Nutrition BSc (Hons) - 2023/4
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 6
Final award and programme/pathway title
BSc (Hons) Nutrition
Subsidiary award(s)
| Award | Title |
|---|---|
| Ord | Nutrition |
| DipHE | Nutrition |
| CertHE | Nutrition |
Professional recognition
Association for Nutrition (AfN)
Accredited by the Association for Nutrition (AfN) for the purpose of eligibility for Direct Entry Registration at Associate Level with the UK Voluntary Register of Nutritionists (UKVRN).
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UCA10001 | 360 credits and 180 ECTS credits |
| Full-time with PTY | UCA10001 | 480 credits and 240 ECTS credits |
QAA Subject benchmark statement (if applicable)
Biosciences
Other internal and / or external reference points
This is an AfN accredited programme, and as such is designed around equipping students with the following 5 core competencies as laid out by AfN as the professional Statutory Regulatory Body (PSRB). Specifically: Core Competency 1- Science Knowledge and understanding of the scientific basis of nutrition. Understanding nutritional requirements from the molecular through to the population level - for either human or animal systems. Core Competency 2 - Food or Feed Chain Knowledge and understanding of the food or feed chain and its impact on food or feed choice. Integrating the food or feed supply with dietary intake - for either human or animal systems. Core Competency 3 - Social/Behavioural Knowledge and understanding of food or feed in a social or behavioural context, at all stages of the life course - for either human or animal systems. Core Competency 4 - Health/Wellbeing Understanding how to apply the scientific principles of nutrition for the promotion of health and wellbeing of individuals, groups and populations; recognising benefits and risks - for either human or animal systems. Core Competency 5 ¿ Professional Conduct Understanding of Professional Conduct and the AfN Standards of Ethics, Conduct and Performance, along with evidence of good character. PSRB requirements are such that modules (and the assessments within) that are mapped to core competencies are not allowed to be compensated and are, therefore, Core for the purposes of the Regulations for Taught Programmes @ Surrey.
Faculty and Department / School
Faculty of Health and Medical Sciences - School of Biosciences
Programme Leader
COLLINS Adam (Biosciences)
Date of production/revision of spec
26/09/2024
Educational aims of the programme
- To gain an appreciation of how properties of foods and overall diet can influence nutrition provision and its applicability to individual and population health.
- To provide knowledge of the mechanisms underlying health and disorders with nutritional aetiologies at both the biochemical and molecular level
- To provide the opportunity for students to gain an understanding of sciences fundamental to Nutrition
- To equip students with all the core competencies expected of a registered nutritionist nutrition, as outlined by the Association for Nutrition.
- To provide the appropriate environment to encourage the acquisition of intellectual, scientific, technical and transferable skills to promote self-directed and lifelong learning
- To further the students' knowledge of Nutrition, especially in areas in which the school has achieved distinction in research, facilitating the development of individual specialisation and enabling a future career in nutrition including government, research or industry
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| To develop a foundation of knowledge in human biosciences with some understanding of its application to nutrition | KCP | CertHE, DipHE, Ord, BSc (Hons) | E |
| Take responsibility for planning and organisation of work, both their own and that of a team | CT | CertHE, DipHE, Ord, BSc (Hons) | R, E |
| Work effectively and independently on a given project or task | CT | CertHE, DipHE, Ord, BSc (Hons) | R, E |
| Communicate ideas, principles, understanding and theories effectively by oral, written and other media. | CPT | CertHE, DipHE, Ord, BSc (Hons) | E, D |
| An understanding of the nutrients and nutrient content of food and beverages and how they affect health | KC | CertHE, DipHE, Ord, BSc (Hons) | E |
| An awareness of current healthy eating guidelines and an appreciation of dietary assessment methods | K | CertHE, DipHE, Ord, BSc (Hons) | E |
| To develop further understanding of nutrition for specific populations and across the lifecycle | K | DipHE, Ord, BSc (Hons) | E, G |
| An understanding of the application of nutritional concepts at biochemical, organismal and population level and the metabolic basis of food demand | K | DipHE, Ord, BSc (Hons) | E |
| An understanding of nutrition in the development and management of disease, | K | DipHE, Ord, BSc (Hons) | E |
| An understanding and development of the skills required to perform investigations commonly used to assess nutritional status | KCPT | DipHE, Ord, BSc (Hons) | E, D |
| To appreciate the chemical properties of food and the impact of food processing, and be able to apply their understanding of food science to solve real problems and to develop new products. | KCPT | DipHE, Ord, BSc (Hons) | E, R, S |
| To be able to appraise more critically the theory, practice, literature and research findings within certain areas of nutrition | CT | DipHE, Ord, BSc (Hons) | R |
