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LEEDS BECKETT UNIVERSITY

Course Specification PG Dip Dietetics

2018-19 (DIETB)

www.leedsbeckett.ac.uk

Record of Enhancement No. Detail of modification

(Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

Example Assessment changed from examination to presentation in Module X, see section entitled Module Assessment Methods.

Level 5 from September 2018-19 entry

Version Control Version Control Version number and date effective For completion by Quality Assurance Services only: Next Re-validation date

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Target award, course title and programme code: PG Dip Dietetics (DIETB)

Level of qualification: Level 7

Course Rationale and Philosophy:

Philosophy: The PG Dip Dietetics is a two year full-time pre-registration course which offers postgraduate entrants with a strong science background a fast-track route for eligibility to apply for registration in Dietetics with the HCPC.

Dietetics is based on nutritional science. It incorporates an understanding of the composition of food, the nature of nutrients and their metabolism in the body, the nutritional requirements of people through the lifespan, the dietary effects of food on health and ways it can be used to treat disease and promote health in individuals and groups. Dietitians work with service users with lifestyle and long term conditions, acute and chronic disease, across care pathways in hospitals and primary care settings. They use diet therapy and food to treat disease and optimise health working with communities in public health activities to support behaviour change.

The Course equips postgraduates with the high level professional skills and abilities required for the application of effective practice and commitment to enquiry, critically evaluating research to continually progress learning in new situations which present within the changing workplace of health and social care.

Successful completion of the Course enables postgraduates to be eligible to apply for HCPC registration and to work autonomously and with accountability as a dietitian in the UK. The Course prepares students for this responsibility and expectations of them as healthcare professionals to practice within ethical and legal boundaries of their profession and to exercise a professional duty of care.

Overview and Aims: The course is aimed at individuals who already possess relevant qualifications at undergraduate level who want to pursue a career in Dietetics as a Dietitian registered with the Health and Care Professions Council (HCPC).

Course aims: 1. To offer Postgraduate entrants with a strong science background a fast track route

to eligibility to apply for registration in Dietetics with the Health and Care Profession’s Council.

2. To produce Postgraduates with a sound knowledge of the evidence base whichunderpins nutrition and dietetics, who are able to apply enquiry and research tocontinually progress their learning and practice in new areas and situations thatpresent to them.

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3. To enable Postgraduates to work effectively across acute, primary care and PublicHealth settings and organisational structures to progress quality, innovation andenterprise in dietetic service provision within a changing health and social caresector.

4. To develop autonomous, reflective learners at the point of graduation who havethe foundation for life-long learning and professional development to enhanceevidence based practice and professional standards and advance careeraspirations.

5. To develop to a high level, the professional skills and competencies essential forPostgraduates to integrate theory and practice and work collaboratively to deliversafe and effective care within Professional Regulatory and Statutory Bodystandards and Governance frameworks.

6. To enhance and embed effective communication skills enabling Postgraduates todemonstrate core practitioner qualities and work using a patient centred approachto support behaviour change with individual service users, groups andcommunities.

Course Learning Outcomes

LO1 Integrate and synthesise the research evidence, theory and principles underpinning Human Nutrition and Dietetics; clinical sciences, pharmacology, sociological and psychological issues, with the professional and diet therapy knowledge and skills to inform the holistic and effective care of service users with acute, lifestyle and long term conditions.

LO2 Apply an enquiring, systematic, problem solving; self-evaluative approach with the commitment to use research, clinical guidelines and policy in the evaluation and improvement of evidence based dietetic practice.

LO3 Adopt a holistic and critically evaluative approach to the application of dietetic practice in lifestyle and long term conditions working through collaborative, multidisciplinary and multi-agency professional relationships and across care pathways throughout health and social care.

LO4 Demonstrate competent practice in the application of the dietetic care pathway in a range of therapeutic conditions including nutritional assessment, calculating requirements, adaptation of diet, and consideration of psychosocial and ethical issues in implementing the professional skills needed to justify and apply diet therapy.

LO5 Integrate theoretical principles within a patient centred approach with the communication skills and professional practice required to facilitate behaviour change in individuals, groups and communities to promote health, employing a range of strategies to overcome barriers

LO6 Demonstrate the research acumen, professional skills and abilities, values and behaviours of a registered dietitian working autonomously within the complex

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framework of accountability, ethical and legal boundaries to meet Employer frameworks and Professional Regulatory and Statutory Body Standards.

LO7 Critically apply leadership and enterprise skills to develop interventions and business plans, to promote public health nutrition and which are inclusive of Stakeholder needs and address the wider health and social care context.

LO8 Work strategically within Governance frameworks affecting the organisation and delivery of care as part of integrated teams to innovate and lead highly reliable systems that span health economies to improve patient outcomes and deliver high quality nutritional care

LO9 Critically reflect in and on practice to progress professional development, meet, Professional Standards and evidence competencies to Employers supporting transition into the work place, post-registration learning and career aspirations.

LO10 Apply the relevant skills and knowledge in a Practice Dietetic environment to demonstrate the competencies required to be eligible to apply for HCPC Registration as a Dietitian.

Level Learning Outcomes

Postgraduate Diploma in Dietetics (120 credits & Placement) (Eligibility to apply for HCPC registration) Level 7 No. Learning Outcome


LO2 Apply an enquiring, systematic, problem solving; self-evaluative approach with the commitment to use research, clinical guidelines and policy in the evaluation and improvement of evidence based dietetic practice.

LO3 Adopt a holistic and critically evaluative approach to the application of dietetic practice in lifestyle and long term conditions working through collaborative, multidisciplinary and multi-agency professional relationships and across care pathways throughout health and social care.

LO4 Demonstrate competent practice in the application of the dietetic care pathway in a range of therapeutic conditions including nutritional assessment, calculating requirements, adaptation of diet, and consideration of psychosocial and ethical issues in implementing the professional skills needed to justify and apply diet therapy.

LO5 Integrate theoretical principles within a patient centred approach with the communication skills and professional practice required to facilitate behaviour change in individuals, groups and communities to promote health, employing a range of strategies to overcome barriers

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LO6 Demonstrate the research acumen, professional skills and abilities, values and behaviours of a registered dietitian working autonomously within the complex framework of accountability, ethical and legal boundaries to meet Employer frameworks and Professional Regulatory and Statutory Body Standards.


LO8 Work strategically within Governance frameworks affecting the organisation and delivery of care as part of integrated teams to innovate and lead highly reliable systems that span health economies to improve patient outcomes and deliver high quality nutritional care

LO9 Critically reflect in and on practice to progress professional development, meet Professional Standards, and evidence competencies to Employers supporting transition into the work place, post-registration learning and career aspirations.

LO10 Apply the relevant skills and knowledge in a Practice Dietetic environment to demonstrate the competencies required to be eligible to apply for HCPC Registration as a Dietitian.

Postgraduate Diploma in Nutritional Studies (120 credits) (Not eligible to apply for HCPC registration)


LO2 Apply an enquiring, systematic, problem solving; self-evaluative approach with the commitment to use research, clinical guidelines and policy in the evaluation and improvement of evidence based nutrition.

LO3 Adopt a holistic and critically evaluative approach to the application of nutrition in lifestyle and long term conditions working through collaborative, multidisciplinary and multi-agency health and social care providers.

LO4 Demonstrates an appreciation of nutritional assessment, adaptation of diet, and consideration of psychosocial and ethical issues needed to justify diet therapy.

LO5 Work towards being able to integrate theoretical principles within a patient centred approach with the communication skills required to facilitate behaviour change and promote health.

LO6 Demonstrate the research acumen, professional skills and abilities, values and behaviours of a registered dietitian working autonomously within the complex framework of accountability, ethical and legal

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boundaries to meet Employer frameworks and Professional Regulatory and Statutory Body Standards.


LO8 Work towards being able to contribute strategically within Governance frameworks affecting the organisation and delivery of care as part of integrated teams to innovate and lead highly reliable systems that span health economies to improve patient outcomes and deliver high quality nutritional care

LO9 Critically reflect in and on practice to progress professional development, meet Professional Standards, and evidence competencies to Employers supporting transition into the work place, post-registration learning and career aspirations.

