module specification

The module aims to integrate areas of clinical medicine and nutrition, providing the basis for an understanding of the rationale for the formulation of dietetic treatment plans. To develop clinical and communication skills which learners will require for professional practice.
It focuses on the medical, surgical, pharmacological and dietary management of a range of conditions including obesity, diabetes, cardiovascular disease and allergic diseases.
It also covers methods of nutritional support and infant, childhood and adolescent nutrition. Learners will become familiar with the model and process for nutrition and dietetic practice.
Learners will also learn how to facilitate learning and promote self care through the delivery of group education.
Semester: year (30 credit)
Required prior learning: DT4003 Sociology and Psychology for Dietitians, DT4004 Anatomy and Physiology (for Dietitians)
Assessment: Case study (assessment and diagnosis) (20%) (1200 words) In class Test (30%) (1 hour) Case study (nutrition and dietetic care process) (20%) (2000 words) Three Progress Tests (3x30 mins) (30%) 80% attendance required, participation in group education role play This module forms an essential part of practice based learning preparation.
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.

DT4003 Sociology and Psychology for Dietitians DT4004 Anatomy and Physiology (for Dietitians)

The specified learning outcomes will be developed around a framework based on the following subject matter:
Aetiology, pathology, pathophysiology, medical, pharmacological and surgical treatment and dietetic management of diabetes, cardiovascular disease, obesity, allergic diseases, dysphagia and mental health, including eating disorders.  
Infant, childhood and adolescent nutrition  
Aetiology, pathology, medical and pharmacological treatment of gastro-intestinal disorders and HIV/AIDS  
Development of oral, enteral and parenteral nutritional support treatment plans, including patient assessment processes, interpretation of biochemistry and clinical information, calculation of nutritional and fluid requirements, interpretation of individual/groups socio-economic status and impact of this on dietetic treatment plans.  
Facilitating learning and promoting self care, including the theories of behaviour change and behaviour modification for individuals and groups. The development of learning outcomes, teaching plans and communication skills to facilitate learning in a group setting. 
Reflective practice
Use of food tables and dietary analysis software
Current professional standards and code of conduct documents
The rationale for the modification of energy and nutrient intake. Use of current nutrient exchange systems as applied to the conditions within the syllabus. 
Methods of fortifying and modifying foods and diet as applied to the conditions within the syllabus.
The development of therapeutic diets including recipes and the use of special dietary products applied to conditions within the syllabus.
Nutrition and health promotion as applied to individuals and groups including models for health promotion
The principles of person centred care as applied to dietetic practice for the conditions covered within the syllabus. Includes advocacy, trust, respect, consent, accountability and demonstration of core NHS values.
Broad knowledge and understanding of psychology in relation to the conditions covered within the syllabus. Includes professional and client relationships and the psychological implications of long-term health conditions.
Model and Process for Nutrition and 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
Workload management and effective use of resources
Duty of care and upholding high quality care; including challenging situations and at times of personal incompatibility
Confidentiality, information governance, appropriate information sharing within professional legal and ethical boundaries
Informed consent
The legal and ethical implications of dietetic and clinical care including the withdrawal of feeding
Fitness to practice including maintenance of high standards of personal and professional conduct and one’s own health. Ensuring currency of knowledge.
Assessment skills to inform clinical and professional judgements
Problem solving, clinical reasoning and decision making
Safe working practices, including the selection of appropriate hazard control and risk management, reduction.
Selection and correct use of personal protective equipment.

LO 1,2,3,4,5,6

Learners will be guided in their learning using a combination of private study (150 hours), interactive lectures (105 hours), kitchen practical lessons using case studies (14 hours) small group tutorials, seminars and tutorials using case studies (16 hours). Realistic problems/case studies will be provided and worked through in small groups and practical classes.
Learners will learn the theory of developing learning outcomes, aims and objectives and writing a lesson plan through giving a group presentation for 15 minutes which will be a role play of a typical dietetic group education session and cover either diabetes, CVD, obesity and infant, childhood and adolescent nutrition.