| An understanding of the key principles of health promotion and health education, with an awareness of public health policies and programmes, nationally, cross-culturally and internationally | KCP | Ord, BSc (Hons) | E, G, S |
| Discuss the issue of the global food supply, particularly in reference to the double burden of disease and developing nations, climate change and food sustainability | CT | DipHE, Ord, BSc (Hons) | E, G, S |
| Explain the role of nutrient-gene interactions in determining health and disease | CPT | Ord, BSc (Hons) | G |
| Use information technology, digital resources, software, and other digital media effectively for the collection, analysis, interpretation and dissemination of information and/or data, | CPT | CertHE, DipHE, Ord, BSc (Hons) | E, D, R |
| Design, plan and execute an appropriate original research project in Nutritional Science | KCPT | BSc (Hons) | E, R |
| Demonstrate all competencies required for entry onto the UKVRN as an Associate Nutritionist (ANutr) | KCPT | BSc (Hons) | E, R |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Bachelor's Degree (Honours) programme is studied full-time over three academic years, consisting of 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Full-time with PTY
This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of 480 credits (120 credits at FHEQ levels 4, 5, 6 and the optional professional training year). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Programme Adjustments (if applicable)
N/A
Modules
Year 1 - FHEQ Level 4
Module Selection for Year 1 - FHEQ Level 4
N/A
Year 2 - FHEQ Level 5
Module Selection for Year 2 - FHEQ Level 5
Choose 1 from 2.
Year 3 - FHEQ Level 6
Module Selection for Year 3 - FHEQ Level 6
Must choose 3 in total. 1 out of 2 in Semester 1, and 2 out of 4 in Semester 2.
Year 1 (with PTY) - FHEQ Level 4
Module Selection for Year 1 (with PTY) - FHEQ Level 4
N/A
Year 2 (with PTY) - FHEQ Level 5
Module Selection for Year 2 (with PTY) - FHEQ Level 5
Choose 1 from 2.
Year 3 (with PTY) - FHEQ Level 6
Module Selection for Year 3 (with PTY) - FHEQ Level 6
Must choose 3 in total. 1 out of 2 in Semester 1, and 2 out of 4 in Semester 2.
Professional Training Year (PTY) - Professional Training Year
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| BMSP007 | PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) | Core | 120 | Year-long |
Module Selection for Professional Training Year (PTY) - Professional Training Year
N/A
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | Y | |
| Professional Training Year (PTY) | Y | |
| Placement(s) (study or work that are not part of PTY) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | N | |
| Study exchange (Level 5) | N | |
| Dual degree | N |
Other information
General: The Nutrition programme operates on a 15-credit modular structure taught over two semesters (Semester 1 ¿ September to January; Semester 2 February to June).. All taught modules are semester based and are worth 15 credits, which is indicative of 150 hours of learning, comprised of student contact, private study and assessment. The research project module (BMS3076) at FHEQ level 6 is 30 credits and spans both Semester 1 and Semester 2.
Specific: This programme is studied full-time over three academic years (without a Professional Training Year) or four academic years (with a Professional Training Year). To achieve the principal award of BSc (Hons) a student must complete 360 credits, 120 credits at FHEQ levels 4, 5, and 6 respectively. To achieve the principal award with a professional training year students must also complete 120 credits at level P. Students are also eligible to exit the programme with the following subsidiary awards:
¿ BSc (Ord) ¿ 300 credits with a minimum of 60 credits at FHEQ level 6
¿ Diploma of Higher Education (Dip HE) ¿ 240 credits with a minimum of 120 credits at FHEQ level 5
¿ Certificate of Higher Education (Cert HE) ¿ 120 credits at FHEQ level 4
Regarding pedagogy, the programme is structured to build and develop of knowledge, understanding and application in line with Bloom¿s taxonomy (Remember, understand, apply, analyse, evaluate and create), building toward achieving the professional qualities of a registered nutritionist.
Cert HE: The first year (FHEQ level 4) is designed to facilitate students¿ transition s from A-level or equivalent to study at the University level. Creating a foundation of knowledge in core bioscience subjects (Cell Biology, biological chemistry, molecular biology, physiology, biochemistry) and obtaining essential laboratory skills. In addition, students become practised academic skills (including communication and critical appraisal), which are necessary for studying in higher education. Nevertheless, students also gain some fundamental knowledge of the discipline and its application through the subject-specific modules whilst also beginning to develop professional skills.
Dip HE: Once they progress to year 2 of their studies (FHEQ level 5), students build on their fundamental knowledge, delving into more specific subjects within the discipline to provide more breadth and depth of topics and integration of knowledge. Specifically to more fully develop their understanding and apply this. Achieved through the use of more applied and authentic assessments. The second year of study also provides more opportunities to demonstrate critical thinking and innovation of ideas, both individually and working with others. Throughout FHEQ level 5 ¿ Students also continue to consolidate and build on their transferable skills and professional competencies.
BSc (Hons): Whether students are on the 3-year or 4-year route, FHEQ level 6 is designed not just to build understanding further but instil the ability to appraise, analyse and demonstrate criticality and originality of thought. Exemplified by the undertaking of a research project, but also embedded in all modules. The third year of study also affords more opportunity to explore new and emerging areas of importance in nutrition, impacting individuals, nations and internationally. All culminating in students exiting the programme with all the qualities and competencies of the modern nutritionist,
This programme is aligned to the University of Surrey¿s Five Pillars of Curriculum Design and design, namely (in alphabetical order), Digital Capabilities, Employability, Global and Cultural Capabilities, Resourcefulness & Resilience, and Sustainability. Specifically, these pillars are covered in this programme in the following ways:
Digital Capabilities: Throughout the programme students learn to navigate and utilise the Virtual Learning Environment @ Surrey (SurreyLearn) and other digital resources and online databases to aid their learning and undertake research. Students are also introduced to, and gain proficiency in, specific digital; tools, such as dietary analysis and statistical packages, building their skills to assess nutritional status, generate, analyse, and present data. Students are encouraged to use current media such as Whatsapp, Teams, Zoom, and utilising cloud/file sharing for communication and team working. Appropriate use of digital media and communication platforms is increasingly important for the modern nutritionist, and through use and discussion of these students gain an awareness of their roles, plus their limitations and misuse which can have wider impact (e.g., to digital well-being)
Employability: The programme is an AfN accredited programme, as such, the programme is already designed to equip students with all the core competencies required of registered nutritionists. Upon completion of the programme graduates are eligible to automatically enter onto the UK Voluntary register as an Associate Registered Nutritionist (ANutr). Throughout the course students will be taught by, and exposed to, a variety of internal and external speakers exposing students to the variety of specific roles nutritionists have in the workplace. The tasks and assessments undertaken across the modules are specifically chosen to equip students with knowledge and skills that are key to the role of modern nutritionists. Key to this, and underpinning everything through this programme, students develop the ability to critically appraise evidence and the appropriate application of this knowledge to specific individuals, groups, or populations, in the development of new products, advancing research or creating new health interventions or enterprises.
Global and Cultural Capabilities: the programme is taught in an interactive and collaborative way, in a cohort that commonly represents a wealth of nationalities and backgrounds. Students are encouraged to engage with, and learn from, diverse perspectives through interaction and teamwork. Current evidence in nutritional science originates from cross-cultural studies, and differences between ethic groups are explored and appreciated as key to understanding the interrelationship between diet, nutrition, and health. Students also develop an understanding of inequalities in health and the underlying causes of inadequate nutrition worldwide, with exploration of how the diversity of lived experience and culture can impact food choice. Invited speakers contribute to diverse global perspectives on nutrition, in addition to specific lectures on equality and diversity in nutrition practice.
Resourcefulness & Resilience: From early in the programme students are introduced to the expectations regarding teaching, learning and assessment to facilitate self-efficacy. Timetabling encourages agency in planning workloads, and preparations for sessions which employs aspects of ¿flipped learning¿. Formative and summative assessments are designed to ¿feed forward¿ to assessments within modules and to future modules in the programme. As a cohort, we encourage and foster collaborative learning, communication, and peer support. Throughout we build independent learning, critical thinking, dynamism, risk assessment and problem-solving attributes using in class activities and assessments (both formative and summative). The nature of the programme requires students to draw upon individual and collective resourcefulness. Within practical and professional elements of the programme, as a cohort you will also experience both the patient/participant and the nutritionist perspective. The importance of leadership, self-efficacy and resilience in the role of the nutritionist, and in rising to the challenges of the nutrition profession is emphasised across the programme.
Sustainability: From the very beginning of the programme students begin to consider the foundations of nutrition knowledge in the context of the UN Sustainable Goals. The sustainability of food biosystems includes provision of det that maintains health and prevents disease. Broader aspects relevant to sustainability, including food production, processing, distribution, retail and impact on global resources and the environment are topics that are addressed across the programme. Seminars and tutorials give students the opportunity to explore specific topical aspects of sustainability including the National Food Strategy, the EAT Lancet recommendations for ¿planetary health¿, sustainable development and factors affecting food security in the UK and globally.
Quality assurance:
The Regulations and Codes of Practice for taught programmes can be found at:
https://www.surrey.ac.uk/quality-enhancement-standards
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
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 2023/4 academic year.