Postgraduate Certificate in Nutritional Studies (60 credits) (Not eligible to apply for HCPC registration)


LO2 Apply an enquiring, systematic, problem solving; self-evaluative approach with the commitment to use research, clinical guidelines and policy in the evaluation and improvement of evidence based nutrition.

LO3 Adopt a holistic and critically evaluative approach to the application of nutrition in lifestyle and long term conditions working through collaborative, multidisciplinary and multi-agency health and social care providers.

LO4 Demonstrates an appreciation of nutritional assessment, adaptation of diet, and consideration of psychosocial and ethical issues needed to justify diet therapy.

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Course Structure Level 7 (Year 1) Semester 1 Core (Y/N) Semester 2 Core (Y/N) Nutrition Advances in Practice (20 credits)

Y Applied Nutrition Support (20 credits)

Y

Lifestyle & Long-term Conditions (20 credits)

Y Enterprise in Public Health Nutrition (20 credits)

Y

Practice Placement A Y Semester 1 & 2 Core (Y/N) Professional Development for Practice (20 credits) Y Level 7 (Year 2) Semester 1 Core (Y/N) Semester 2 Core (Y/N) Practice Placement B Y Practice Placement C Y Semester 1 & 2 Core (Y/N) Reflection and Consolidation (20 credits) Y

Contained awards available: PG Certificate Nutritional Studies 60 credits PG Diploma Nutritional Studies 120 credits PG Diploma Dietetics 120 credits and successful completion of practice

placement (A, B and C) Aegrotat Award

An Aegrotat Award does not lead to eligibility to apply for registration with the HCPC (Standards of Education and Training 6.19.)

Length of programme, FT and mode of study: The PG Dip Dietetics course is a 2 year, full-time course delivered face-to-face and includes 3 practice placement components: practice placement A (3 weeks), practice placement B (13 weeks) and practice placement C (12 weeks).

Learning and Teaching

Learning and Teaching Approaches Leeds Beckett University Strategic Planning Framework 2016-2021

To achieve our vision of being an excellent, accessible, globally engaged university contributing positively to a thriving Northern Economy we need to reflect the strategic aims in our courses and strive to achieve the strategic objectives.

The 2016 – 2021 Strategic aims and objectives are: 1. Influence and Impact which are supported by;

Programme Length (years)

FT/PT (please specify)

Mode (campus based/DL or other)

PG Dip Dietetics 2 FT Campus based

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2. Engaged and Applied3. Enabling and Effective

Each of the above are underpinned by the strategic objectives which are: • excellent education and experience supported by;• leading research and academic enterprise;• a community of great people;• sustainable resources.

Leeds Beckett University’s Mission to “ensure we use our knowledge and resource to make a positive and decisive difference to people, communities and organisations” is considered and the PG Dip Dietetics course team will deliver learning and teaching strategies and activities which are underpinned by the above. We feel that the curriculum is flexible and current as we have carried out numerous mapping exercises (appendices 8, 9 & 10), and obtained the views of stakeholders and students to ensure excellence in the provision of our teaching.

This is a knowledge and a skills based course and module tutors come from a variety of backgrounds – Natural and Social Sciences, Nutritional and Food Sciences and Dietetics. Twelve of the course team are registered Dietitians (HCPC) (including the Course Leader). Therefore module tutors can reflect on their clinical or nutritional background and own research when developing and delivering materials to inspire students. Module tutors continually strive to deliver content which is up to date, evidence based and relevant and to provide students with realistic tasks which they can reflect upon and evidence in their portfolios. Approaches in the delivering of course material are diverse and include some of the following, lectures, tutorials, practicals, flipped teaching sessions, simulated practice and the use of TV, radio programmes and You tube channels. These result in inspiring and student focused modules that are evaluated well.

We believe that we do provide a supportive, inclusive and welcoming environment for our students and this is evidenced by the range of support systems we have in place. Also, the nature of the subject (i.e. nutrition) means that everyone on the course will have an opinion on food and nutrition and can learn to identify benefits and barriers to healthy eating from different age, sex and cultural perspectives. As this course ensures that students are competent in a variety of skills and professional competencies, the contact hours for certain skills based modules are relatively high. This is to ensure that students are assessed in a range of laboratory and cooking skills, digital skills, critical evaluation skills, communication skills and of course an in- depth evidence based knowledge of their subject area. Coupled with our Professional Development strand throughout the course, we feel that the course prepares students for employment and lifelong learning and this is consistently reflected in our survey data.

https://www.leedsbeckett.ac.uk/staff/centre-for-learning-and-teaching.htm

Learning and Teaching Activities Teaching takes place in multi-purpose rooms with additional specialised facilities for technical, clinical and interpersonal skills development. In addition, the course has access to a purpose built catering laboratory.

https://www.leedsbeckett.ac.uk/staff/centre-for-learning-and-teaching.htm

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Teaching approaches include: staff-led lectures and workshops, student-led seminars and workshops, practical work, tutorials, clinically-based teaching, case studies, problem solving exercises, reflective learning techniques, computer-assisted learning, simulated practice and inter-personal group skills.

Hand-outs and booklets are used occasionally however, we do utilise a more diverse range of online tools to support student learning. We use a considerable amount of computer-based learning (flipped classroom) that enriches the versatility of delivery.

Problem solving exercises and case studies enable students to integrate their knowledge and increase their interest in the subject matter. Oral communication and the ability to work effectively in groups are developed by assignments such as group presentations and seminars. Interpersonal skills and interviewing techniques are developed in workshops. During the practice placements, students are required to develop portfolios and learning logs of work experience.

Use of the Virtual Learning Environment General module information, lecture slides, web links, audio and video material, webcasts and web-conferencing, formative and summative assessment tasks and discussion boards are accessed through the VLE including PebblePad.

Throughout the course development and mapping exercise the course team have endeavoured to ensure that across all modules e-learning is strongly embedded as a core method of teaching and delivery where it is effective and appropriate for the students

In addition, • In the L7 Lifestyle & Long-TermConditions module, students can use formative online

quizzes (e.g. FEAST quiz) to test their knowledge throughout the module. This enables them to recognise areas where they may need additional support which they can then discuss in tutorial sessions.

• In the L7 Lifestyle & Long-TermConditions module, students can utilise web-basedmedia such as podcasts and vodcasts to look at patient/ carer experiences of long-term disease states to broaden their understanding of a holistic approach in key topic areas.

• Videos are also available of feeding tube insertions in the Applied Nutrition SupportL7 module.

• In the L7 Nutrition Advances in Practice module and the L7 Lifestyle & Long-TermConditions module, students are encouraged to work through online pre-recorded lectures on specific topics in advance of face-to-face sessions.

These are just some examples of use of the VLE. The TEL representative is a member of the Course development Team. The use of Turnitin as an originality tool for students is used in a variety of modules where the assessment lends itself to online submission.

Use of Blended Learning Learning occurs both in face-to-face university based sessions and through completion of practice placements and self-directed study. Several modules adopt a ‘flipped classroom’

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method of delivery whereby, the underpinning topic information is accessed by students prior to the face-to-face delivery where the application of this knowledge is then considered.

Student Support Network

Academic Advisors Every student is allocated an academic advisor from the course team for the duration of their course. Academic advisors are available for academic and personal discussion on both a scheduled and ‘drop in’ basis. A minimum of 1 appointment per semester is

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.

If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is [email protected]. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.

http://www.leedsbeckett.ac.uk/studenthub

mailto:[email protected]

https://myhub.leedsbeckett.ac.uk/students/login

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scheduled for each student. Students can then request additional appointments as required via email. In semester 1 of year 1, students are invited to sign up for a preferred individual academic advisor appointment.

In semester 2 of year 1, students are invited to sign up for a preferred group academic advisor appointment (individual appointments are arranged upon request). Students are encouraged to access support from their academic advisor via email in year 2. This is in addition to a designated Practice Liaison Lecturer who supports students on placement within each Trust.

Assessment Strategy The course team utilise a variety of different methods to aid in the assessment, learning and teaching of the course as follows: face to face interactive teaching, online discussion groups, practical skills development and use of formative quizzes (socrative) to provide students with feedback on their progress. The full range of summative assessments is illustrated in the Module Specifications.

