Outline

Overview

The broad objectives involve learning and applying the nutrition care process (NCP) using evidence-based interventions to improve nutrition outcomes. The importance of client focused factors in dietary modification; education and interpretation of theory for client understanding are key discussion points. Specialist dietitians and medical specialists significantly contribute to the teaching in this unit of study, and includes a paediatric program at the Children's Hospital Westmead.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	12
Prerequisites ?	NTDT5503 and NTDT5601 and NTDT5602 and NTDT5604
Corequisites ?	NTDT5305 and NTDT5608
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Anna Rangan, anna.rangan@sydney.edu.au
Lecturer(s)	Juliana Chen, juliana.chen@sydney.edu.au
	Anna Rangan, anna.rangan@sydney.edu.au
	Margaret Simpson, margaret.nicholson@sydney.edu.au
Tutor(s)	Fiona Atkinson, fiona.atkinson@sydney.edu.au
	Fiona O'Leary, fiona.oleary@sydney.edu.au
	Wendy Stuart Smith, wendy.stuartsmith@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Take-home short release)	Final exam Short answer questions	50%	Formal exam period Due date: 30 Nov 2020 at 13:00	3 hours
Outcomes assessed:
Small continuous assessment	E-portfolio evidence Reflection	0%	Ongoing	See Canvas
Outcomes assessed:
Online task	Medical nutrition lectures case studies Short answer questions	15%	Week 05	1 hour
Outcomes assessed:
Online task	NCP Quiz Short answer and MCQ	15%	Week 06	1 hour
Outcomes assessed:
Small test	Pre-placement competencies assessment Short answer questions	0%	Week 11	3 hours
Outcomes assessed:
Small test	Case study exam Short answer questions	20%	Week 13	3 hours
Outcomes assessed:
Participation	Participation Participation	0%	Weekly	See Canvas
Outcomes assessed:
= hurdle task ? = Type D final exam ?

Assessment summary

Mid-semester test: Students are assessed on two case studies based on the first few weeks of the lecture series.
NCP quiz: Based on the first few weeks of MNT workshops.
Pre-placement competencies assessment: Simulated case review, graded A/B/C/D. Students are required to read medical records, estimate dietary intake, make a nutritional assessment, develop a plan and write a medical notes entry.
Case study exam: Simulated case review. Students are required to estimate dietary intake, make a nutritional assessment, select appropriate diagnoses, develop appropriate strategies, identify barriers, monitor and evaluate.
Final exam: Students are assessed on case studies based on the medical nutrition lectures (excluding lectures delivered by medical practitioners).
E-portfolio evidence: Students record reflections on MNT workshops throughout the semester and upload to their e-portfolio.
Participation: Attendance at workshops and tutorials.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Dietetic practice	Lecture (9 hr)
Multiple weeks	Hospital orientation program (HOP)	Clinical practice (8 hr)
Week 01	Introduction to medical nutrition therapy	Lecture (1 hr)
Week 12	Revision/exam briefing	Tutorial (1 hr)
Weekly	Medical nutrition	Lecture (91 hr)
Weekly	Medical nutrition	Workshop (39 hr)

Attendance and class requirements

Students are expected to:

Attend MNT Workshops and assessments at the scheduled times; attendance of at least 80% of classes is expected.
Not eat in lecture rooms/computer labs where indicated and ensure mobile phones are turned off.
Prepare and keep up with readings and activities for each week/ learning module.
Participate fully in class activities and discussions.
Take advantage of free class time (i.e. when there are no sessions scheduled) to work on assignments.
Communicate immediately with the course coordinator concerning any problems that arise regarding attendance, completion of activities and assignments, and demonstrate initiative in planning alternatives.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. develop knowledge in the nutrition assessment and management of common medical conditions
LO2. develop skills in the collection, analysis and interpretation of health, social and nutritional data to assess nutritional status of individual clients
LO3. develop skills in formulating a nutritional diagnosis and identify priority nutrition issues
LO4. prepare evidence-based, goal-oriented interventions in collaboration with clients to manage nutritional diagnoses
LO5. develop plans to monitor progress and compliance of nutritional interventions, and evaluate outcomes
LO6. document the NCP using accepted standards
LO7. apply client-centered nutrition counselling skills to empower clients and facilitate positive health outcomes
LO8. display effective communication and interpersonal skills through active listening, interviewing and translating technical information into practical advice, based on the client’s cultural and socioeconomic background
LO9. evaluate own and peers’ performance through reflection and critical thinking
LO10. apply nutrition assessment and communication skills in a hospital setting to commence practicing safely and professionally
LO11. demonstrate an understanding of the different roles, responsibilities and expertise of other health professionals.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Competency Standards for Dietitians in Australia (2015) - 1.1.2. Recognises own professional limitations and the profession’s scope of practice and seeks assistance as necessary. 2.1.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food supply data in determining nutritional status. 2.1.2. Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information. 2.1.3. Prioritises key issues, formulates goals and objectives and prepares goal oriented plans in collaboration with patient/client or carer, community/population/service, other members of the health care team, key stakeholders and partners. 2.3.1. Applies a highly developed knowledge of nutrition science, health and disease, food and food preparation methods to tailor recommendations to improve health of individuals, groups and/or populations. 2.3.3. Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills. 3.1.3. Applies problem-solving skills to create realistic solutions to nutrition problems or issues. 4.1.3. Translates technical information into practical advice on food and eating and other relevant topics. 4.1.4. Adapts and tailors communication appropriately for specific audiences. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.2.3. Prepares appropriate documentation according to accepted standards. 1.4.4. Utilises relevant technology and equipment efficiently, effectively and safely. 2.1.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food supply data in determining nutritional status. 2.1.2. Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.2.3. Prepares appropriate documentation according to accepted standards. 2.1.2. Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.2.3. Prepares appropriate documentation according to accepted standards. 1.5.2. Seeks out culturally specific information to inform practice. 1.5.3. Works respectfully with individuals, groups and/or populations from different cultures. 2.1.3. Prioritises key issues, formulates goals and objectives and prepares goal oriented plans in collaboration with patient/client or carer, community/population/service, other members of the health care team, key stakeholders and partners. 3.1.3. Applies problem-solving skills to create realistic solutions to nutrition problems or issues. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.2.3. Prepares appropriate documentation according to accepted standards. 2.1.4. Implements, evaluates and adapts nutrition care plans/programs/services in collaboration with patient/client or carer, community/population/service and other members of the health care team or key stakeholders and/or partners. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.2.3. Prepares appropriate documentation according to accepted standards. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.3.1. Uses negotiation and conflict resolution skills when required. 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems. 1.5.2. Seeks out culturally specific information to inform practice. 1.5.3. Works respectfully with individuals, groups and/or populations from different cultures. 2.3.3. Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.1.2. Demonstrates empathy and establishes trust and rapport to build an effectiven relationship with client, carers, families, colleagues, community and other key stakeholders. 4.1.3. Translates technical information into practical advice on food and eating and other relevant topics. 4.2.3. Empowers individuals, groups and/or the broader community to improve their own health through engagement, facilitation, education and collaboration. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.3.1. Uses negotiation and conflict resolution skills when required. 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems. 1.5.1. Reflects on own culture, values and beliefs and their influence on practice. 1.5.2. Seeks out culturally specific information to inform practice. 1.5.3. Works respectfully with individuals, groups and/or populations from different cultures. 2.3.1. Applies a highly developed knowledge of nutrition science, health and disease, food and food preparation methods to tailor recommendations to improve health of individuals, groups and/or populations. 2.3.2. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, carers, groups and key stakeholders to inform approaches and influence change. 3.1.3. Applies problem-solving skills to create realistic solutions to nutrition problems or issues. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.1.2. Demonstrates empathy and establishes trust and rapport to build an effectiven relationship with client, carers, families, colleagues, community and other key stakeholders. 4.1.3. Translates technical information into practical advice on food and eating and other relevant topics. 4.1.4. Adapts and tailors communication appropriately for specific audiences. 4.2.3. Empowers individuals, groups and/or the broader community to improve their own health through engagement, facilitation, education and collaboration. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.1.2. Recognises own professional limitations and the profession’s scope of practice and seeks assistance as necessary. 1.1.5. Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors. 1.3.3. Seeks, responds to, and provides, effective feedback. 1.4.2. Utilises suitable evaluation tools to review effectiveness of practice. 1.5.1. Reflects on own culture, values and beliefs and their influence on practice. 3.1.1. Adopts a questioning and critical approach in all aspects of practice. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups. 4.3.4. Guides and supports other team members and peers.
	National Competency Standards for Dietitians in Australia (2015) - 1.4.3. Identifies and assesses risks, follows risk management protocols and develops basic risk management strategies for services. 1.5.3. Works respectfully with individuals, groups and/or populations from different cultures. 2.3.2. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, carers, groups and key stakeholders to inform approaches and influence change. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.
	National Competency Standards for Dietitians in Australia (2015) - 1.1.2. Recognises own professional limitations and the profession’s scope of practice and seeks assistance as necessary. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.1.2. Demonstrates empathy and establishes trust and rapport to build an effectiven relationship with client, carers, families, colleagues, community and other key stakeholders. 4.3.1. Promotes a high standard of nutrition care, while respecting the goals and roles of clients and other professionals, key stakeholders or groups.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This year, lectures are delivered online due to University policy. New content in the area of telehealth is included this year.

Additional information

Science student portal

Work, health and safety

Up to date immunisations and Australian police check are required for hospital visits.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NTDT5307: Medical Nutrition

Semester 2 Early, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect