Course Specification BSc (Hons) Dietetics (DIETA)

Transcription

1 LEEDS BECKETT UNIVERSIT Course Specification BSc (Hons) Dietetics (DIETA) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are updated on an annual basis to include modifications approved through our University s quality assurance processes. This Course Specification provides an indication of the current curriculum. If any changes are made to material information an updated Course Specification will be made available.

2 Faculty of Health & Social Sciences Award and programme title: BSC HONS DIETETICS Level of qualification: Level 6 Contained awards available: Award Title Level Cert HE Nutritional Studies Level 4 Dip HE Nutritional Studies Level 5 BSc Nutritional Studies Level 6 (On successful completion of 60 points at Level 6 with failure in Practice Placement) BSc Hons Nutritional Studies (On successful completion of 120 points at Level 6 with failure in Practice Placement) Level 6 Length and status of programme and mode of study Programme Length (years) Mode (campus-based Status (FT/PT/SW) / DL or other) Full time September start 4 ears Campus based Course Specification Overview and Aims The course is aimed at people wishing to pursue a career in Dietetics as a Dietitian registered with the HCPC and therefore eligible to use this protected title in the UK. 1. To provide a progressive and cohesive programme of applied learning enabling students to understand the relationship between nutrition and health and apply this knowledge practically for the benefit of the individual and the community. The course of study will lead to eligibility to apply for registration in Dietetics with the HCPC. 2. We aim to develop the students ability to critically evaluate dietetic practice based on current best evidence and participate in multi-disciplinary work and to develop to a high level the professional skills and competencies essential for graduates in the rapidly changing environment of health provision.

3 3. The course aims to enable students to engage in continuing professional development and prepare for lifelong learning. 4. Graduates should possess strong communication, presentation and IT skills in order to function effectively and efficiently within the varied and demanding places of work. Additionally graduates should possess the necessary research skills in order to contribute and further develop the evidence base for nutrition and dietetics. 5. 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 also need to be familiar with working within multi-agency settings such as local authorities and voluntary organisations. The course at this institution is unique in providing the opportunity for a non-clinical placement. Course Learning Outcomes Course Learning Outcomes 1 Integrate theoretical concepts from biological, clinical, numerical and social sciences with practical application to moderate food and nutritional habits to apply the science of nutrition to individuals and groups by translating theoretical concepts and principles into relevant nutritional advice. 2 Develop strong interpersonal skills to enable effective communication through varying media, including the use of information technology, and to a wide diversity of individuals and groups while adhering to the HCPC Code of Conduct and Practice within legal and ethical boundaries. 3 Demonstrate a scientific and critical approach to the application of diet therapy in practice to maintain and enhance health both through the treatment of disease by diet and the promotion of good nutrition 4 Critically reflect, self-evaluate and commit to the use of research in the evaluation and improvement of practice whist recognising the potential and limitations of nutritional sciences as a practice based discipline. 5 Understand the educational skills and qualities that enable the practitioner to empower individuals to take control of their food

4 choice in relation to their health whilst appreciating their diverse backgrounds. 6 Use Enterprising skills to assess, advice and enable individuals and groups to make appropriate and safe food provision. Course Structure Course Structure Level 4 Dietetics is underpinned by both the natural and social sciences. It is also knowledge and skills based profession and the course team have been mindful of this when examining and developing the content for each of the three levels of the degree programme. In first year, students are introduced to the biochemical and physiological sciences underpinning nutrition. They are also introduced to the concept of social sciences and how these link to nutrition, health and disease. Students must also demonstrate competence in a range of practical food and nutrition related skills such as modifying and preparing a variety of cultural dishes, utilise NetWISP dietary analysis package as well as laboratory skills. The emerging themes in Level 4 of the course (Natural Sciences, Social Sciences, Research, Nutrition & Food, and Personal and professional development) are built upon and further developed in Level 5 and Level 6 of the course. Semester 1 Core () Semester 2 Core () Human Biochemistry Human Physiology Personal Development Introduction to Nutrition Food and Food Science Social Sciences Level 5 In developing the course, the course team not only monitored the module content horizontally to ensure there was no overlap, but they also assessed the content vertically within the key themes identified above to ensure that the skills and knowledge identified were being added to. Therefore, within L5 of the course, students are expected to reflect on their knowledge and skills from L4 (including clinical placement A) and begin to critically evaluate the literature in formulating their own ideas, plans and evaluations within Nutrition, Research, Social Sciences, Physiology and Nutritional Sciences. Students need to integrate the scientific areas into common disease states introduced at this level and apply knowledge to consider people in a holistic way. Key skills are level 5 are application & justification of knowledge, data collection and communication using a wider variety of resources. Semester 1 Core () Semester 2 Core ()

5 Professional Development Lifespan Nutrition Lifestyle Chronic Conditions Applied Clinical Dietetics Nutrition Support Research Methods, Statistics and Evaluation Level 6 At L6 of the course, students are required to demonstrate professional competencies such as time management and organisational skills. Students undertake practice placements B and C as well as a non clinical placement during year 3. Opportunities to demonstrate such skills are presented in modules requiring students to undertake larger assignments that consist significantly of independent study with minimal teaching and supervision. At L6, the students are expected to have become more independent in their learning and consolidate their knowledge, self-management skills and are supported in their learning by tutors/project supervisors and the Competent Practitioner module. Semester 1 Core () Semester 2 Core () ear 3 Reflection & Consolidation of Practice Practice Placement B Practice Placement C ear 4 Research project (40 credits) Clinical Effectiveness & Nutrition Strategies and Outcomes Service Design Competent Practitioner Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The BSc (Hons) Dietetics endeavours to deliver learning and teaching strategies and activities which are underpinned by the University s values and strategic plan. We feel that the curriculum is flexible and current as we have carried out numerous mapping exercises, and obtained the views of stakeholders to ensure excellence in the provision of our teaching. The examples below identify specific modules which contain excellent teaching and learning strategies and challenging yet authentic tasks The 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. Statistical background and Dietetics. Eleven of the course team are registered Dietitians (HCPC) (including the Course Leader). Therefore module tutors can reflect on their own research, clinical or nutritional background when developing and delivering materials to inspire students. Module tutors continually strive to deliver content which is up to date, evidence

6 based and relevant and to provide students with realistic tasks which they can reflect upon and provide evidence of this in their portfolios. Newer approaches to delivering course material eg using podcasts, position papers, DoH guidelines, TV and radio programmes have led to the creation of inspiring modules which it is hoped students will rate 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) mean 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 (NetWISP and PASW), critical evaluation skills, communication skills and of course an in- depth evidence based knowledge of their subject area. Coupled with our Personal and Professional Development stream throughout the course, we feel that the course prepares students for employment and lifelong learning. 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 small scale kitchen. Teaching approaches include: staff-led lectures and workshops, student led seminars and workshops, practical work, study packs, tutorials, clinically-based teaching; case studies, problem solving exercises; reflective learning techniques, computer-assisted learning, and inter-personal skills groups Handouts, booklets and videos/dvds are widely used to support student learning, with increasing use of computer-based learning. The area of web-based learning will be used to enrich 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 such as counselling and interviewing techniques are developed in workshops. During the practical placements year students will be required to develop portfolios and learning logs of work experience. Graduate Attributes (UG only) A Global Outlook