Feedback on Assessed Coursework

Formative assessment is integrated throughout the modules on the course. Some modules have skills based sessions in the small scale catering laboratory and communication/clinical skills suites allowing tutors managing these sessions to provide students with instant feedback on their techniques/performance. The communication suites and clinical skills suites also have the facility to record students enabling them to reflect on their own performance.

Several modules have formative peer assessment and/or formative presentations that students can learn from in advance of their summative submissions.

Summative assessment feedback is provided in line with University Regulations (4 week turnaround period). Students are informed if the turnaround period is likely to be shorter/longer than this. Feedback is provided by a number of means including; oral feedback, written feedback, and online written feedback via Turnitin.

The Professional Development for Practice module provides a platform (PebblePad) for students to reflect on their performance throughout the course and to identify their own personal objectives with regards to their continuing professional development.

Module Assessment Methods (core modules only, please tick all which apply)

Module Titles

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Nutrition Advances in Practice (20 credits)

Professional Development for Practice (20 credits)

Lifestyle & Long-Term Conditions (20 credits)

Applied Nutrition Support (20 credits)

Enterprise in Public Health Nutrition (20 credits)

Reflection and Consolidation (20 credits)

Practice Placement (A, B and C)

Employability and Professional Context

This course is approved by the Health and Care Professions Council (HCPC) and is accredited by the British Dietetic Association (BDA). Dietetics is a professional competency based course preparing students to work with the public. Therefore students are expected to act in a professional manner at all times and students should adhere to the university Policy, regulations and procedures relating to fitness to practice which can be found here: http://www.leedsbeckett.ac.uk/public-information/student-regulations/

On qualification the new graduate should be capable of contributing to clinical governance through the delivery of evidence-based, client-centred health-care. The provision of health-care is no longer the sole responsibility of the NHS, therefore graduates are introduced to working within multi-agency settings such as local authorities and voluntary organisations throughout the course. Within the School the course team, Practice Learning and Employability Unit (PLEU) and careers service, work in conjunction with each other to ensure that students are prepared for placement and work related learning (WRL) experiences and that they are matched to experiences that are a good fit with their skills and/or chosen vocation.

A dedicated team of PLEU placement officers work with the course teams to source potential placements and WRL well in advance of the start date and allocate these opportunities appropriately to individual students taking into account any professional, statutory or regulatory body requirements. All students go through a process of skills analysis and professional development including communication skills before embarking on a practice placement.

Additionally our students are signposted to a variety of volunteering opportunities available through the students union and the volunteering and partnerships offices which enable them to gain further work related learning and employability skills. Our students also have access to the careers service and online employability resources (EROL) which help to prepare them for job applications and interviews and critically evaluate their employment prospects and identify potential opportunities.

http://www.leedsbeckett.ac.uk/public-information/student-regulations/

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Work Related Activities

The BDA Curriculum Framework (2013) recommends that a student should normally experience 1000 hours in practice learning. Students undertake 3 blocks of practice placement in the NHS, this equates to 28 x 36 hour weeks of placement. Practice Placements are approved, quality assured and allocated within arrangements established by the Practice Learning and Employability Unit (PLEU) and agreed with Health Education Yorkshire and Humber (HEYH) and NHS Trusts. The Course must comply with this system to maintain Professional Statutory Regulatory Body (PSRB) approval and meet the requirements of Education commissioners.

Placement or Work Related Activity Level: Placements are interspersed by periods of teaching at the University as follows:

Practice Placement A: This is an ‘observational’ practice placement (3 weeks) at the start of January in year 1. Practice Placement B: This practice placement (13 weeks) focuses on ‘building’ competencies at the start of September in year 2. Practice Placement C: This practice placement (12 weeks) focuses on ‘consolidation’ and follows a 4 week block of teaching in University at the start February in year 2.

Placement or Work Related Activity Length in Weeks: Practice placement A ‘observational’ (3 weeks), Practice Placement B ‘building’ (13 weeks) and Practice Placement C ‘consolidation’ (12 weeks).

Type of Placement or work related activity: Practice Placements B and C are summatively assessed by placement providers and evidenced using tools and agreed learning outcomes through an evidence portfolio. Successful completion of these are a PSRB requirement and essential to achieve the target award. Practice placements can take place in a variety of environments: primary care, secondary care and in mental health settings across the cluster.

Practice Placement A: Students must complete a Practice Placement A workbook that consists of 6 learning outcomes:

LO1: Self-evaluate knowledge and practice skills and formulate action plans as part of an ongoing commitment to personal and professional development

LO2: Reflect on the patient experience of health and social care through the use of patient pathways and structured observations of the Multi-Disciplinary Team (MDT)/health and social care professionals.

LO3: Evaluate the catering system, meal service and institutional food from a range of perspectives and start to identify potential risks for patient care and how food provision can be tailored to best meet patient needs.

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LO4: Begin to practice basic communication skills with patients and staff and observe the range and application of communication skills used by dietitians within one to one consultations, facilitated groups and the MDT.

LO5: To start to apply practice and food skills with a range of patients (e.g. food recall/diet history, assessment of food records, reading and interpreting medical notes.

LO6: To compare and contrast the roles, responsibilities, and practice skills of dietitians working with a range of patient groups and therapeutic diets and across health and social care settings.

Students must also include 9 tasks linked to each of the above learning outcomes.

Task 1: Health and Safety (links to LO1, LO4)

Task 2: Professional Practice (links to LO1, LO2, LO6)

Task 3: Patient Pathway (links to LO1, LO2, LO3, LO4)

Task 4: Food Journey (links to LO1, LO2, LO3, LO4)

Task 5: Communication Skills (links to LO1, LO2, LO3, LO4, LO5, LO6)

Task 6: Dietary Assessment (links to LO1, LO4, LO5)

Task 7: Patient Information (links to LO1)

Task 8: Dietetic Practice (links to LO1, LO4, LO6)

Task 9: Commitment to Practice (links to LO1, LO2, LO3, LO4, LO5, LO6)

Practice Placement B: Students must complete 9 learning outcomes

LO1: Demonstrates knowledge acquisition in selected aspects of dietetic care and applies knowledge to inform decision making

LO2: Can communicate effectively and appropriately with service users and carers, supervisors, colleagues and other health professionals

LO3: Can deliver part of an effective group session, demonstrating appropriate presentation and facilitation skills

LO4: Identify and assess nutritional needs, collecting adequate information necessary to formulate a comprehensive assessment in selected patients

LO5: Formulate and implement an effective care plan and initiate appropriate review mechanisms in selected patients

LO6: Contributes to the effectiveness of the dietetic team and interprofessional/interagency team working in liaison with your supervisor

LO7: Can prioritise own work load and manage priorities to meet agreed deadlines effectively

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LO8: Demonstrates effective reflection on action and can discuss how experiences may change practice to benefit the service user

LO9: Demonstrates professionalism and self-awareness in the workplace and contributes to the development of oneself and peers

Practice Placement C: Students must complete 9 learning outcomes

LO1: Demonstrates knowledge acquisition in all aspects of dietetic care and applies knowledge to inform decision making

LO2: Communicates effectively and appropriately with services users and carers, supervisors, colleagues and other health professionals

LO3: Can plan and deliver an effective group session, demonstrating appropriate interaction and facilitation skills

LO4: Identify and assess nutritional needs, collecting adequate information necessary to formulate an assessment of patient needs

LO5: Formulate and implement an effective care plan and initiate appropriate review mechanisms

LO6: Contributes to the effectiveness of the dietetic team and interprofessional/ interagency team working

LO7: Prioritises own work load and manage priorities to meet deadlines effectively

LO8: Demonstrates effective reflection in action and can articulate how experiences have changed practice to benefit the service user

LO9: Demonstrates professionalism and self-awareness in the workplace and contributes to the development of oneself and peers

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Reference Points used in course design and delivery

All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses).

We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at http://www.qaa.ac.uk/reviews-and-reports

We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Subject benchmark statements Subject benchmark statements for health care programmes were published by the Quality Assurance Agency (QAA) in 2001. The Dietetic benchmark statements represent ‘an explicit articulation of the academic and practitioner standards associated with the academic award in Dietetics’ (QAA 2001).

The benchmarking statements articulate the expectations and requirements for ‘fitness for award’, ‘fitness for practice’, and ‘fitness for first post and Continuing Professional Development’ (CPD). The benchmark statements were integral in the development of the course and are embedded in the modules and developed throughout. The Postgraduate course encompasses the guiding principles for the study of Dietetics which forms the basis of the benchmarking statements:-

• The application of the science of nutrition to individuals and groups by translatingtheoretical concepts and principles into relevant and applied diet therapy anddietary modification;

• Acquisition of the educational skills and qualities, which enable the practitioner toempower individuals to take control of their food choice in relation to their health;

• Integration of theoretical concepts from biological, clinical, numerical and socialsciences with practical application to moderate food and nutritional habits;

• Ability to assess, advise and enable individuals and groups to make appropriateand safe food provision;

• Development of strong interpersonal skills to enable effective communicationthrough varying media and to a wide diversity of individuals and groups;

• Maintenance and enhancement of health both through the treatment of diseaseby diet and the promotion of good nutrition;

http://www.qaa.ac.uk/reviews-and-reports

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• Critical reflection, self-evaluation and commitment to the use of research in theevaluation and improvement of the practice of dietetics.

It is also important to acknowledge the valuable professional and practice skills which students acquire and develop on Practice placement which completes the pre-registration experience and prepares the student for the concept of Continuing Professional Development (CPD).

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Health-care-programmes---Dietetics.pdf

The information that follows show how the PG Dip in Dietetics meets the benchmark statements for Dietetics

A The dietitian as a registered health care practitioner; expectations held by the profession, employers and public

A1 Professional autonomy and accountability of the dietitian The students are introduced to the role of the dietitian and the Statutory and Professional Bodies in the Professional Development for Practice module in year 1. Within this module, the legal and ethical expectations of the dietitian as a professional are explored and are further developed within key modules; Applied Nutrition Support, Reflection and Consolidation, and whilst on practice placement. The dietitian’s role within the multi-disciplinary team is explored throughout the course as well as through an Inter-professional Learning day in year 1 as part of the Professional Development for Practice module. The skills developed are further consolidated in year 2 during the two Reflection and Consolidation module blocks that are situated between practice placement B and C (4 weeks: January) and following practice placement C (2 weeks: June).

The concept of Continuing Professional Development (CPD) is embedded throughout the course and within the framework of academic and academic advisorials, students are encouraged to identify their individual learning needs and develop strategies to meet these. Reflection is a key aspect of the course particularly in relation to clinical practice where students are expected to reflect on their own performance, clinical effectiveness, and identify learning and developmental needs as a basis for CPD.

Throughout the course and whilst on practice placement, students develop e-portfolios of evidence as a means of reflecting on and documenting their practice skills and development.

Key modules covering the A1 benchmark statements are:

Year 1 Applied Nutrition Support Professional Development for Practice (includes communication skills)



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Year 2 Reflection and Consolidation

Other Inter- Professional Learning day Practice placements

A2 Professional relationships of the dietitian The role of the dietitian in a variety of healthcare settings and as part of the multi-disciplinary team is introduced in Semester 1 of year 1 in the Professional Development for Practice module and during the Inter-Professional Learning day with other healthcare students in Semester 2 of year 1. The organisation of dietetic provision is further embedded in the year 1 modules; Lifestyle & Long-Term Conditions and Applied Nutrition Support in Semesters 1 and 2 respectively. The Practice placements and the Reflection and consolidation module in Semester 2 of year 2 further consolidate this professional awareness.

Technical report writing skills are developed in Semester 1 of year 1 in Lifestyle & Long-Term Conditions (care plan) and Nutrition Advances in Practice (critical appraisal). This is developed further within the Applied Nutrition Support (record card) and Enterprise in Public Health Nutrition (critical appraisal) modules in Semester 2 of year 2.

Accurate reporting and defensible documentation is discussed in the Professional Development for Practice module and put into practice in the Applied Nutrition Support assessment. Students’ ability to accurately document dietetic information is further consolidated during Practice placement and students have the opportunity to reflect on these skills as part of the Reflection and Consolidation module in Semester 2 of year 2. Research skills and the principles of evidence based practice are introduced in Professional Development for Practice and Communication Skills in Semester 1 of year 1. Students are encouraged to critically appraise the research evidence applicable to each of the modules throughout the course.

The psychosocial aspects of food choice that form the basis for nutritional and therapeutic advice are considered as part of the Lifestyle & Long-Term Conditions module in Semester 1 of year 1 and the Enterprise in Public Health Nutrition module in Semester 2 of year 1. The practice placement experiences offer students the opportunity to put these principles into practice. There is also a Communications skills strand in the Professional Development for Practice module whereby students develop their interpersonal skills. Effective communication skills are also necessary for successful completion of the Applied Nutrition Support module and practice placement.


Year 1 Applied Nutrition Support Enterprise in Public Health Nutrition Lifestyle & Long-term Conditions Nutrition Advances in Practice

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Professional Development for Practice (Includes communication skills)



A3 Personal and professional skills of the dietitian Students are introduced to personal and professional skills in Semester 1 of year 1 in the Professional Development for Practice module and as part of the Communication Skills strand. Students develop skills and practice competencies commensurate with the dietetic profession throughout the course. As part of the Professional Development for Practice module, students use an e-portfolio to document evidence of their learning and progression. Within this e-portfolio of evidence, students may include self-evaluation tools. For example, a SWOT analysis, analyses of their learning style and reflections on their performance.

Students are encouraged to become independent and self-motivated learners setting personal objectives to improve their professional competency throughout the course and providing evidence in accordance with the HCPC standards. Reflection on personal development and communication skills continues whilst on practice placement and during the Reflection and Consolidation module in Semester 2 of year 2 that is situated between practice placement B and C (4 weeks: January) and following practice placement C (2 weeks: June).

Professional autonomy and organisation is fostered throughout each module. Similarly, aspects of self-management and resource management are inherent across all of the modules. The necessary skills to facilitate professional autonomy are developed as part of the Professional Development for Practice module in year 1.

As part of the Enterprise in Public Health Nutrition module, students work within small groups to develop a business case for a public health nutrition strategy drawing on their personal and professional skills to ‘pitch’ to commissioners. These skills are enhanced whilst on practice placement whereby they may be required to develop talks, presentations and training packages for target audiences. Practice placement also provides an opportunity for students to explore existing training packages within departments.

Students’ research skills are developed throughout the course in order to be able to effectively examine and critically evaluate the evidence base for nutrition and dietetic practice.

On practice placement, students will have the opportunity to develop the skills and attitudes addressed in the modules and meet the requirements of the HCPC Standards of Proficiency and HCPC Standards of Performance, Conduct and Ethics.

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Year 1 Applied Nutrition Support Enterprise in Public Health Nutrition Lifestyle & Long-Term Conditions Nutrition Advances in Practice Professional Development for Practice (Includes communication skills)


Other Practice placements

A4 Profession and employer context for the practice of dietetics The organisation and financial and business management of dietetic services in the NHS and other healthcare settings are introduced in the Professional Development for Practice module in Semester 1 of year 1. The inter-professional learning that takes place in Semester 2 of year 1 provides students an opportunity to compare and contrast the dietetic profession and the practice of dietetics with other healthcare profession students. Furthermore, practice placements enable students to appreciate the management, operational and quality systems that relate to the dietetic profession in clinical practice.

In Semester 2 of year 1 in the Enterprise in Public Health Nutrition module, students evaluate government public health policy and legislation aimed at improving health through nutrition.

The role of the Dietitian as a professional advisor and educator is also considered as part of the Lifestyle & Long-Term Conditions module and Applied Nutrition Support module in Semesters 1 and 2 of year 1 respectively. The practice placements give students the opportunity to experience and evaluate practice and the Reflection and Consolidation module allows students the opportunity to learn from one another’s experience.

