Outline

Overview

This unit develops professional communication and organisation/management skills that will enable students to work effectively as dietitians. Dietitians work in varied environments - within private and government organisations, industry and in private practice; within teams and as sole practitioners. Interpersonal, individual and group communication, as well as professional, management, organisational and general business skills are required in all of these areas. This unit of study has three modules: business; and behavioural sciences, and cultural competence for effective communication. The first module builds foundational knowledge and skills for medical nutrition therapy and health promotion that will be studied in semester 2. Common behavioural theories and behaviour change techniques applied in Nutrition and Dietetics will be explored. Students will also develop a business plan for a new dietetic business or service. Students learn how to translate technical information into easily understood messages and advice and will demonstrate their ability to use these techniques in verbal and written communication and counselling with individuals, small groups and populations. The learning is facilitated by interactive lectures, tutorials and workshops and student presentations.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	NTDT5601 and (NTDT5602 or FMHU5001) and NTDT5503
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Juliana Chen, juliana.chen@sydney.edu.au
Lecturer(s)	Margaret Allman-Farinelli, margaret.allman-farinelli@sydney.edu.au
	Merryl Ireland, merryl.ireland@sydney.edu.au
	Margaret Simpson, margaret.nicholson@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Assessment 2a: Interprofessional Learning (IPL) Introductory Workshop Interprofessional learning around teamwork and effective communication	0%	Multiple weeks	2 hours
Outcomes assessed:
Presentation	Assessment 1: Interpreter assessment Demonstration of skills using an interpreter. This is a hurdle task.	0%	Week 02 Due date: 01 Mar 2023 at 13:00	10 mins
Outcomes assessed:
Assignment	Assessment 3: Nutrition communication assignment Create written communication material	30%	Week 04 Due date: 15 Mar 2023 at 23:59	2 communication pieces (total 1500words)
Outcomes assessed:
Assignment	Assessment 2b: IPL Introductory Workshop Peer Evaluation & Hand Hygiene Certificate Evaluation of own and team's performance & upload hand hygiene certificate	0%	Week 05 Due date: 23 Mar 2023 at 23:59	5 minute survey + certificate upload
Outcomes assessed:
Presentation	Assessment 4b: Presentation skills - presentation Presentation (in-class)	30%	Week 08 Due date: 21 Apr 2023 at 09:00	8 mins
Outcomes assessed:
Assignment	Assessment 4a: Presentation skills - group education plan Complete an outline of group education session	0%	Week 08 Due date: 19 Apr 2023 at 23:59	500 words
Outcomes assessed:
Assignment	Assessment 4c: Presentation skills - reflection Write a reflection on presentation performance	5%	Week 10 Due date: 03 May 2023 at 23:59	2 reflections (4-5 sentences each)
Outcomes assessed:
Assignment	Assessment 5: Business plan assignment Identify a business opportunity and create a plan for implementation	35%	Week 13 Due date: 22 May 2023 at 23:59	6000 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1 – Interpreter assessment: In this simulated session you will demonstrate your skills in a using a medical interpreter. This is an in-class individual assessment.

Assessment 2a, b – Interprofessional Learning (IPL) Introductory Workshop: For the IPL Introductory Workshop, you will complete the pre-work (uploading the hand hygiene certificate as evidence of completion); participate in all 3 activity stations during the workshop; and complete the peer evaluation task after the workshop.

Assessment 3 – Nutrition communication assignment: In this task you will demonstrate your ability to communicate and translate nutrition information in written format to different target audiences. You will write a piece for a low literacy audience and a piece for ‘The Conversation’. This is an individual assignment.

Assessment 4a, b, c – Presentation skills: This task is broken into 3 parts. Prior to the session, you will submit a plan of your group education session. In-class, you will present a short part of a diabetes education session and apply behaviour change strategies used in dietetics. Other students will role play the target audience. Following the presentation, you will complete a reflection on your performance. This is an individual assignment.

Assessment 5 – Business plan assignment: This task integrates learning from workshops, tutorials and the results of your own research and ideas to develop a plan for a new dietetic business or to enhance a current dietetic service. This is a group assignment.

Please note: Each student is required to submit all assessment items in order to pass this unit. 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, as defined by grade descriptors or exemplars outlined by your faculty or school

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

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
Week 01	IPC 1: The Nutrition Care Process and IPC 2: Social media	Lecture and tutorial (6 hr)
Week 02	Interpreter assessment (in class) and IPC 3: Communication theories	Lecture and tutorial (6 hr)
Week 03	IPC 4: The Nutrition Care Process; IPC 5: Motivational interviewing; and Inter-professional learning (IPL) workshop	Lecture and tutorial (9 hr)
Week 04	Behavioural Science 1; Behavioural Science 2; and Inter-professional learning (IPL) workshop	Lecture and tutorial (6 hr)
Week 05	Obesity lectures; Behavioural Science 3; Diabetes lectures; and Communicating with First nations peoples workshop	Lecture and tutorial (11 hr)
Week 06	Group education/presentation skills 1; and BM 1: Health systems and organisational structures in dietetics	Lecture and tutorial (6 hr)
Week 07	Group education/presentation skills 1; and Public holiday	Workshop (3 hr)
Week 08	BM 2 Finance, budgets and record keeping in dietetics; and Presentation skills assessment (in class - 1/3 class Fri)	Lecture and tutorial (6 hr)
Week 09	Presentation skills assessment (in class - 1/3 class Wed or Fri)	Workshop (3 hr)
Week 10	BM 3: Private practice in dietetics; and BM 4: Quality management and evaluation of risk in dietetics	Lecture and tutorial (6 hr)
Week 11	BM 5: Marketing in dietetics; BM 6: Conflict resolution skills; and BM 7 Leadership skills development	Lecture and tutorial (6 hr)
Week 12	Cultural immersion day	Workshop (5 hr)
Week 13	OLEO1100 Aboriginal Sydney and OLEO1102 Cultural competence fundamentals online module	Lecture and tutorial (3 hr)
Week 13	Placement orientation; BM 8: Professional forum	Lecture and tutorial (7 hr)

Attendance and class requirements

80% attendance is required for all classes (whether face to face in class or online).

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings for this unit will be provided through reference citations on lecture slides or can be accessed through the Library.

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. Demonstrate an appreciation of the determinants of communication, including the impact of personal beliefs and styles.
LO2. Demonstrate socially and culturally appropriate communication skills in professional as well as individual client and group settings.
LO3. Understand and apply the Nutrition Care Process (NCP) to guide Nutrition and Dietetics counselling and education.
LO4. Describe and apply behaviour change techniques (taxonomy) to guide Nutrition and Dietetics counselling and education.
LO5. Develop a business plan for a new dietetic business or service within an existing organisation that is compliant with all legal and ethical requirements.
LO6. Describe strategies businesses use to maintain and enhance performance e.g. marketing, risk management and quality improvement processes.
LO7. Understand the benefits of personal skill development in leadership and conflict resolution.

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 (2021) - 1.5.1. Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 2.2.4. In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 4.1.1. Demonstrates empathy and establishes trust and rapport to build effective partnerships with clients, other professionals, key stakeholders and partners 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.1.3. Engages in culturally appropriate, safe and sensitive communication that facilitates trust and the building of respectful relationships with Aboriginal and Torres Strait Islander peoples 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change 4.2.5. Empowers clients to improve their own health through engagement, facilitation, education and collaboration
	National Competency Standards for Dietitians in Australia (2021) - 1.1.3. Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors 1.3.3. Seeks, responds to and provides effective feedback 1.3.6. Advocates for the contribution that nutrition and dietetics can make to improve health, and for the value dietitians bring to organisations and society 1.3.8. Recognises that whole systems — including health and education — are responsible for improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and Torres Strait Islander individuals and communities to advocate for social justice and health equity for Aboriginal and Torres Strait Islander peoples 1.5.1. Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 1.5.3. Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and doing 1.5.4. Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how this might influence dietetic practice and outcomes 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.4. In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 3.1.5. Translates the implications of research findings for dietetic practice, advocacy and key stakeholders 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.1.3. Engages in culturally appropriate, safe and sensitive communication that facilitates trust and the building of respectful relationships with Aboriginal and Torres Strait Islander peoples 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change 4.2.5. Empowers clients to improve their own health through engagement, facilitation, education and collaboration 4.3.1. Recognises and respects the diversity of other professionals’ roles, responsibilities and competencies 4.3.2. Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level 4.3.3. Guides and supports team members and peers
	National Competency Standards for Dietitians in Australia (2021) - 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.3. Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients 2.2.3. In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans 2.2.4. In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills 2.2.5. In collaboration with clients, other professionals, key stakeholders, and partners: Systematically implements, evaluates and adapts nutrition care plans, programs and services
	National Competency Standards for Dietitians in Australia (2021) - 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.3. Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice 2.2.3. In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans 2.2.4. In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health
	National Competency Standards for Dietitians in Australia (2021) - 1.1.3. Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors 1.2.1. Exercises professional duty of care in accordance with relevant codes of conduct, ethical requirements, and other accepted protocols 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems 1.3.6. Advocates for the contribution that nutrition and dietetics can make to improve health, and for the value dietitians bring to organisations and society 1.3.7. Identifies opportunities and advocates for change to the wider social, cultural and political environment to improve nutrition, food standards and the food system 1.4.1. Applies organisational, business and management skills in the practice of nutrition and dietetics 1.4.2. Utilises outcomes-based systems and tools to evaluate and assure quality of practice based on agreed goals, and revises practice accordingly 1.4.3. Identifies and assesses risks, incidents and errors, follows relevant protocols, and develops basic risk, incident and error management strategies for services 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 3.1.2. Applies ethical processes to research, evaluation, and quality management 3.1.3. Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data 4.2.4. Applies the principles of marketing to promote healthy eating and influence dietary change
	National Competency Standards for Dietitians in Australia (2021) - 1.4.2. Utilises outcomes-based systems and tools to evaluate and assure quality of practice based on agreed goals, and revises practice accordingly 1.4.3. Identifies and assesses risks, incidents and errors, follows relevant protocols, and develops basic risk, incident and error management strategies for services 3.1.2. Applies ethical processes to research, evaluation, and quality management 3.1.3. Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data 4.2.4. Applies the principles of marketing to promote healthy eating and influence dietary change
	National Competency Standards for Dietitians in Australia (2021) - 1.1.1. Operates within the individual’s and the profession’s scope of practice, seeks assistance and refers to other services as necessary 1.1.2. Shows a commitment to professional development and lifelong learning 1.1.5. Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing 1.3.1. Uses negotiation and conflict-resolution skills when required 1.3.4. Participates in supervision, teaching and mentoring processes with peers, students and colleagues 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 4.3.2. Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level 4.3.3. Guides and supports team members and peers