7 Students are encourage to reflect on their own cultural and global experiences and those of others related to food, nutrition and health and to utilise these were appropriate in class discussion, assignments and while on placement. Throughout the communication skills development at all levels, students develop appropriate communication strategies to practice & evaluate dietetics in a multi-cultural group. This is developed on placements during year 3 as well. At L4, within the Introduction to Nutrition module, students utilise tutorials to explore foods and staples from across the world and are given an overview of dietary related diseases in developing countries. Also, within their Food and Food Science module, students are given the opportunity to prepare and adapt health eating recipes for different cultures further enhancing their food skills and applying their knowledge. At L5, the main nutritional problems affecting the world (over-nutrition and under-nutrition) are explored. Epidemiology of conditions from worldwide perspective and demonstrating an understanding of disease states from different cultural perspectives is part of the clinical modules (LCC, NS & Applied Clinical Dietetics) at Level 5. Whilst specific discussion of the impact of culture, religion, environment and socio-economic factors on nutrition is part of the level 5 Lifespan Nutrition module. A proportion of students will undertake their nutrition placement abroad within volunteering and paid schemes/employment at Level 6. Students largely organise their own non clinical placements Case study and classroom discussion of multicultural populations within the UK, and their nutritional & health service needs is central to level 6 modules particularly Reflection & Consolidation of Practice & Clinical Outcomes & Effectiveness. Digital Literacy By the end of the course, students need to have confidence in engaging with technology in the pursuit of effective dietetic practice. A professional Dietitian needs to be able to communicate effectively utilising the Microsoft word package (word and PowerPoint); utilise statistical software packages such as PASW statistics to analyse and interpret intelligence; to analyse, interpret and make recommendations on dietary intake utilising a dietary analysis software package (such as NetWISP); to find, access and retrieve evidence based research and information utilising electronic databases such as Pubmed, Cochrane, Google Scholar; to keep abreast of professional correspondence by utilising and other digital media communications such as Facebook and Twitter. access up to date information from peer reviewed journals or websites of professional bodies & disease based charities to achieve this. They use digital literacy skills to communicate nutritional advice to a range of clients e.g. through design of information leaflets, posters, media articles, journal articles. communication within the professional & with a variety of other health care professionals and clients is increasingly utilising IT skills via paperless record keeping, access to medical results, collation of activity data as well as simple letter writing which may utilise digital

8 voice recognition. These skills are developed & assessed in the communication elements of the PD modules at each level as well as on placements. Digital Literacy has been instilled throughout the course from the very outset. The Level 4 Food and Food Science module allows students to manipulate numerical data utilising PASW statistics while the L4 Personal Development module allows students to find, access and retrieve evidence based digital and literature. The L4 Personal Development module also introduces the student to the concept of the E-Portfolio and how to build on this within the PD stream running through the course from L4 to L6. At Level 5, the expectation is that students will utilise their level 4 Information Literacy to access and find evidence based research to support their assessments. Students also build upon the statistical practical knowledge by undertaking the Research module assignment which incorporates a PASW statistical element. Students also build on their E-Portfolio as outlined previously and update their techno literacy abilities by utilising NetWisp (a dietary analysis software package) to analyse dietary intake. During Level 6, students will have improved upon their digital literacy general skills and then must apply this in practice via their research project where they must access, store, retrieve, create, format and publish a large document for assessment. Students also continue to add to their e-portfolio; to demonstrate competence and fitness to practice. Assessments: Students are required to produce a piece suitable for a magazine article at L5 in Lifespan nutrition & to develop posters to communicate their work in 2 L6 modules (reflection & consolidation of practice & research project). Presentations utilising PowerPoint or the production of handouts are in personal development at L4, Professional development at L5 and Nutrition Strategies and Service Design at L6. Being Enterprising Students are encouraged to be enterprising and take ownership of their own learning from the beginning of the course. Students are introduced to the idea of identifying their strength, weaknesses, reflecting and providing evidence on these and building a professional portfolio. In Level 4 in Personal Development, Human Biochemistry & Human Physiology, we begin by enabling students to be responsive adaptable problem solvers. This is further developed as students learn to formulate an appropriate case study client & SMART goals in the level 5 Lifestyle Chronic Conditions module, formulate appropriate feeding regimes in the Nutrition Support & Applied Clinical Dietetics modules. During practical session student use skills to cook appropriate, attractive & nutritious food choices for various dietary needs. During the placement year, students develop business and enterprise skills within nonclinical nutrition placement. Continuing at level 6, students develop these skills on their non clinical placement & demonstrate this in their individual placement reports as part of the L6 Reflection & consolidation module. The clinical outcomes & effectiveness module requires students to develop innovation and contemporary ways of working through reflection, classroom discussion and learning set tasks that incorporate initiatives such as CQUINS, and other delivery programmes. Entrepreneurial, and leadership skills are employed as part of the group development process in the Nutrition Strategies and Service Design modules

