The programme components / content has been guided using The Association for Nutrition (AfN) Core Competencies (2012)
Core Competency 1 Science
Core Competency 2 Food Chain
Core Competency 3 Social /Behavioural
Core Competency 4 Health / Wellbeing
Core Competency 5 Professional Conduct
Accreditation by Association for Nutrition (AC No: 210)
Department of Clinical Sciences and Nutrition
Friday 1st January 2010
Build a unique mix of biological, social and nutrition-based knowledge and skills, designed to stimulate the student in the context of food and culture, diet and nutrition.
Create a learning environment in which all participants adopt a nutrition focused, and scientific approach set within an academic context.
Acquire an appropriate and relevant knowledge base, as a basis for the understanding of health, and its promotion; disease and its prevention and/or management, in the context of the health of the population at large.
Follow a thematic approach of progression within specified areas, from level 4 to level 6, which permits a flexible approach allowing a combination of subject specialism and integration.
Enable students to function effectively within an environment where nutrition is a strong component of the work environment by making an early, strong and relevant contribution to their employing organisation.
Equip students with a positive attitude towards life-long learning and the need for continuous updating of skills and knowledge that is necessary to meet the Continuous Professional Development (CPD) requirements of professional bodies.
By the end of this programme the student will be able to demonstrate:
Knowledge and understanding of the scientific basis of nutrition (all modules)
Understanding the nutritional requirements from the molecular through to the population level (XN5112, XN5122, XN6124, XN6126, XN6127)
Knowledge and understanding of the food chain and its impact on food choice. (XN4120, XN5123)
Knowledge and understanding of food in a social or behavioural context, at all stages of the life course (XN5123)
Understanding of how to apply the scientific principles of nutrition for the promotion of health and well-being of individuals, groups and populations; recognising the benefits and risks (XN5122, XN6121, XN6126, XN6127)
Integration of the key fundamental sciences (all modules)
By the end of this programme the student will be able to demonstrate cognitive skills in:
formulating ideas and opinions concerning food, nutrients, non-nutritive components of foods (XN5122, XN6126. XN6127)
developing theories of nutrition health education and nutrition health promotion (XN6121)
designing and developing a diet to meet the specification appropriate for a stated situation for an individual or group XN4120, XN5122)
integrating knowledge and understanding from a variety of sources to identify or propose solutions to improve human health (XN5122, XN6121)
By the end of this programme the student will be able to demonstrate practical skills for example in
basic food preparation and handling skills (XN4120)
assessment of nutritional status of individuals including familiarity with assessment of nutritional status in populations (XN5122)
data handling and presentation (all modules)
By the end of this programme the student will be able to demonstrate professional skills and conduct including the AfN Code of Ethics and Statement of Professional Conduct (XN4125, XN5101, WB5001, XN5129, XN6140)
By the end of this programme the student will be able to
communicate subject specific knowledge in human nutrition both orally and in written work for an academic audience (all modules)
develop a coherent and evidence-based argument (all modules)
present data obtained from scientific studies and projects (BI4114, XN5112, XN5122, XN5129, XN6140)
communicate fluently as part of a team (XN5112, XN6121, XN6127)
report findings orally for a lay person (XN5122, XN6I21)
Bachelor of Science: with Honours in Human Nutrition. 360 academic credit points. 20-credit bearing taught modules; one period of work based learning/experiential learning (single module) and Dissertation (40 credits). Overall, 120 credits will be studied at each level. The programme consists of a range of modules covering food science, nutrients, nutrition across the lifespan, clinical sciences, health promotion and nutritional assessment. There is an emphasis on the relationship between diet and health and integration of fundamental sciences. Development of personal and professional skills such as independent learning/ working, group working, critical evaluative skills and reflective practice are delivered through the Professional Perspectives modules at Levels 4 and 5.
Level 4: Emphasis is placed on health. Introductory modules are designed to develop knowledge and skills in nutrition and related sciences.
Level 5: Emphasis is placed on disease. Modules explore the role of nutrition, both in health and in the development of disease. A work based learning module provides work experience which can lead to later career opportunities.
Level 6: This level focuses on the potential impact of nutrition intervention in reducing the incidence of disease in populations and improving the quality of life of individuals. Students on this programme undertake the dissertation module. This usually involves an empirical study under the supervision of a tutor allowing development of independent research skills.
