaise regularly with their peers and to contribute to group workshops equally. This module contains core Competency requirements to meet AfN requirements membership.
School of Biosciences
COLLINS Adam (Biosciences)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 85
Lecture Hours: 10
Tutorial Hours: 25
Guided Learning: 30
Prerequisites / Co-requisites
Indicative content includes the following generic content, delivered by teaching sessions, workshops, guided learning
- Leadership, resilience, self- efficacy,
- Project planning and entrepreneurial skills
- Guided learning: working in groups, liaising with peers
- Use of media, webinar presentation
- Critical review and feedback to peers
- Critical review of area of nutritional science
- Development of key resources for clinical practice to support nutritional intervention for the layperson
- Familiarization of AfN codes of competence, knowledge and standards where relevant
- Job application and interview techniques
|Assessment type||Unit of assessment||Weighting|
|Oral exam or presentation||DEVELOP A GROUP EDUCATION SESSION OR NEW BUSINESS IDEA||50|
|Oral exam or presentation||EVALUATE AND PRESENT A CLINICALLY FOCUSSED INTERVENTION||50|
The assessment strategy is designed to provide students with the opportunity to demonstrate:
Personal leadership, resilience and self-efficacy qualities/characteristics LO1
Communication and teamwork skills, including the development of presentation skills and the use of popular media LO3
Project management LO2
Develop the skills and practices required to effectively communicate complex scientific literature to a layperson LO5
Learning outcomes 6&7 may also be incorporated into assessments in terms of an overview of the students professional conduct and communication throughout the module, but in particular during the assessment of teamwork and media presentations.
Assessments are Summative.
Summative Assessment 1: DEVELOP A GROUP EDUCATION SESSION OR NEW BUSINESS IDEA (PRESENTATION) 50% overall module mark
- To include; working within a group to develop an element of a project
- Process requires key communication, leadership, resilience, self-efficacy and professional skills
- Liaise, plan and negotiate with team members; also share knowledge and support other teams to support their own project development.
- All teams outcomes must align for a successful project ¿ Teamwork, communication, creativity and uniqueness are essential
- Each group must create:
1. A 20 min live webinar which illustrates their end results and also explains in detail the process that they went through to achieve their results; resources, limitations, compromises, achievements, failures, if we could do it all again.
2. Documentation to illustrate key points from the above (Word, Powerpoint etc)
Academic mark (70%) : students will be assessed on overall content, accuracy, relevance, presentation skills, visual aspects, teamwork, use of digital media and Q&A session
Peer Review mark (30%) : students will be marked for learning content, ability to transfer knowledge accurately, uniqueness and creativity, transfer of knowledge (appropriate level, messages understood) , presentation skills
Summative Assessment 2: Evaluate and Present a Clinically Focused Intervention (PRESENTATION)
- A critical assessment of the current literature associated with a nutritional intervention (max 500 words)
- A 'healthy' 3 day menu to support the intervention
- A video/webinar to provide information and support to a layperson (could do mock consultation)
- Evidence of investigating and interaction with professional resources; such as professional groups, Links, networks
- Provision of creative and informative resources (documents, tools, activities, groups) to support a layperson; liaise with resources and critic
- Prepare documentation to illustrate key findings and information and present live webinar to peer group. 15 mins
Marks are allocated for supporting documentation, webinar content + teamwork + presentation/communication skills.
Academic mark (70%) : students will be assessed on their literature review, 3 day menu plan, suitability of the methods for intervention, communication/ transfer of knowledge, relevance, presentation skills, visual aspects, teamwork, use of digital media and Q&A session
Peer Review mark (30%) : students will be marked for the relevance and usefulness of content, ability to transfer knowledge to the layperson, uniqueness and creativity, overall messages in the presentation, presentation skills
- To increase awareness, develop skills related to, and integrate leadership, resilience and self-efficacy
- To develop project management skills and utilise key 'entrepreneurial' skills to support business and career development
- To enable students to become confident in the use of visual media as well as develop/practice essential presentation and communication skills.
- To review research relevant to a specific area of nutrition
- To enable students to acquire the necessary skills and resources to transfer nutritional science to the layperson
|001||To identify, evaluate and integrate, where possible, the key characteristics of strong leadership, resilience and self-efficacy||P||R, G|
|002||Design, manage and create content relevant to a designated entrepreneurial project||CPT||D, G, E, R|
|003||Establish and practice key communication and professional skills through personal interaction and media||PT||D, E, R|
|004||Develop the skills and practices required to effectively communicate complex scientific literature to a layperson||KT||E, G|
|005||Critically review, and feedback to, a peer group||PT||R, E, G|
|006||Gain insight and understanding of AfN professional standards of ethics, conduct and performance||P||E, R|
|007||Gain insight and understanding of the importance of GDPR and protecting intellectual property issues||P||D, E|
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 provide students with sufficient guidance to enable them to work effectively within a team environment towards a common goal. Whilst lectures will provide the initial background for each topic, guided and independent learning will create opportunities for students to develop key professional and practical characteristics. Academic mentors will provide support during guided learning, where necessary.
The learning and teaching methods include:
- Lectures (10): core learning content
- Workshops and tutorials (25) : interactive learning content, support, discussion groups
- Individual learning (85): investigating and developing individual aspects of groups work to support presentation content and delivery.
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: MHUM013
This module is aligned to the Core Competency 5 of the Association for Nutrition professional PSRB requirements.
How this module aligns to the 5 pillars of the curriculum
This module specifically features aspects of Digital Capabilities, Employability, and Resourcefulness and Resilience, but with also reference to Global and Cultural Capabilities
Digital Capabilities: students are encouraged to work together in groups, utilising collaborative tools (Whatsapp, Teams, Zoom) to communicate. As has been emphasised in previous modules, these are key skills that are increasingly important to the modern nutritionist, working in a variety of settings and teams. This also allows greater breadth of opportunities to communicate and work in various areas of nutrition. As with all modules, students are expected to engage with online material and resources via SurreyLearn, and other digital platforms. In addition to using specific tools of dietary assessment (Nutritics) and media for digital presentation that have been introduced and used in previous modules. , the use of an entrepreneur’s toolbox (e.g., with SCAMPER) is also part of the module.
Employability: Students will be exposed to external speakers outlining specific roles and qualities of nutritionists in the workplace, including their own personal journey. The module also exposes students to the professional standards, ethics, and code of conduct for Associate nutritionists (ANutr) and awareness of the Association for Nutrition – the professional body of nutrition. This also includes the importance of developing and maintaining your own continuous professional development (CPD) and building a professional portfolio as a way to work towards Full registration status (RNutr). The tasks and assessments within the module are designed to further develop transferable skills, particularly in relation to the appropriate application of nutrition knowledge and communication with non lay audiences, including building trust and empathy with individuals who may have specific nutrition and other non-nutrition issues.
Resourcefulness and Resilience: This is specifically featured in the module, with internal and external contributors sharing experiences ad facilitiating discussions. This module will be showcaseing how leadership, self-efficacy and resilience are important and how this may manifest in the role of a nutritionist. The nature of the assessments are such that you will be required to draw upon your individual and collective resourcefulness.
Global and cultural capabilities: as in other modules within your programme, you will be working with peers from a variety of different backgrounds, cultures, and countries of origin, working together within teams towards common goals. As part of the assessment, investigating application of a clinical (weight loss) intervention, students must show awareness of how appropriate and applicable nutritional interventions are for different cultures. Within this module you will also be specifically discussing equality and diversity within nutrition, facilitated by an external speaker who has expertise and experience in this. Use of case study and role playing, including use of actors, allows opportunity to identify and relate to individuals of different backgrounds and cultures, presenting with nutrition related issues
Programmes this module appears in
|Human Nutrition MSc||2||Compulsory||A weighted aggregate mark of 50% 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.