BDA Curriculum Framework for Pre-Registration Education & Training (2014)
Health and Care Professions Council - graduate eligibility for registration
British Dietetic Association - curriculum accreditation
Clinical Sciences and Nutrition
Wednesday 13th January 2010
The programme is fully supported by the National Health Service (NHS) and Health Education England (North West). In keeping with the philosophy of lifelong learning that is fundamental to the health professions, the programme aims are rooted in the development of appropriate attitude and skills together with the acquisition of knowledge and understanding. The students undertaking the MSc in Nutrition and Dietetics will be enabled to:
acquire an appropriate and relevant knowledge base, as a foundation for the understanding of health and its promotion, and disease and its prevention and/or management, in the context of either the individual or the population at large;
develop and exhibit a critical understanding of the scientific basis of disease and health along with an extensive knowledge of the role of dietary management in health and disease
develop clinical and other transferable practitioner skills, to assist in the processes related to healthcare delivery or dietary intervention, or to execute research in order to advance the practice of dietetics; resulting in an enhance the ability to make reasoned clinical judgements from a patient or client presenting clinical data or information
develop necessary attitudes for achievement of high quality dietetic practice, both in relation to delivery of care to individuals and to personal development.
develop a critical understanding of the scientific basis of the study of disease and health to assist with dietary interventions at both individual and population levels.
Additionally, students undertaking the Master of Science in Nutrition and Dietetics, will be enabled to:
develop the ability to design, organise, conduct and report upon an extended independent research project.
Develop a critical understanding of the theoretical basis for dietary intervention based on evidence;
Synthesise complex information and integrate key medical and fundamental sciences into the care process;
Critically discuss the relationship between diet, health and disease;
Comprehend with empathy, the relationship between dietary intervention and individualised outcome measures.
Correct management of numerical data relating to individuals' health status and analysis of diet as well as an understanding of data analysis techniques used in a research, audit or service evaluation setting.
Effective use of computer-based diet analysis packages, generic office technologies (word processing, presentations), data management technologies (databases, spread sheets), web-based applications information retrieval technologies (use of the Internet, on-line databases, electronic patient care management systems) and awareness of the role of eHealth.
Demonstrate critical thinking to develop coherent clinical and therapeutic judgement.
Reflect 'in' and 'on' development of dietetic practitioner skills in a range of environments.
Evaluate the basis of dietetic interventions, including evidence and guidance in a working environment.
Evaluate the impact of concomitant interventions, including medical, social and financial.
Demonstrate discernment during therapeutic approaches, ability to undertake problem solving and task based learning strategies.
Active use and recognition of the role of self directed learning; this includes, for example, self directed reading of named texts and primary research journals as well as personal research around the materials presented in the lecture programme.
Competent critical evaluation and judgement, based on presenting (case) information;
Reasoned evidence-based approaches in every facet of care;
Use a variety of approaches to handle data and information effectively and in keeping with legal and local regulations;
Demonstrate competent practitioner behaviour, consistent with professional standards of conduct
Transferable Professional Skills:
Professional skills are mapped against modules or areas of the programme where they are introduced and subsequently developed and assessed. The term 'clinical skills' is a composite term to convey an array of skills involved with service user interaction including conduct of therapeutic interviews, eliciting information, discerning and prioritising, evaluating data and communicating therapeutic information. They may include but are not limited to:
Small group work, with emphasis on inter-professional learning;
Work independently and manage own time and learning;
Communicate effectively with peers, specialists and lay groups;
Use of application of number and information technology effectively;
Demonstrate reflection as a device to improve self-performance;
Be a competent problem-solver and demonstrate ability to work through principles.
Emphasis is given to communication with different groups (for example hospital patients and health service managers). The students are given the fullest opportunity to develop this skill group in context to the role of dietitian and a Level 7 student.
The working life of a dietitian requires group working skills for use both with, and alongside, other health care professionals and interactions with members of the public. Effective communication skills are fundamental to group work. Group-based activities which facilitate collaborative effort are central to the learning approach for a number of taught modules.
Students are enabled to acquire an appropriate and relevant Level 7 knowledge base sufficient for the award of Diploma and Masters degrees, and to develop appropriate clinical and healthcare practitioner skills. The mapping process also ensures graduates are eligible for the required professional registration with the HCPC and full membership of the British Dietetic Association.