Benchmark statements have been used to guide the content of the modules and mapping has been done to ensure adequate coverage of threshold statements. There is a logical progression in course content and expectations of achievement moving from Level 4 through to Level 6 in respect to knowledge base and skill development. The learning outcomes at each level are carefully graded to ensure progression.
Students graduate with BSc Honours on completion of level 6 having obtained 360 credits (120 per year). Students may obtain an exit award of Dip HE on completion of level 5 having obtained 240 credits (120 per year). Students may obtain an exit award of Cert HE on completion of level 4 having obtained 120 credits. The Professional Perspectives modules XN4125 and XN5101 are core components of the programme. Students must meet an attendance requirement of 75% of all taught sessions in each module, in addition to portfolio assessments as evidence of development of professional skills.
Course is accredited by the Association for Nutrition (AfN)
A minimum of 240-280 UCAS points, of which 200 points must be obtained from GCE and/or VCE A Levels (12 or 6 unit awards), including a grade C in Biology, Chemistry, Human Biology or Applied Science. The remaining points may be achieved from GCE and/or VCE A/AS Levels, VCE double award, or from Level 3 Key Skills certification
BTEC National Diploma/Certificate (Science): merit profile
Irish Highers/Scottish Highers: B in 4 subjects, including Biology or Chemistry
International Baccalaureate 26 points, including Biology at 5 or above
European Baccalaureate: 70% including a grade of 4 in Biology or Chemistry
QAA approved Access to Science course, Open College Units or Open University Credits.
be able to communicate in English to the standard equivalent to level 6 of the International English Language Testing System
Please note: A BTEC National Award or the Welsh Baccalaureate (core) will be recognised in our tariff offer.
The subject benchmark statements for Bioscience (2007) have been used as a guide in developing the programme as they define the nature of the programme and identify the skills and attributes expected to be acquired by the biosciences graduate. The statements have been used in conjunction with the relevant programme specifications and the University’s internal programme documentation.
Generic standards: transferable and core skills
In designing this programme much consideration has been given to the guidance provided by the Association for Nutrition (AfN) in relation to course accreditation. Specifically the following documents have been consulted:
Competency Requirements For Course Accreditation UK Voluntary Register of Nutritionists (2012)
Standard Operatating Procedures Course Accreditation (2014)
Standards of Ethics, Conduct and Performance (2013)
Learning and teaching:
Problem driven tutorials and case studies
Work based learning
Food preparation and hygiene
Students are encouraged to become more autonomous learners as they progress through each level of study.
Students are encouraged to keep Progress files or the e-portfolio and to make use of other available help such as their Personal Academic Tutor, Student Support and Guidance and Learning Support Services if and when required.
Seminar work, oral presentations and poster presentations, debate
Use of IT skills in assessments
The variety of assessment strategies used align with the learning and teaching methods used and the programme aims. Variety enables the strengths of the student to be optimised. Normally a balance of 50% coursework and 50% examination is used however this may very and some modules such as the Dissertation are 100% coursework.
Formative assessments will be provided for the student within the modules.
A successful graduate will have the knowledge and skills of a nutritionist as well as the transferable/key skills of a graduate.
Career opportunities: There is an increasing demand for nutritionists to work alongside health related professions, such as public health, the leisure industry, in research and in advocacy roles with the general public. Also the food industry is a huge and increasing area of employment where a nutritionist can work with other professionals.
Further Postgraduate study in the areas of Public Health Nutrition, Weight Management and Nutrition and Dietetics are popular options in career development.
The programmes of study in the Department of Clinical Sciences fully embrace the University’s commitment to the active promotion of equality of opportunity. The University seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivered are to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and to ensure that the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:
Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.
Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking and the blue sticker scheme also enhance equal opportunity to all students.
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
All lecturers are aware of diversity issues and discharge their PAT roles with knowledge and sympathy and all students are made aware of the Department structures to discuss issues should a concern arise.
Students will be supported by the Programme Team and technical staff, Clinical Sciences Departmental office, Learning Support Team, Learning Resources, Student Support and Guidance.
Back - to previous page Print - launches the print options panel