module specification

This module builds on the experiences from Practice based learning 1 and focuses on consolidating the skills and knowledge developed in preparation for undertaking Practice based learning 2 and 3. 
Semester: Spring and Summer
Prerequisites: DI5W51 Practice based learning 1
Assessment: Structured reflective account (700 words) Journal Club presentation (10 minutes). Written Case Study (700 words). Attendance (minimum of 80% ) - pass/fail
This module forms an essential part of practice based learning preparation. Learners must obtain at least 50% to pass this module. In addition learners must normally obtain at least 45% in each component of assessment within this module. A mark of between 45% and 49% may be compensated by other components.
Brief Guidance Notes: This module does not provide academic credit but successful completion is an essential requirement of the course to ensure that learners are sufficiently prepared for the demands of practice based learning 2 and 3

DI5W51 Practice based learning 1 and thus all prior pre-requisites should normally have been passed before taking this module

The specified learning outcomes will be developed around a framework based on the following subject matter:

• Application of biochemistry as a patient assessment & monitoring method. LO1
• Application of anthropometry as a patient assessment & monitoring method. LO2
• Behaviour change and behaviour modification techniques; promotion of self care and facilitation of learning LO3, LO4, LO5
• Professional skills - reflection, presentation skills, critical thinking, emotional intelligence LO4, LO5
• Model and process for nutrition and dietetic practice as applied to a range of conditions and circumstances. LO3, LO5
• Further development and application of core nutrition and dietetic skills to allow for dietetic treatment planning and management of a range of diseases and conditions. LO1, LO2
• Appropriate selection, use, modification and adaptation of verbal and non-verbal communication skills in the assessment and engagement of service users. LO1, LO2, LO3, LO4, LO5
• The influence of the wider determinants of health, behaviour and lifestyle on verbal and non-verbal communication LO1, LO2, LO3, LO4, LO5
• Information sharing to facilitate service users to make informed decisions including the use of aids or interpreters for example LO1, LO2, LO3, LO4, LO5
• Positive interpersonal skills to support service user interaction LO1, LO2, LO3, LO4, LO5
• Use of appropriate information and communication technology for dietetic practice LO1, LO2, LO3, LO4, LO5
• Building and sustaining professional relationships and work appropriately individually and with others as part of a team. LO1, LO2, LO3, LO4, LO5
• Empowering and engaging individuals, groups, and communities in planning and evaluating interventions, making informed choices and implementing changes to improve health, quality of life and mean aims and goals. LO1, LO2, LO3, LO4, LO5
• Maintaining and managing healthcare records in line with legal, ethical and professional requirements LO1, LO2, LO3, LO4, LO5
• Reflective practice; in action to allow the adaptation of practice to changing environments LO1, LO2, LO3, LO4, LO5
• Monitoring and reviewing care as an individual, dietetic team and multi-disciplinary team LO1, LO2, LO3, LO4, LO5
• The principles of person centred care as applied to dietetic practice. Includes advocacy, trust, consent, the right of service users to make decisions, accountability and demonstration of core NHS values. LO1, LO2, LO3, LO4, LO5
• 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 LO1, LO2, LO3, LO4, LO5
• Workload management and effective use of resources LO1, LO2, LO3, LO4, LO5
• Duty of care and upholding high quality care; including challenging situations and at times of personal incompatibility LO1, LO2, LO3, LO4, LO5
• Confidentiality, information governance, appropriate information sharing within professional legal and ethical boundaries LO1, LO2, LO3, LO4, LO5
• Informed consent LO1, LO2, LO3, LO4, LO5
• The legal and ethical implications of dietetic and clinical care including the withdrawal of feeding LO1, LO2, LO3, LO4, LO5
• Fitness to practice including maintenance of high standards of personal and professional conduct and one’s own health. Ensuring currency of knowledge. LO1, LO2, LO3, LO4, LO5
• Assessment skills to inform clinical and professional judgements LO1, LO2, LO3, LO4, LO5
• Problem solving, clinical reasoning, decision making LO1, LO2, LO3, LO4, LO5

The module aims to prepare learners for Practice based learning 2 and consolidate the applied knowledge and professional skills developed during Practice based learning 2 in preparation for Practice based learning 3. In addition this module will further develop critical thinking skills.
This module aims to provide learners with the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision making in complex and unpredictable contexts; and, the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

1. On completion of this module learners should be able to:
1. Understand how the physiological and biochemical abnormalities caused by a range of clinical diseases affects the planning & implementation of dietetic therapy.
2. Understand the importance of social, cultural and religious factors when devising & implementing nutrition care plans for a wide range of patient groups.
3. Demonstrate critical analysis and critical thinking within the context of the syllabus.
4. Demonstrate an awareness of appropriate communication skills.
5. 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

Assessment will comprise of:
1. Journal club presentation (10 minutes) : This will be a presentation of a critical appraisal of a peer reviewed journal using an appropriate tool. It will be a group presentation but carry an individual mark.  Learners will work in groups of six to deliver a presentation of 60 minutes in total (10 minutes per individual). Each group must submit a short signed account on the day of the presentation detailing how each individual group member contributed to the final presentation. This will assess learning outcomes 1,3 and 4.
2. Case study (700 words): This will be a written case note entry of a patient seen within the simulated ward setting. This will assess learning outcomes 1,2,4 and 5
3. Structured reflective account (700 words) : Learners will develop their skills in reflective learning and writing by submitting an account of how their learning on the module has supported their learning and prepared them for the forthcoming practice based learning experiences. This will assess learning outcomes 2,3 and 5.

The criteria for assessment will include the following:
• The ability to plan, justify communicate and evaluate appropriate dietary assessment, diagnosis, treatment and monitoring plans in relation to disease presentation and pathology, lifestyle and the wider determinants of behaviour and health.
• Demonstration through the written case note entry, the understanding of the requirements by the Health and Care Professions Council. This will include demonstration of the understanding of the expectations of professional behaviour and the ability to practice within the ethical and legal boundaries of the dietetic profession.

Textbooks:
Core Text:
Food Standards Agency (2014) McCance and Widdowson's The Composition of Foods. Seventh Summary Edition. The Royal Society of Chemistry, Cambridge.
Gandy J (2014) Manual of Dietetic Practice, 5th Edition, Wiley-Blackwell

Websites:
British Dietetic Association (2017) Code of Professional Conduct.
https://www.bda.uk.com/professional/practice/professionalism/code_of_conduct (CORE)
British Dietetic Association (2012) ‘Model and Process for Nutrition and Dietetic Practice’ https://www.bda.uk.com/professional/practice/process (CORE)
Health and Care Professions Council (2016) Confidentiality - guidance for registrants http://www.HCPC-uk.org/assets/documents/10002C16GuidanceonconductandethicsforLEARNERS.pdf (CORE)
Health and Care Professions Council (2016) Guidance on conduct and ethics for LEARNERS. http://www.HCPC-uk.org/assets/documents/10002C16GuidanceonconductandethicsforLEARNERS.pdf (CORE)
Health and Care Professions Council (2012) Standards of Conduct, Performance and Ethics.http://www.hpc-uk.org/assets/documents/10003B6EStandardsofconduct,performanceandethics.pdf (CORE)
Health and Care Professions Council (2013) Standards of Proficiency - Dietitians.  http://www.HCPC-uk.org/assets/documents/1000050CStandards_of_Proficiency_Dietitians.pdf (CORE)

Other
Todovoric V and Micklewright A (2011).  A Pocket Guide to Clinical Nutrition, 4th Edition.  Birmingham:  The Parenteral and Enteral Group of the British Dietetic Association.(CORE)