Sociological and psychological aspects of healthcare are introduced in the Lifestyle & Long-Term Conditions module in Semester 1 of year 1 and developed as part of the Enterprise in Public Health Nutrition module and Applied Nutrition Support modules in Semester 2 of year 1. Students are encouraged to consider psychosocial aspects associated with patient care across modules and whilst on practice placement.

Evidence of all of these practice competencies is collected as part of the students Personal Development Portfolio.


Year 1 Applied Nutrition Support Enterprise in Public Health Nutrition

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Professional Development for Practice (Includes communication skills)



B Principles and concepts held by the profession of dietetics which are applied to secure maintenance to, or improvement in, health/well-being

B1 Patient/client assessment Collecting medical, nutritional and social information and initiating an appropriate dietetic response is integral to the dietetic practice modules. Accurate record keeping, defensible documentation and professional priorities are also essential and are examined and evaluated throughout the Professional Development for Practice module (including communication skills strand) and the Lifestyle & Long-Term Conditions module in Semester 1 of year 1. They are further enhanced in the Applied Nutrition Support module in Semester 2 of year 1, whilst on practice placement and during the Semester 2 year 2 module Reflection and Consolidation. Students develop their knowledge of patient assessment, nutrition and dietetic interventions and become increasingly aware of the wide ranging factors that may influence dietetic care.

The integration of nutrition, health sciences and medicine takes place in the clinical modules (Lifestyle & Long-Term Conditions and Applied Nutrition Support) that span Semesters 1 and 2 of year 1 in order to prepare students for the practical application of these disciplines whilst on practice placement. Evaluation of dietetic practice in a variety of disease states also takes place in the aforementioned modules and students have the opportunity to reflect on this during the Semester 2 year 2 module Reflection and Consolidation.

The social and cultural factors affecting lifestyle and food choice are examined and evaluated throughout the Lifestyle & Long-Term Conditions, Enterprise in Public Health Nutrition and Applied Nutrition Support modules. Such factors continue to be reflected upon across each of the remaining modules and whilst on practice placement.

Communication skills and patient interviews are central to the Professional Development for Practice module. Within this module is a communication skills element whereby, students undertake a series of workshops followed by a number of practical simulated dietetic interviews. Students’ communication skills are also utilised as part of the Applied Nutrition Support assessment. These learning opportunities enable students to evaluate their own strengths and weaknesses prior to Practice placements B and C.

The multidisciplinary nature of patient assessment and care-plans are evaluated jointly with other health professional in the Inter-Professional Learning day in year 1.

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Key modules covering the B1 benchmark statements are:

Year 1 Applied Nutrition Support Lifestyle & Long-Term Conditions Professional Development for Practice (includes communication skills)


Other Practice placements

B2 Application of practice of dietetics All modules on the course are designed to enable students to gain a knowledge across disciplines relevant to the effective practice of dietetics. In order to enhance multidisciplinary working, students attend an inter-professional learning event. The aim is for students to explore patient care with other health and professional students, using a case study approach.

Basic nutritional competencies governing dietetic practice are introduced in Semester 1 of year 1 in Nutrition Advances in Practice and Lifestyle & Long-Term Conditions followed by Enterprise in Public Health Nutrition and Applied Nutrition Support in Semester 2. Within the aforementioned modules, students consider the nutritional needs amongst different population groups and at different points in the lifecourse. Dietetic practice is further evaluated on returning from practice placement as part of the Reflection and Consolidation module in Semester 2 of year 2.

The Lifestyle & Long-Term Conditions and Applied Nutrition support modules in year 1 develop a case centred and multidisciplinary approach to the medical and pathological aspects of dietetic practice. The influence of the medical and social sciences in dietetic practice is also examined in year 1 in the Lifestyle & Long-Term Conditions, Enterprise in Public Health Nutrition and Applied Nutrition Support modules. The opportunity to experience and reflect on a range of communication skills relevant to dietetic practice is offered within the Professional Development for Practice module that includes the communication skills strand as well as the Applied Nutrition Support module. Students build on these experiences whilst on practice placement whereby they continue to develop their professional and communication skills. Reflection and evaluation of best practice is encouraged whilst on practice placement and is explored further in the Reflection and Consolidation module in Semester 2 of year 2. The e-portfolio tool introduced in the Professional Development for Practice module facilitates students’ documentation of their learning and can be utilised throughout their career in order to support their professional practice and maintenance of personal and professional standards.

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Practical sessions within the Lifestyle & Long-Term Conditions and Enterprise in Public Health Nutrition modules allow students the opportunity to plan and deliver menus for specific disease states, healthy people of all age groups and different multicultural groups. Evidence based guidelines and current policy in relation to nutrition and disease are considered as part of the Nutrition Advances in Practice, Lifestyle & Long-Term Conditions and Applied Nutrition Support modules in year 1. These are re-evaluated following practice placement during the Reflection and Consolidation module in Semester 2 of year 2. Health education and health promotion interventions are considered in Semester 2 of year 1 in the Enterprise in Public Health Nutrition module that also examines the social determinants of health, inequalities in nutrition and food poverty. Students experience the feasibility of different types of health intervention strategies across different population groups whilst on practice placement. These experiences are further evaluated in Semester 2 of year 2 in the Reflection and Consolidation module. This module also enables students to reflect on and share experiences between and following practice placement and to critically evaluate nutrition and dietetic interventions for specific conditions according to the associated evidence base. Students also reflect on the multi-disciplinary, multi-agency, and patient centred nature of healthcare in the following modules: Lifestyle & Long-Term Conditions, Professional Development for Practice, Applied Nutrition Support and Reflection and Consolidation. Key modules covering the B2 benchmark statements are: Year 1 Applied Nutrition Support Enterprise in Public Health Nutrition Lifestyle & Long-Term Conditions Nutrition Advances in Practice Professional Development for Practice (includes communication skills) Year 2 Reflection and Consolidation Other Inter- Professional Learning day Practice placements B3 Evaluation of dietetic practice An e-portfolio tool that provides evidence of students’ progression towards practice competencies and allows students to reflect on and evaluate their performance is introduced in the Professional Development for Practice module in year 1. In particular, this e-portfolio includes the preparation for and reflection on practice placements with clear documentation of students’ strengths/weaknesses/action points and evidence of how students have developed over time.

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At the end of the course, students have a clear portfolio of evidence that demonstrates their competencies and employability providing them an excellent platform on which they can document their continued professional development throughout their dietetic career. The concept of audit and clinical governance in relation to dietetic practice is introduced in year 1 in the Professional Development for Practice module. Multidisciplinary interaction with other health care professionals during the Inter-Professional Learning day in year 1 provides students an additional opportunity to evaluate practice. These concepts are re-visited as part of the Reflection and Consolidation module in Semester 2 of year 2. During practice placement, students will usually undertake an audit of one particular aspect of dietetic practice and students’ examples of this are discussed as part of the Reflection and Consolidation module that comprises of 4 weeks between B and C placement and 2 weeks following C placement. Sound research skills are necessary for students to effectively engage in the research literature in order to be able to inform professional dietetic practice. Throughout the course, students are expected to critically evaluate relevant research literature with regards to the methodological approach, research methods, analyses and applicability of the results to dietetic practice. The use of case-studies to evaluate dietetic interventions begins in Semester 1 of year 1 in Lifestyle & Long-Term Conditions and continues in Semester 2 of year 1 in the Applied Nutrition Support module. The use of hypothetical case-studies provides students with an opportunity to evaluate dietetic practice and apply their knowledge and understanding prior to practice placement. Following practice placement, the Reflection and Consolidation module in Semester 2 of year 2 allows students to reflect on empirical cases. Key modules covering the B3 benchmark statements are: Year 1 Applied Nutrition Support Lifestyle & Long-Term Conditions Professional Development for Practice (includes communication skills) Year 2 Reflection and Consolidation Other Inter-Professional Learning day Practice placements C Subject knowledge, understanding and associated skills that are

essential to underpin informed safe and effective practice of dietetics

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C1 A systematic understanding of the key aspects of the range of disciplines underpinning dietetics and a detailed knowledge of some aspects including:

Biochemistry: All postgraduate dietetic students must have studied biochemistry to at least level 5 prior to commencing the course. Students’ underpinning knowledge is consolidated as part of the Lifestyle & Long-Term Conditions module in Semester 1 of year 1, whereby, biochemical processes associated with specific Lifestyle & Long-Term conditions are explored. This is further developed in Semester 2 of year 1 within the Applied Nutrition Support module. Aspects of metabolic complications are integrated within the aforementioned modules in year 1 e.g. diabetes, obesity and hyperlipidaemia. Students’ understanding of these are further enhanced whilst on practice placement. Catering/Food Science/ Food skills: In Semester 1 of year 1 as part of the Nutrition Advances module, students critically evaluate catering technology/systems in relation to the nutritional and sensory properties of food. Within the same module, students develop their critical analyses skills and the ability to interpret nutritional information. In year 1, practical food skills form part of the Lifestyle & Long-Term Conditions module and Enterprise in Public Health Nutrition module in Semester 1 and 2 respectively. This understanding is built on during practice placement when students may have the opportunity to observe different catering systems in practice. In addition, all students complete the Royal Society for Public Health (RSPH) Level 2 award Food Safety in Catering or equivalent that incorporates the safe handling of food, methods of destroying or inhibiting growth of micro-organisms, factors affecting food safety and spoilage, and methods of food preservation. Clinical Medicine: Aspects of Clinical medicine are addressed and evaluated in Semesters 1 and 2 of year 1 in the following clinical modules: Lifestyle & Long-Term Conditions and Applied Nutrition Support. Specific disease states and alternative dietary interventions are considered alongside the impact of these interventions. During practice placements B and C, the emphasis is the application of knowledge gained whilst at university to clinical practice with patients. The Reflection and Consolidation module in Semester 2 of year 2 provides an opportunity for students to further critically evaluate nutritional interventions that aim to enhance patient care. Dietetics: Influential aspects determining food choice; cultural background, social and economic circumstances are introduced in Semester 1 of year 1 in the Lifestyle & Long-Term

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Conditions and Nutrition Advances in Practice modules and in Semester 2 of year 1 in the Applied Nutrition Support and Enterprise in Public Health Nutrition modules. Dietary assessment and the calculation of nutrients are introduced in Semester 1 of year 1 as part of the Lifestyle & Long-Term Conditions module and developed in Semester 2 in Applied Nutrition Support. In the two clinical modules in Semester 1 and 2 of year 1, dietary interventions for disease states that may be encountered in Placement B and C are considered e.g. Diabetes, obesity, CHD, stroke, liver, aspects of paediatrics, gastro-intestinal and neurological conditions. Students are expected to be able to design appropriate diets for specific disease states, appreciate the role of nutritional assessment and critically evaluate dietary strategies in the treatment of disease. This knowledge will be applied and enhanced during Practice placement. In the Reflection and Consolidation module in semester 2 of year 2, students are able to evaluate their experience, reflect on contemporary dietetic interventions and the evidence base underpinning this. Health Promotion: Health promotion is introduced in year 1 in Lifestyle & Long-Term Conditions and covered subsequently in the Enterprise in Public Health Nutrition module whereby nutrition interventions in the community are considered. Communication, interpersonal skills and behaviour change strategies are covered in Professional Development for Practice, as part of the communication skills practical sessions, and within the Applied Nutrition Support module in year 1. Whilst on placement, students are exposed to various health promotion initiatives and often get involved in delivery of health messages to members of the public. Management: Principles of management and the professional role of the dietitian and standards are introduced in Professional Development for Practice in year 1 and continue to be developed throughout the course and during practice placement. Students have the opportunity to reflect on the role of the dietitian in the Reflection and Consolidation module in year 2. The professional role and requirements for registration are introduced upon commencing the course and in Professional Development for Practice. The professionalism and communication skills required of dietitians are further emphasised in the practice placement briefing sessions. Professionalism is also considered as part of the inter-professional learning day alongside other healthcare professional groups. Microbiology: Aspects of microbiology relevant to Dietetics are covered in the Applied Nutrition Support module e.g. microbiological aspects of infection control relevant to dietetics; artificial nutrition support.

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In addition, all students complete the Royal Society for Public Health (RSPH) Level 2 award Food Safety in Catering or equivalent. Nutrition The majority of students accessing the PG Dip Dietetics course will have a solid understanding of the basic principles of nutrition. Contemporary issues in nutrition are discussed in the Nutrition Advances in Practice module in Semester 1 of year 1 drawing on students’ baseline knowledge and understanding. Calculating nutritional requirements, macro and micro nutrients, genetics and psychosocial aspects of food choice are covered in the Lifestyle & Long-Term Conditions module in Semester 1 of year 1. Students consolidate their ability to calculate nutritional requirements, carry out a nutritional assessment, suggest dietary modifications and monitor nutritional status in selected disease states as part of the Applied Nutrition Support module in Semester 2 of year 1. The impact of nutrition throughout the life-course is considered in the Enterprise in Public Health Nutrition module in Semester 2 of year 1. Application of the principles of nutrition and the consideration of social factors are developed and evaluated during Practice placement. These aspects will be reflected on and further developed in year 2 during the Reflection and consolidation module. Pharmacology/Immunology/Genetics Pharmacology/immunity/genetics are introduced in Semester 1 in year 1 in the Lifestyle & Long-Term Conditions module. Students continue to build on their knowledge and understanding in relation to these aspects during the Applied Nutrition Support clinical module during Semester 2 in year 1 where specific disease states and their relevance to nutrition and dietetics are considered. These areas are further developed during practice placements. Physiology: All postgraduate dietetic students must have studied physiology to at least level 5 prior to commencing the course. Students’ underpinning knowledge is consolidated in the clinical modules; Lifestyle & Long-Term Conditions and Applied Nutrition Support whilst considering genetic and lifestyle disease associated with respiratory, cardiovascular, central nervous, gastrointestinal, renal and endocrine systems. Students’ understanding of these are further enhanced whilst on practice placement. Psychology: Psychology is covered in Semester 1 of year 1 in Lifestyle & Long-Term Conditions and Semester 2 of year 1 in the Enterprise in Public Health Nutrition module that considers psychological influence throughout the lifecourse. Psychosocial factors associated with health and counselling relevant to dietetics is an integral part of the communication skills stand that runs alongside the Professional Development for Practice module in the first year. Students continue to apply and extend their knowledge of psychology in the Applied Nutrition Support module in Semester 2 of year 1 and whilst on practice placement.

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Methods of Enquiry: Methods of enquiry are discussed and considered throughout the course and students are expected to engage in the critical appraisal of research evidence across all of their modules. Students may undertake audit as part of this process in a specific clinical setting. The principles of scientific enquiry and evidence based practice are reflected upon in the Reflection and Consolidation module in Semester 2 of year 2. Research and evaluation of practice is integrated within the following modules: Nutrition Advances in Practice, Lifestyle & Long-Term Conditions, Enterprise in Public Health Nutrition, Applied Nutrition Support and Reflection and Consolidation as well as during practice placement. Sociology, Social Policy and Administration: Aspects of sociology, social policy and administration are covered in Semester 1 of year 1 in the Lifestyle & Long-Term Conditions module and expanded on in Semester 2 of year 1 in the Enterprise in Public Health module. Social considerations at different stages throughout the life cycle are also integrated within the aforementioned module and applied during practice placement. There are opportunities to reflect on social aspects associated with dietetic practice in the Reflection and Consolidation module in Semester 2 of year 2. The Concept of status, professional role and conduct are introduced in Semester 1 of year 1 in the Professional Development for Practice module and continue to be developed whilst on practice placement and as part of the Reflection and Consolidation module in year 2. C2 Skills A capacity for self-reflection on the extent and limitations of: • The professional role of the dietitian, the maintenance of standards and the

requirements for state registration; • Monitoring and evaluating the effects of dietary treatment. He/she must know the

theory and rationale for reflective practice as a mechanism for maintaining and improving his/her professional practice;

• Reflection on action and reflection in action and demonstrate his/her understanding of how these two processes can advance his/her professional practice.