9 Summative Assessment of the Graduate Attributes Title and Level Digital Literacy Global Outlook Enterprise Level 4 Human Biochemistry (via practical booklet) Human Physiology (via exam ) Food and Food Science (via PASW (via Food numerical task Science within the workbook) workbook) Introduction to Nutrition (via workbook) Personal Development for ( E-Portfolio) Dietitians Social Science(1): The Psychosocial Context of Health Level 5 Lifestyle Chronic Conditions Nutrition Support ( via record card assessment) (assignment) ( via case study assessment)) (via record card assessment) Lifespan Nutrition ( via exam) Professional Development (IPL & e- for Dietitians portfolio) Applied Clinical Dietetics (via exam) Research Methods, (group (group Statistics and Evaluation assignment) assignment) Level 6 Practice Placements portfolio portfolio portfolio Reflection & Consolidation of Practice (placement report) (placement report) (placement report) The Competent group seminar (assignment Practitioner IPL) Clinical effectiveness & (exam) Outcomes Nutrition Strategies and Service Design (assignment) Research Project (final year project) Use of the Virtual Learning Environment

10 General module information, lecture slides, web links, audio and video material, web-casts and web-conferencing, formative and summative assessment tasks and discussion boards. The course VLE material meets and frequently exceeds the Minimum Requirements for VLE set by the University. Throughout the course development and mapping exercise the course team have endeavoured to ensure that across all modules meet the basic criteria for e-learning In addition, In the L4 Human Biochemistry module students can use MCQs to test their knowledge to date and track their progress throughout the module. It enables them to recognise areas where they may need additional support which they can then discuss in tutorial sessions. In the L5 Lifestyle Chronic Condition & Lifespan Nutrition modules student can utilise webbased media such as podcasts and vodcasts to look at patient/ carer experiences of lifespan nutrition or disease states to broaden their understanding of a holistic approach in key topic areas. Videos are also available of feeding tube insertions in the Nutrition Support L5 module and groups are allocated via MyBeckett and students complete a task and upload the results via an online discussion to share information between groups. In the L6 Research module advocates the use of an online plagiarism checker for final year students. In the L6 Clinical Outcomes & Effectiveness module, students are allocated to group learning sets to research current guidance and research in a particular area; they use discussion boards to share their work within the group and demonstrate their contributions. The L5 Nutrition Support module uses the virtual setting to outline a case study of a patients over a number of weeks; students complete the care plan according to the information available and submit the final care plan (record card) as their assessment for this module. These are just some examples of use of the VLE Also, as part of the course development process, the Faculty TEL representative is a member of the Course development Team. Use of Blended-Learning Not applicable

11 Assessment Strategy The course team utilise a variety of different methods to aid in the assessment, learning and teaching students; including face to face interactive teaching, online discussion groups, practical skills development and use of formative MCQs to provide students with feedback on their progress. The full range of summative assessments is illustrated in the MAT. There are a range of assessment methods at each level; Group presentations, e-portfolios and essays are at each level and students develop their skills in these areas as they go through the course. Assessments at each level have been chosen to prepare students for the next stage of their training and for their future employment. For example development of a portfolio at L4 is essential prior to A placement. Development of key areas of knowledge at L4 lays the foundations for application of this at L5. Knowledge is assessed using MCQ s and exams. On clinical placement in year 3 students are expected to collect information from a range of sources to assess patients and record it according to key guidelines, this is innovatively assessed using an online based case study and record card assessment. Similarly, application of knowledge is assessed using a case-study / care plan assessment. Other practical skills such as writing for a variety of audiences (magazine article) & group presentations continue to be assessed prior to placement. The use of work related & authentic assessment continues into level 6 with the presentation of a research project, portfolio work, poster presentation, a care plan & nutrition strategy. Feedback on Assessed Coursework Formative assessment is integrated throughout the majority of modules on the course. Some modules have skills based sessions based within the kitchen, laboratories and communication suites allowing tutors managing these sessions to provide students with instant feedback on their techniques/results. Other modules will have formative peer assessment or have presentations assessed formatively and then this can be utilised to inform their summative submission. Summative assessment feedback will be provided in line with University Regulations (i.e. 4 week turn around period) should this period be shorter or longer students will be informed. Feedback will be given in many ways e.g. written and oral. Results are usually posted on the VLE although in some cases may be given physically and also through Turnitin. At the beginning of the academic year (for L5 and 6 students), a personal objectives session is undertaken where students reflect on their placement feedback, assignment feedback and exam grades and feedback from their level tutor to carry out a SWOT analysis and set their own personal objectives for inclusion in their e-portfolio for the coming year as part of the PD strand.

12 Module Assessment Methods Core () Assessment Module Titles Human Physiology, level 4 Multichoice Exam 100% questionnaires Human Biochemistry, level 4 Practical Reports Exam 60% 40% Personal Development, level 4 Group e-portfolio presentation 50% including 50% Social Science, level 4 Course Essay 100% assignment Food & Food Science, level 4 Workbook 50% Workbook 50% Introduction to Nutrition, Coursework 30% Exam 70% level 4 Professional Development, Group Portfolio including level 5 presentation 50% evidence of development of communication skills 50% Lifespan Nutrition, level 5 Exam 100% Assessment IPL pass/fail IPL pass / fail Lifestyle Chronic Conditions, Social sciences Case study 70% level 5 essay 30% Nutrition Support, level 5 Essay 30% Record card 70% Applied Clinical Dietetics, level 5 Research Methods, Statistics and Evaluation, level 5 Reflection & Consolidation of Practice, level 6 Competent Practitioner, level 6 Research Project, level 6 (double module worth 40 credits) Clinical Effectiveness & Outcomes, level 6 Reflection on practical session 30% Critical Evaluation 50% Reflective, nutrition placement report with acceptable supervisors report in appendix 50% Group seminar 30% The production of a critically evaluated and fully referenced written report 100% Exam 70% Group Research Project 50% 2000 word essay reflective & critical appraisal relevant to Placement B 50% Personal statement & eportfolio 70% Care plan 40% Exam 60% IPL pass / fail

13 Nutrition Strategies and Service Design, level 6 Work Related Activity/ Placement Group presentation 40% Practice placement B and C are assessed via evidence in portfolio pass/fail Written piece nutrition strategy 60% Employability and Professional Context 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 student s should adhere to the university Policy, regulations and procedures relating to professional suitability or professional misconduct 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 healthcare is no longer the sole responsibility of the NHS, therefore graduates also need to be familiar with working within multi-agency settings such as local authorities and voluntary organisations. Students are given the opportunity to explore non-nhs work settings in their 6-10 week nonclinical placement during year 3 of the course. This is introduced in Induction of Level 5 (ear 2) and students are supported to find a suitable placement. This is followed up in the reflection and consolidation module and the Nutrition Strategies and Service Design modules in Level 6. Within the HSS Faculty 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 are encouraged to go through a process of personal development and skills analysis before embarking on a placement and reflect critically on their return on how their experiences have progressed their development. 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.

14 Work-Related Activities Practice placements are in line with HCPC requirements; At the end of level 4 students complete a 3 week A placement. After successful completion of level 5 & A placement students undertake a 13 week (B placement) and 12 week (C placement) during year 3 of the course. In addition, students undertake a 6-10 week non clinical placement during year 3. Placements are reflected upon & learning consolidated in module on return to the university Professional Development & Nutrition Support module in year 2 (level 5) Reflection & Consolidation of Practice in year 3, Clinical Outcomes & Effectiveness in year 4 (level 6) During placement, students are expected to make use of work based IT systems such as NHS IT systems to access patient data. The security (confidentiality) & ethical issues that relate to this are made clear in the Level 4 Personal Development & Level 5 Professional Developments modules prior to placements. Placement or Work-Related Activity Level: Practice Placement A is at the end of Level 4 (3 weeks) Non clinical work related placement is at the end of level 5 (6-10 weeks), Practice Placement B and C are in year 3 of the course at level 6 (13 weeks & 12 weeks respectively) Placement or Work-Related Activity Length in Weeks: See above Type of Placement or Work-Related Activity: Supervised and summatively assessed 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 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 website at 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 FHEQ (UK),

15 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. Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) 1 3 Minor Modifications- Level 4 Human Biochemistry The assessments were previously weighted as 80% exam and 20% course assignment; the exam is now weighted at 60% and course assignment 40%. Level 5 Lifespan Nutrition The course work assignment, previously worth 30% has now been eliminated and the exam is now worth 100% and has been increased from 2.5 to 3 hours duration. Level 6 Clinical Effectiveness and Outcomes Weighting of the assessment (from 70/30 to 60/40) in line with the learning outcomes. Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) Level 4, 5 and 6 September 2016/17 Entry