The MSc in Nutrition and Dietetics is a three-year full-time programme arranged in a modular structure focused on an academic provision appropriate for Masters (Level 7) students. This structure enables students with a first degree, or equivalent, in Biological Sciences to develop their knowledge and learning to meet the learning outcomes from the previously mentioned standards and curriculum. Practical placement modules are also provided to ensure that students fulfil the practical learning outcomes also required, and the research project develops skills in conducting and developing clinically appropriate research as well as supporting future professional evaluation and development. The learning outcomes within each of the modules are also designed to achieve an HE qualification in accordance with the FHEQ (2008)
To be eligible for the Postgraduate Certificate in Nutrition the student must pass three academic modules (XN7047, XN7048 and XN7049) equivalent to 60 credits.
To be eligible for the Postgraduate Diploma in Nutrition and Dietetics (and to apply for registration with the HCPC) the student must pass the equivalent of 120 credits and achieve competence (pass) in all practice placements.
To be eligible for the Masters degree award in Nutrition and Dietetics the student must, in addition to the above, complete the 60-credit research project dissertation (XN7038). This will enable attainment of 180 academic credits. The dissertation may be undertaken and completed either full-time or part-time.
Satisfactory attendance on the non-credit bearing Professional Development Seminars must be demonstrated and all assessments for the credit bearing modules (excluding XN7060 Clinical Medicine III) must achieve a pass grade before the student can progress to Placements B and C.
Students who successfully complete 120 credits of taught learning, but do not complete, or pass, all the practice placements will be eligible for a Postgraduate Diploma in Nutritional Sciences. This is differentiated by having XN7061 as an alternative final module, replacing the assessment of clinical skills module XN7060.
Students who complete 120 credits without the practice placements may complete the 60-credit research project dissertation (XN7038) to be eligible for an MSc in Nutritional Sciences.
All summative assessments must be passed at 40% to achieve an overall minimum pass at 40% in any module.
Students will normally be expected to undertake not less than 1000 hours of practical learning and experience outside the University.
The exit awards at certificate, diploma or Masters level without the practice placements do not allow eligibility for registration with the HCPC.
Admission requirements seek to ensure recruitment of suitable students while also widening access into the dietetic profession to be representative of the population it serves.
Normally, a minimum of an upper second (2.1) class honours degree in a relevant subject with a substantial amount of Biochemistry (minimum 2 modules (approximately 30 CAT/ 15 IETS credits) at Level 5 or above) and Physiology (minimum 1 module approximately 15 CAT/ 7.5 IETS credits) is required. Students will be asked to provide a copy of their transcript outlining all previously studied modules, their credit value and marks awarded.
We may accept candidates with other qualifications of an equivalent standard to the above (AP(E)L will be applied).
Be able to communicate in English to the standard equivalent to level 7 (overall score of 7.0) of the International English Language Testing System, with no element below 6.5
Candidates must also:
Attend an interview;
Visit a dietetic department prior to submitting an application
Satisfy NHS occupational health and ‘fitness for practice’ requirements
Agree to a Disclosure and Barring Service record check
Satisfy requirements for UK residency as stipulated by the NHS Student Grants Unit
Applicants are invited for interview based on their academic qualifications and supporting personal statement demonstrating they have a genuine interest in studying on the programme and pursuing a career as a Dietitian; exceptional candidates with qualifications other than those outlined above (non-standard entry) may be interviewed to clarify their application. The interview assesses each candidate's interest, enthusiasm and motivation for the programme along with their communication and other skills as outlined in their application. Evidence of having visited a dietetic department must be provided in the application and at interview. Additional guidance and information regarding admissions requirements is made available to candidates during Open Day events and on the corporate web site.
Statements have been taken from those outlined in the Quality Assurance Agency for Healthcare Programmes (2001). They represent the general expectations of standards for the award of qualifications at a given level and articulate the attributes and capabilities that should be demonstrated by individuals possessing such qualifications. The programme has been mapped against these academic and practitioner standards (HCPC Standards of Proficiency, 2013; and Standards of Education and Training, 2014)
The learning and teaching philosophy embraces fully the notion of the independent learner. The programme is delivered using a wide range of learning and teaching methods designed specifically to stimulate scientific enquiry and assist the student with the development of skill. Emphasis is placed on student participation rather than passive receipt of taught information, to develop research skills, utilisation of evidence-based practice, and integration of disciplines. This is facilitated by project- and task-based learning combined with self-directed and collaborative learning. In addition, learning support is provided to meet the needs of the student who requires additional guidance.