Students are introduced to the concept of professionalism and the expectations of the professional role in Semester 1 of year 1 in the Professional Development for Practice module and Communication Skills component. Students are encouraged to develop their reflective skills within the same module and the Reflection and Consolidation module provides further opportunity for self-evaluation in Semester 2 of year 2. Evaluation is also incorporated in several other modules in year 1: Lifestyle & Long-Term Conditions, Nutrition Advances in Practice, Enterprise in Public Health Nutrition and Applied Nutrition Support where students monitor and evaluate nutrition and dietetic interventions with the aim to enhance professional practice. Within Professional Development for Practice, students utilise an e-portfolio tool to document reflections, learning contracts and action plans associated with their professional development towards practice competencies. The

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importance of continual professional development throughout their future careers is also emphasised. An ability to gather and evaluate evidence and information from a wide range of sources and draw reasoned conclusions or reach sustainable judgements with particular regard to:

• Knowledge of the economic, political, social and psychological aspects of nutrition and health promotion initiatives;

• An awareness of world nutrition problems • Understanding of the principles of biochemistry and integration of knowledge

acquired in physiology and nutrition with biochemistry • The ways in which dietary modifications can be used in diagnosis and research • Critical appraisal of techniques used to assess the nutritional status of individuals

such as anthropometry, biochemical tests, haematology, and clinical chemistry

Students are introduced to the skills required for information gathering and interpretation during the Nutrition Advances in Practice module and the Lifestyle & Long-Term Conditions module in Semester 1 of year 1. Application and interpretation of information is further developed in Semester 2 of year 1 in Applied Nutrition Support, Enterprise in Public Health Nutrition and the Professional Development for Practice module. Practice placements give students an opportunity to practise and extend these skills within the workplace. An ability to identify, investigate, analyse and formulate solutions to problems, including a capacity to draw on established analytical techniques where appropriate and particularly to:

• Assimilate and assess critically new concepts; and initiate and promote changes in practice

• Know how to undertake a practical project of some substance, demonstrating a critical approach to research and involving some original thought.

Problem solving skills are developed throughout the course using case-studies and simulated learning to reflect clinical practice. Students’ ability to critically appraise new concepts are developed as part of the Professional Development for Practice, Nutrition Advances in Practice, Lifestyle Long-term Conditions, Enterprise in Public Health Nutrition and Applied Nutrition support modules in year 1. This is enhanced whilst on practice placement and reflected upon as part of the Reflection and Consolidation module in Semester 2 of year 2. An expertise in an appropriate range of skills and procedures essential for the practice of dietetics including:

• The rationale behind the modification of nutrient intake and how these modifications can be applied in the prevention and/or treatment of disease

• How and why the intake of specific nutrients must be modified in the treatment of named diseases and be able to give practical advice to clients from differing social and economic backgrounds to achieve the required modification

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• The ways of fortifying/modifying diets • Knowledge of the types of nutritional products which are prescribable, and when

and how to use them • Familiarity with objective setting in the delivery of a care plan for patient

management • Knowing how to evaluate and interpret relevant biochemical and medical data • Awareness of, and the ability to prepare, both standard recipes and recipes

modified with those products specifically for use in therapeutic diets, e.g. gluten-free flour

• A thorough understanding of the methods of achieving optimal nutritional status in all disease states

• Knowledge of what intervention a patient requires to follow a healthy eating regime taking into consideration financial and other constraints

• Understanding of the origins, changes and current eating patterns of different sectors of the population.

Students develop an appreciation of factors affecting food choice through discussions that take place within the Lifestyle & Long-Term Conditions module, Enterprise in Public Health Nutrition module and the Applied Nutrition Support module across the first year of the course. Students need to demonstrate their ability to consider factors affecting food choice in assessed components for the following modules: Lifestyle & Long-Term Conditions (care plan) and Applied Nutrition Support (Practical simulation). Similarly, students are assessed with regards to their understanding of the prevention and treatment of diseases and the rationale for dietary manipulation in Nutrition Advances in Practice, Lifestyle & Long-Term Conditions, Applied Nutrition Support and Enterprise in Public Health Nutrition. A programme of practical sessions also supports the acquisition of skills related to nutritional and dietetic modification. Students have the opportunity to gain further experience and enhance their skills during the Practice placements and in semester 2 of year 2, students have the opportunity to reflect on their learning and experiences in the Reflection and Consolidation module. An ability to collect and interpret data to provide qualitative information, particularly to:

• Understand the theoretical and practical basis for the use of biochemical tests in the detection and management of disease states of patients

• Be aware of ways in which dietary modifications can be used in diagnosis and research

• Understand basic statistical techniques used in nutrition and dietetics. Students are expected to have some understanding in relation to the skills required for effective data collection and the interpretation of this data including an understanding of statistical techniques prior to starting the course. The admissions criteria reflect the need for students to have “evidence of a final year research project which demonstrates a critical approach to the subject area”.

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Students accessing the PG Dip Dietetics course will have studied a “substantial amount of Human Physiology and Biochemistry to a minimum of level 5”. In Semester 1 of year 1 in the Lifestyle & Long-Term Conditions module, students consolidate their knowledge of biochemistry in the diagnosis, treatment and management of disease. The application of this knowledge is further developed in Semester 2 of year 1 during the Applied Nutrition Support module and during the second year whilst on practice placement.

Students are introduced to contemporary issues and current research in nutrition as part of the Nutrition Advances in Practice module in Semester 1 of year 1. Research in the field of nutrition and dietetics is integrated throughout each of the subsequent modules where appropriate. As part of the Lifestyle & Long-Term Conditions module and Applied Nutrition Support module, students consider appropriate dietary modifications according to patients’ diagnoses using case-studies to enhance their knowledge and understanding.

The range of communication skills and other interpersonal skills necessary for effective performance including:

• Knowledge of some elements of educational and learning theories including healthpromotion strategies

• Knowledge of formal and informal methods of communication• Awareness of the different methods and styles of communication that are used

when interacting with other health care personnel, catering staff and clients, andappropriate one to one communication with colleagues and the general public

• Use of communication skills to establish working relationships and developstrategies for coping with pressure

• The ability to identify the barriers to communication and ways in which these maybe overcome

• Knowledge of what factors must be considered to work successfully withcolleagues to prepare and present a talk on a given topic

• Ability to choose the most appropriate methods of communication for a givensituation.

These skills form a key theme that is developed throughout the course. Students are introduced to a range of communication and interpersonal skills required for effective professional practice in year 1 within the Professional Development for Practice module. As part of this module, students take part in communication skills sessions that are recorded in order to allow students to self-evaluate their performance. Opportunities for further development exist in the Applied Nutrition Support module in Semester 2 of year 1 whereby students’ communication skills are assessed alongside their clinical skills in a simulated practice environment. In year 2, the Reflection and Consolidation module encourages students to reflect on and critically evaluate their learning and practical experiences.

All students have individual email accounts that are utilised in a variety of ways including liaison with lecturers and academic advisors whilst away from the university on practice placement.

Confidence in engaging with technology in the pursuit of effective dietetic practice including:

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• Working knowledge of the methods commonly used in nutrition research and theability to evaluate research papers critically

• Ability to use basic packages for word processing and statistical analysis, andunderstand how to set up databases and spreadsheets

• Demonstration of appropriate IT skills to communicate with colleagues (e.g.electronic mail) and search for information

• Competence in using a nutritional analysis programme to analyse food intakerecords/recipes

It must be acknowledged that students accessing the postgraduate course are increasingly proficient in the use of information technology. Therefore, the course is designed to build on and enhance these skills to enable students to become effective practitioners. Additional resources are available for students as part of the University ‘Skills for Learning’ packages with regards to IT and study skills e.g. reflective writing, critical appraisal. Students use computer programmes such as the NETWISP nutritional analysis package as part of their care plan assessment in the Lifestyle & Long-Term Conditions module and PebblePad to develop an e-portfolio of evidence relating to practice competencies. Furthermore, the use of e-portfolios reflects the move towards paperless systems in the practice environment. Practical sessions within the clinical modules; Lifestyle & Long-Term Conditions and Applied Nutrition Support, present an opportunity for students to put theory into practice. Further experience and opportunities for application are presented during the Practice placements.

Staff Teaching on the Course You can find details of our highly qualified permanent teaching staff on our website, who are involved in teaching, research and administration associated with the course.