1. Explain the cellular, nutritional, metabolic, physiological, biochemical abnormalities and treatment of the diseases covered in the syllabus. 
2. Design and evaluate appropriate dietary treatment plans for patients/clients suffering from the diseases and conditions covered in the syllabus. 
3. Facilitate learning, including the promotion of self-care through delivery a group education session for patients/clients with diseases covered in the syllabus.
4. Demonstrate fluency and a high level of aptitude in the skills of reflective practice.
5. Illustrate understanding of the requirements by the Health and Care Professions Council including the expectations of professional behaviour and demonstrate an ability to practise within the ethical and legal boundaries of the dietetic profession.

The assessment strategy is as follows:
1) case study (assessment and diagnosis) illustrating the learners ability to perform a full nutritional assessment and formulate a dietetic diagnosis. (1200 words) (20%)
2) One in class test of one hour in duration = (30%)
3) Three progress tests (3x 30 minutes) (30%)
The marks of each phase test will be combined equally to one overall mark for assessment component one.
4) Case study (nutrition and dietetic care process) illustrating the learners ability to develop a nutrition & dietetic care plan using experiences from the kitchen practical. (2000 words) = 20%
5) Attendance (minimum of 80% participation in the group education role play)- pass/fail

Component                                                          Marks                           Learning outcomes
Case study (assessment and diagnosis)             20%                              1,2,5
In class Test                                                         30%                               1,4,5
Case study (nutrition and dietetic care process)  20%                               1,2,3,4,5
Progress tests                                                      30%                               2,3,4,5

The learners ability to facilitate a group education session will be formatively assessed.
The criteria for assessment will include the following:
• The ability to plan, justify communicate and evaluate appropriate dietary assessments, diagnosis and treatment plans in relation to disease presentation and pathology, lifestyle and the wider determinants of behaviour and health.
• The translation of these into practical meal and dietetic treatment plans.
• Demonstrate in the design and evaluation of treatment plans, 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.

Byrom SE. (2002) Pocket Guide to Nutrition and Dietetics. Churchill Livingstone
Food Standards Agency, Catering For Health. 2001, Department of Health (email
foodstandards@eclogistics.co.uk for copies)
Garrow JS, James WPT, Ralph A, (2000) Human Nutrition and Dietetics.
Churchill Livingstone, Gable J. (1997) Counselling Skills for Dietitians. Blackwell
Gandy J (2014) Manual of Dietetic Practice, 5th Edition, Wiley-Blackwell (CORE)
Goff and Dyson (2016) Advanced Nutrition and Dietetics in Diabetes. Wiley Blackwell
Kumar and Clark (2009) Clinical Medicine Elsevier
Naidoo J & Wills J (2000) Health Promotion (2nd Edition) Foundations for Practice,
Bailliere Tindall, UK
Payne A and Barker H (2010) Advancing Dietetics and Clinical Nutrition Churchill Livingstone
Shaw V and Lawson M (2007) Clinical Paediatric Dietetics 3rd Ed Blackwell
Skypala I and Venter C eds (2009) Management of Allergic Disease, in Food
Hypersensitivity: Diagnosing and Managing Food Allergies and Intolerance Wiley Blackwell, Oxford, UK
Professional Standards: Health and Care Professions Council (HCPC) http://www.hpc
-uk.org/ (CORE)
British Dietetic Association http://www.bda.uk.com (CORE)
Journal of Human Nutrition and Dietetics
Journal of American Dietetic Association
American Journal of Clinical Nutrition
British Medical Journal
Online resources:
BMJ Best practice [electronic resource]
accessed via the university library:
http://catalogue.londonmet.ac.uk/search/?searchtype=X&searcharg=bmj+best&searchs
cope=1&sortdropdown=r
Social Media Sources:
LondonMet NutSoc @Londonmetnutsoc
Nutrition London Met @DFNLondonMetUni