Learning and teaching: Examples include, but are not limited to lectures/interactive lectures, discussion, seminars/presentations, role play, simulated problems, project-based learning, web-based learning, laboratory/practical classes, task-driven tutorials and case studies, work-based/experiential learning. Service users participate in the delivery of programmes, including practical and clinical teaching. A number of teaching and learning activities in practical and clinical teaching involve consideration of ethics and consent processes including sharing personal information, role play and practising techniques specific to the profession, eg anthropometry.
Practice placements are also integral to the experience and are supported and assessed by University trained placement tutors. There are three placement opportunities for students within the programme which focus on developing practitioner knowledge and skills:
Placement A (Awareness) - four weeks occurring in the first semester of the first year 1 of the programme.
Placement B (Building) - 12 weeks in semester 2 of the second.
Placement C (Consolidation) - 12 weeks also in 2nd semester of the second year.
The research project is assessed by completion of a literature review and a written report in the format of an identified journal and written up in a manner consistent with publication requirements. The research project only can be completed on a part time basis.
The University's level related assessment criteria underpin the design and assessment of learning. In addition assessments are designed to assess critical appraisal skills critical as appropriate for a healthcare practitioner. Transferable and employability skills are also embedded through the programme from taught module assignments through seminars into reflections and portfolios completed during practice placements. Formative assessment is built into the learning experience via interactive class work, peer assessment of collaborative projects and reflective practice, in addition to oral and written feedback from tutors. Multiple assessment modes such as: written assignments; seminar work: presentation, debate and defence of argument; formal examination; and practical clinical skills are utilised throughout the programme.
Assessment of practice placement learning is based on a competency framework that enables the student to develop progressively through each placement, which is illustrated in a 'Know-Can-Do' model of achievement. In addition a personal portfolio which prepares the student for continuing professional development (CPD) as required by the HCPC for continuing registration is used. Evidence collated in the portfolio must therefore meet the learning outcomes and competence levels for each practice placement, which is assessed as pass or fail. Reassessment of placement learning is by extended or repeat training, however under the BDA Curriculum Framework (2013) students should normally be allowed to extend or repeat no more than 500 hours (or 50% of the total hours) of practical placement in total i.e. the maximum number of placement hours overall will be 1500.
For the most part, graduates are being prepared to enter careers within the NHS. The benchmark statement mapping exercise highlights the graduate characteristics achieved at the completion of the programme (that is, at the point of Registration). Whilst it is expected that most of each cohort will go on to careers within the Health Service, at least initially, the embedded transferable skills throughout the programme make the graduate very employable in other related fields. The primary output of the programme will be the dietitian as part of the healthcare workforce. However, the increasing profile and interest in nutrition-related careers allows the graduate to widen their career routes into the fields of the food industry, the retail pharmaceutical industry, health advisory posts, education, health promotion, policy-making agencies, research and medical publishing.
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:
Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.
The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.
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 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.
University staff are aware of diversity issues and all students are made aware of Department and Institutional structures to discuss their concerns should issues arise.
Within the Nutrition and Dietetics programme students are allocated a Personal Academic Tutor who is a Dietitian. This is to ensure that the student has the opportunity for professional guidance in preparation for the practice placements, to consider the student’s strengths and weaknesses in the context of the professional needs for placement, and to facilitate communications with placement trainers.
In relation to the practice placement elements of the programme, there is a comprehensive Practice Placements Allocation Policy and Procedures published on the University intranet, detailing the information and systems in place for supporting students through the process. Links to information about individual dietetic departments (placement providers) are included in this facility. Prospective students may request an information leaflet about the practice placement provision.
The programme team has a strong and active working relationship with our NHS partners and service users, via Local Programmes Partnership forums, and regional training workshops, which ensure that Quality Assurance and Quality Enhancement agenda for academic and practice placement learning are met. In addition dietetic managers and trainers from across the region further contribute to achieving equality standards through their participation in recruitment interviews.
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