Regulatory Exemption details: Threshold pass: Students must obtain at least 40% in each module. In addition, students must obtain at least 35% in each component of assessment within a module. A mark of between 35% and 39% may be compensated by the other component of assessment within the module.

To comply with Health and Care Professions Council (HCPC) Standards of Education and Training, the university have explicit effective student complaints procedures including appeal about an academic decision: http://www.leedsbeckett.ac.uk/studenthub/complaints.htm

Award - Provision for the recommendation of merit and distinction: Students will be awarded with ‘merit’ on demonstrating the following:

• A profile of achievement of a mark of 60-69% in modules whereby the assessmentcontributes to the final award; PG Dip Dietetics (120 credits).

Students will be awarded with ‘distinction’ on demonstrating the following: • A profile of achievement of a mark of 70% or above in modules whereby the

assessment contributes to the final award; PG Dip Dietetics (120 credits).

http://www.leedsbeckett.ac.uk/studenthub/complaints.htm

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Students who successfully complete the PG Dip Dietetics including the placement component will be eligible to apply for HCPC registration. Awarding students ‘merit’ or ‘distinction’ acknowledges students’ academic achievements. Furthermore, the University and dietetic profession alike are keen to encourage students to pursue additional qualification to MSc/PhD level and therefore, some differentiation in award may be helpful in terms of identifying student ability.

Attendance requirements: To comply with HCPC Guidance on conduct and ethics for students section 2 (effective communication with members of academic staff, practice placement providers and service users) students must attend a minimum of 80% of the communication skills course within the Professional Development for Practice module and successfully complete the communication skills assessment.

Delivery outside normal academic year This is a two-year professional vocational course that will operate outside the academic calendar. This is to enable students sufficient time to accommodate practice placement.

Progression to practice placement: All first year modules must be passed with a minimum mark of 40% and at least 35% in each component of assessment. Practice placement A provides students the opportunity to observe the working life of a dietitian and must have been completed before the student can progress into year 2 and undertake Practice Placement B. Students must also undertake the following mandatory training in preparation for NHS practice placement: basic life support, fire safety, infection control, information governance, moving and handling, safeguarding and food safety in catering.

The following progression arrangements are in place in line with HCPC requirements and Professional Body (British Dietetic Association Curriculum Guidance): https://www.bda.uk.com/training/practice/preregcurriculum

Practice placements are approved and allocated by the Dietetics Placement Team in collaboration with the Practice Learning and Employability Unit (PLEU). The course must comply with this system to maintain professional accreditation.

Progression through Practice Placements The following progression statements relate to those agreed between the PLEU as part of the Northern Dietetic Stakeholder Partnership (NDSP) and Practice Educators in the Northern Cluster (covering the North East and Yorkshire and the Humber Local Education Training Boards). It is hoped that the Progress Towards Learning Outcomes (PTLOs) frameworks for practice placements B and C will help both students and practice educators identify students who are failing to meet Learning/Outcomes (LOs) and guide their progress accordingly.

Progression from Practice Placement A to Practice Placement B Students must undertake Practice Placement A and successfully complete the following first year modules prior to undertaking Practice Placement B: Nutrition Advances in

https://www.bda.uk.com/training/practice/preregcurriculum

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Practice, Lifestyle & Long-TermConditions, Professional Development for Practice, Applied Nutrition Support, Enterprise in Public Health Nutrition).

Progression from Practice Placement B to Practice Placement C • Students who achieve competency in all learning outcomes progress to post Practice

Placement B reflective block (PG) and Practice Placement C. • Students who are working towards competency in 1-2 Learning Outcomes and who

have achieved competency in all the other 7 Learning Outcomes may progress to Practice Placement C. Students must demonstrate competency in the 1-2 Learning Outcomes at Practice Placement B threshold by week 6 of Practice Placement C

• Students who are working towards competency in 3-4 Learning Outcomes shouldundertake an additional 4- 6 weeks of Practice Placement B.

• Students who are working towards competency in 5-6 Learning Outcomes shouldundertake an additional 13 weeks of Practice Placement B.

• Students who are working towards competency in 7-9 Learning Outcomes will not beoffered a further Practice Placement B.

• Students who have not demonstrated competency in 6 or more Learning Outcomeswill not be offered a further Practice Placement B.

• All extended placements will be agreed in conjunction with the university tutor,relevant practice educator, the practice lead and placement co-ordinator in collaboration with the external examiner.

Progression from Practice Placement C to final reflective block • Practice Placement C must be completed before the student can complete the final

post Practice Placement C Reflection and Consolidation module (PG). • Students who achieve competency in all learning outcomes progress to the post C

period of the course. • Students who are working towards competency in 1 Learning Outcome and who have

achieved competency in all other 8 Learning Outcomes may be allowed to continue Practice Placement C for a further 2 weeks to facilitate a pass, dependant on the agreement of the named trainer.

• Students who are working towards competency in 2 Learning Outcomes shouldcomplete an extended period of training which would be between 4 - 6 weeks of Practice Placement C.

• Students who are working towards competency in 3 -6 Learning Outcomes mustrepeat 12 additional weeks of Practice Placement C.

• Students who are working towards competency in 7-9 Learning Outcomes will not beoffered a further Practice Placement C.

• Students who have not demonstrated competency in 6 or more Learning Outcomeswill not be offered a further Practice Placement C

In the event of failure In the event of failure to achieve a satisfactory standard at the end of Practice Placement B or Practice Placement C the student and the University tutor must each be informed of the reasons for the failure.

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The final assessment should be undertaken at the end of the practice placement and before the student leaves the practice placement in order that adequate feedback can be given. A student cannot normally fail the practice placement before she/he has completed the full number of practice placement weeks for that practice placement.

Any repeat or extended practice placements are agreed within the guidelines of the BDA Curriculum Framework (BDA, 2013).

Failure of Practice Placement B • If the student has not met competency in more than 4 learning outcomes they must

repeat the whole 13 weeks of practice placement. • If the student has not met competency in all learning outcomes at the end of a 4 to

6 week period of extended training, they must repeat the whole 13 week practice placement.

• The student is not normally permitted more than 2 attempts at practice placementB or more than 500 hours of repeated practice placement as specified in the BDA curriculum framework.

Failure of Practice Placement C • If the student has not met competency in 3 or more LO’s they must repeat the whole

12 weeks of practice placement. • If the student has not met competency in all learning outcomes at the end of a 4 to 6

week period of extended training, they must repeat the whole 12 week practice placement.

• The student is not normally permitted more than 2 attempts at Practice Placement Cor more than 500 hours total of repeat practice placement.

• It should be noted that if a student has already repeated Practice Placement B theywill not be eligible to repeat Practice Placement C due to the limit of hours of repeat practice placement available to them. They might be eligible to extend their Practice Placement C by up to 3 weeks, dependant on the hours taken for their repeat B so long as they do not exceed 500 hours repeat practice placement.

Extended training due to absence If the student misses some of the 13 week Practice Placement B or 12 week Practice Placement C due to absence, e.g. sickness, the following action should be taken:

Loss of up to 5 practice placement days No action needs to be taken if the Practice Educator considers that there is no detrimental effect on the student’s progress, i.e. they have demonstrated competence in all the learning outcomes for that practice placement. If this is not the case the lost time must be made up.

Loss of more than 5 practice placement days The student must complete a minimum of 12 weeks for Practice Placement B and 11 weeks for Practice Placement C. Any days lost due to illness or other absence must be repeated to demonstrate the minimum attendance level for each practice placement. No action needs to be taken beyond this if the Practice Educator considers that there is no detrimental effect on the student’s progress, i.e. they have demonstrated competence in

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all the learning outcomes. If this is not the case the rest of the lost time should be made up.

If a student requires a prolonged period of absence from their practice placement, the period of training required will be determined in consultation with the Practice Educator and the University Tutor. The assessment regulations which apply to Leeds Beckett awards are accessible in full via section C of the Academic Regulations: http://www.leedsbeckett.ac.uk/public-information/academic-regulations/

http://www.leedsbeckett.ac.uk/public-information/academic-regulations/