National Competency Standards for Dietitians in Australia (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		Operates within the individual’s and the profession’s scope of practice, seeks assistance and refers to other services as necessary
1.1.2		Shows a commitment to professional development and lifelong learning
1.1.3		Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors
1.1.5		Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing
1.2.1		Exercises professional duty of care in accordance with relevant codes of conduct, ethical requirements, and other accepted protocols
1.2.3		Prepares, stores and transmits accurate and timely documentation according to accepted standards
1.3.1		Uses negotiation and conflict-resolution skills when required
1.3.3		Seeks, responds to and provides effective feedback
1.3.4		Participates in supervision, teaching and mentoring processes with peers, students and colleagues
1.3.5		Demonstrates initiative by being proactive and developing solutions to problems
1.3.6		Advocates for the contribution that nutrition and dietetics can make to improve health, and for the value dietitians bring to organisations and society
1.3.7		Identifies opportunities and advocates for change to the wider social, cultural and political environment to improve nutrition, food standards and the food system
1.4.1		Applies organisational, business and management skills in the practice of nutrition and dietetics
1.4.2		Utilises outcomes-based systems and tools to evaluate and assure quality of practice based on agreed goals, and revises practice accordingly
1.4.3		Identifies and assesses risks, incidents and errors, follows relevant protocols, and develops basic risk, incident and error management strategies for services
1.5.1		Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice
1.5.2		Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients
2.1.1		Adopts a questioning and critical approach in all aspects of practice
2.1.2		Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients
2.1.3		Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice
2.1.4		Applies problem-solving skills to create realistic solutions to nutrition problems or issues
2.2.1		Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients
2.2.3		In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans
2.2.4		In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills
2.2.5		In collaboration with clients, other professionals, key stakeholders, and partners: Systematically implements, evaluates and adapts nutrition care plans, programs and services
2.3.1		Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health
3.1.2		Applies ethical processes to research, evaluation, and quality management
3.1.3		Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data
3.1.5		Translates the implications of research findings for dietetic practice, advocacy and key stakeholders
4.1.1		Demonstrates empathy and establishes trust and rapport to build effective partnerships with clients, other professionals, key stakeholders and partners
4.1.2		Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate
4.1.4		Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public
4.2.1		Shares information with and acts as a resource person for colleagues, community and other agencies
4.2.2		Identifies, builds partnerships with, and assists in implementing plans with key stakeholders who have the capacity to influence food intake and food systems
4.2.3		Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change
4.2.4		Applies the principles of marketing to promote healthy eating and influence dietary change
4.2.5		Empowers clients to improve their own health through engagement, facilitation, education and collaboration
4.3.1		Recognises and respects the diversity of other professionals’ roles, responsibilities and competencies
4.3.2		Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level
4.3.3		Guides and supports team members and peers

Responding to student feedback

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

Improvements to make the unit more applicable to current dietetic practice and to facilitate student engagement and learning are made each year.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

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

Required readings

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

NTDT5604: Dietetics Professional Studies

Semester 1, 2023 [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

Required readings

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