module specification

DT5058 Professional Practice in Dietetics
This module provides learners with knowledge of the principles of catering management within the public sector.  This includes methods of food provision, preparation, distribution and quality control. Constraints on menu planning and the development, implementation and evaluation of nutritional standards for catering services are discussed.  This foundation of knowledge is then applied to the management of malnutrition with a specific focus on the professional and ethical issues associated with food provision and the application of microbiology to dietetic practice.  This module also prepares learners for Practice based learning 1.
Teaching period: Spring
Assessment: A 2000 word report and a 1500 word portfolio of their learning on the module. Learners are also required to obtain level 2 certification in Food Hygiene through online learning.
Learners must obtain at least 40% to pass this module. In addition learners must normally obtain at least 35% in each component of assessment within this module. A mark of between 35% and 39% may be compensated by other components. If an assessment is passed on reassessment, then the maximum mark awarded will be 40%.

Principles of catering management within hospitals, nursing homes and schools. LO1
Financial and institutional constraints on menu planning. LO2
Development, implementation and monitoring of nutritional standards for catering services. LO3,LO4
Development of a professional portfolio, current dietetic professional standards and code of conduct documents, reflective practice, team working skills. LO6
Level 2 Award in food safety in catering to prepare or sell food. LO5
Infection risk and infection control strategies LO5,LO6
Aspects of professional behaviour in accordance with the legal and ethical boundaries of the dietetic profession and the requirements of the Health and Care Professions Council
Preparation for Practice based learnings including professional portfolios, reflective practice, information governance, record keeping.
How to raise concerns about the safety and well being of service users including whistleblowing and current related health regulatory policy.
Understanding the importance and relevance of consent to treatment and how to obtain this.
Current governance regarding person identifiable information and electronic health care records including legal and regulatory frameworks. Includes confidentiality, information governance, appropriate information sharing within professional legal and ethical boundaries
Evidenced based practice including the principles of scientific enquiry including sources and grading of evidence. Epidemiology as applied to dietetic practice.
Safe and effective dietetic practise, understanding scope of practice, including an awareness of their limitations and when it is appropriate to seek advice or refer to another professional.
Core NHS values including respect, dignity and upholding service user autonomy.
Duty of care and upholding high quality care; including challenging situations and at times of personal incompatibility
Fitness to practice including maintenance of high standards of personal and professional conduct and one’s own health. Ensuring currency of knowledge. LO6

Lectures (45 hours) - Interactive lectures will present the factual elements of the syllabus
Tutorials (15 hours) – Small group tutorials will in incorporate blended learning activities and include clinical scenarios, online food safety course, exercises and informal discussion to reinforce the material presented in lectures and to develop key elements of the syllabus in addition to providing opportunities for formative assessment, reflection and feedback.
Private study (90 hours) - Learners are expected to undertake private study or distance learning by reading through their lecture notes, undertaking background reading from recommended sources and completing assessment activities.

On completion of this module learners will be able to:
1. Appraise differing methods of institutional food service
2. Determine the financial and institutional constraints of menu planning
3. Determine how the nutritional standards and guidelines for catering services are
     developed, implemented and monitored
4. Apply nutritional standards to a given catering scenario
5. Utilise knowledge of clinical microbiology and its application to dietetic practice
6. Demonstrate the skills, knowledge and understanding required to meet the expectations of professional behaviours stated within the standards of proficiency for dietitians and the HCPC standards of conduct performance and ethics.

Learners will be required to complete:
A 2000 word report which will require learners to apply relevant nutritional standards to a new catering system to ensure that the nutritional needs of a given population are met.
A 1500 word on-line portfolio of their learning on the module which will include a
reflective piece discussing how this module and prior learning have prepared them for Practice based learning 1, a copy of their Level 2 Award in food safety in catering, a copy of their DBS and Occupational Health certificates, Pre Practice based learning 1 form and a discussion of where a learner in a case study has met or breached the HCPC standards.  Through completion of
this portfolio, learners must also demonstrate their  understanding of:
- the requirements for registrants by the Health and Care Professions Council
- the Health and Care Professions Council Standards of Proficiency
- the legal and ethical boundaries of the profession.
Learners must obtain at least 40% to pass this module. In addition learners must normally obtain at least 35% in each component of assessment within this module. A mark of between 35% and 39% may be compensated by other components. If the module is passed on reassessment, then the maximum mark awarded will be 40%.

The report will assess the learner’s ability to discuss the financial and institutional constraints of menu planning and apply nutritional standards to a given catering scenario.  The learner’s ability to explain how the nutritional standards and guidelines for catering services are developed, implemented and monitored will also be assessed.

The Portfolio will provide a number of methods to formatively assess the learner’s understanding of the HCPC standards of Proficiency, the ethical and legal boundaries of the dietetic profession and the requirements for conduct.  The reflective piece will be used to summatively assess the learner’s ability to apply these standards to their own developing practice.

Learners will normally be invited to submit a formative reflective piece prior to the summative submission. This will aid in allowing development through response to constructive feedback as well as promoting understand of the marking scheme and level of work expected. The formative assessment may be reworked to form part of the summative assessment, thereby not increasing the assessment load.

Work will be submitted online via Turnitin. Learners will receive written formative feedback on the submitted formative assessment and verbal formative feedback on other components either in class or as 1:1 support. Summative written feedback will be provided on all coursework in line with university policy.

British Dietetic Association (2017) The Nutrition and Hydration Digest: Improving Outcomes through Food and Beverage Services, 2nd edition [Online].  Available at: https://www.bda.uk.com/publications/professional/NutritionHydrationDigest.pdf (Accessed: 1/2/2018)(CORE)
Cross and MacDonald (2009) Nutrition in Institutions, Wiley Blackwell 1st Edition (CORE)
Donaldson, R.J. (2002) Essential Food Hygiene. London: The Royal Society of Health.
Health and Care Professions Council (2013) Standards of Proficiency - Dietitians
[Online].  Available at:   http://www.hpc-uk.org/
assets/documents/1000050CStandards_of_Proficiency_Dietitians.pdf
(Accessed: 1/2/2018) (CORE)
Health and Care Professions Council (2016) Standards of Conduct, Performance and Ethics [Online]. Available at: http://www.hcpc-uk.org/assets/documents/10004EDFStandardsofconduct,performanceandethics.pdf (Accessed: 1/2/2018) (CORE)
Moon, J. (2004) A handbook of reflective and experiential learning – Theory and practice. London: RoutledgFalmer.