General Information
This subject will develop student competencies relating to the assessment and diagnosis of nutritional status of individuals and populations to meet entry-level competency expectations of the Dietitians Association of Australia (DAA). This includes exploration of the limitations and utility of nutrition assessment methods relevant to clinical, food service, public health practice and nutrition research and evaluation. Key content areas include quantitative and qualitative assessment and evaluation of nutritional status using growth assessment, dietary assessment, anthropometry, laboratory, body composition and clinical methods. Nutrition screening and assessment tools and methods will be covered in detail. This is a core subject for nutrition and dietetic practice.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR71-101 Subject title: Nutrition Assessment and Diagnosis Subject level: Postgraduate Semester/Year: May 2019 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - No Description
- Workshop: x12 (Total hours: 36) - Workshop
- Personal Study Hours: x12 (Total hours: 60) - Recommended study hours
Attendance and learning activities: Student must attend ALL sessions. Attendance in classes will be monitored. This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes to pass the subject. The following Dietitians Association of Australia National Competency Standards are mapped to this subject – 1.1.5, 1.2.1, 1.2.3, 1.3.1, 1.3.2, 1.3.3, 1.3.5, 1.4.2, 1.4.3, 1.4.4, 1.5.2, 1.5.3, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.3, 2.3.2, 3.1.1, 3.1.3, 3.2.1, 3.2.3, 4.1.1, 4.1.2, 4.1.3, 4.1.5, 4.3.1. The following ACEND core knowledge and competencies are mapped to this subject –KRDN1.3, CRDN1.2, CRDN1.6, KRDN2.1, KRDN2.2, KRDN2.5, CRDN2.1, CRDN2.3, CRDN2.10, CRDN2.11, KRDN3.1, CRDN3.2, KRDN4.6. If a student has a legitimate reason for non-attendance they must notify the subject convenor as early as possible and provide documentation (i.e. absence form, medical certificate, statutory declaration). Participation in ALL classes is required in order to demonstrate professional competence. -
Resources
Prescribed resources: Books
- Krause's Food and Nutrition Care Process, 13th Ed.. 13th,
- Rowan Stewart (2015). Handbook of Clinical Nutrition and Dietetics. 5th,
Others
- PEN Evidence Based Library.
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | NUTR71-101 |
| Subject title: | Nutrition Assessment and Diagnosis |
| Subject level: | Postgraduate |
| Semester/Year: | May 2019 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Student must attend ALL sessions. Attendance in classes will be monitored. This subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities and attend 80% of classes to pass the subject. The following Dietitians Association of Australia National Competency Standards are mapped to this subject – 1.1.5, 1.2.1, 1.2.3, 1.3.1, 1.3.2, 1.3.3, 1.3.5, 1.4.2, 1.4.3, 1.4.4, 1.5.2, 1.5.3, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.3, 2.3.2, 3.1.1, 3.1.3, 3.2.1, 3.2.3, 4.1.1, 4.1.2, 4.1.3, 4.1.5, 4.3.1. The following ACEND core knowledge and competencies are mapped to this subject –KRDN1.3, CRDN1.2, CRDN1.6, KRDN2.1, KRDN2.2, KRDN2.5, CRDN2.1, CRDN2.3, CRDN2.10, CRDN2.11, KRDN3.1, CRDN3.2, KRDN4.6. If a student has a legitimate reason for non-attendance they must notify the subject convenor as early as possible and provide documentation (i.e. absence form, medical certificate, statutory declaration). Participation in ALL classes is required in order to demonstrate professional competence. |
| Prescribed resources: | Books
Others
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|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe nutrition screening, assessment, diagnosis and monitoring, use of nutritional standards of reference and guidance systems, and dietary analysis.
- Describe physical activity assessment methods, use of standards of reference and guidance systems, and related analysis of energy expenditure.
- Use and identify appropriate dietary methodology to collect retrospective food and nutrient intakes for individuals and groups and populations which identify nutrient and food intake patterns.
- Collect, organise, interpret and evaluate health, medical, socio-cultural, psychological, economic, biochemical,haematological, clinical, and anthropometric data relevant to nutritional status.
- Estimate nutrient intake for individuals and groups and populations using food composition tables and/or software databases and compare with Nutrient Reference Values (NRVs) or estimated requirements.
- Use food guidance systems to contribute to the assessment of dietary intake.
- Select and conduct nutrition screening and assessment methods appropriate to purpose and practice context.
- Identify and use appropriate time frame for follow-up of assessment of nutritional status.
- Define, prioritise and document nutrition problems/diagnoses as basis for planning appropriate nutrition interventions.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Skills Assignment Case Study Assignment 20.00% Week 7 3,4,5,6,8,9 OSCE OSCE and Viva at BIHS or BUCERC 50.00% Week 14* 3,4,5,6,7,8,9 *In-Class Quiz - Individual 15 minute quizzes consisting of multiple choice questions 30.00% Fortnightly 1,2,3,7 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Skills Assignment | Case Study Assignment | 20.00% | Week 7 | 3,4,5,6,8,9 |
| OSCE | OSCE and Viva at BIHS or BUCERC | 50.00% | Week 14* | 3,4,5,6,7,8,9 |
| *In-Class Quiz - Individual | 15 minute quizzes consisting of multiple choice questions | 30.00% | Fortnightly | 1,2,3,7 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Introduction to the nutrition care process (NCP) & medical terminology
Introduction to the NCP, and International Dietetics & Nutrition Terminology (IDNT). Introduction to medical terminology and useful resources.
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Introduction to nutrition screening and assessment
Definitions of nutrition screening and assessment, assessment methods for determining dietary deficiencies and excesses.
SLOs included
- Describe nutrition screening, assessment, diagnosis and monitoring, use of nutritional standards of reference and guidance systems, and dietary analysis.
- Use food guidance systems to contribute to the assessment of dietary intake.
- Select and conduct nutrition screening and assessment methods appropriate to purpose and practice context.
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Dietary assessment, analysis and interpretation for individuals
Food consumption at an individual level – 24 hour recall, diet history, electronic food records and weighed food records.
SLOs included
- Describe nutrition screening, assessment, diagnosis and monitoring, use of nutritional standards of reference and guidance systems, and dietary analysis.
- Use and identify appropriate dietary methodology to collect retrospective food and nutrient intakes for individuals and groups and populations which identify nutrient and food intake patterns.
- Collect, organise, interpret and evaluate health, medical, socio-cultural, psychological, economic, biochemical,haematological, clinical, and anthropometric data relevant to nutritional status.
- Estimate nutrient intake for individuals and groups and populations using food composition tables and/or software databases and compare with Nutrient Reference Values (NRVs) or estimated requirements.
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Anthropometry & body composition assessment
Measurement of weight and estimation of weight, height and alternative height measures, waist hip ratio methods, body composition assessment, grip strength.
SLOs included
- Describe physical activity assessment methods, use of standards of reference and guidance systems, and related analysis of energy expenditure.
- Collect, organise, interpret and evaluate health, medical, socio-cultural, psychological, economic, biochemical,haematological, clinical, and anthropometric data relevant to nutritional status.
- Define, prioritise and document nutrition problems/diagnoses as basis for planning appropriate nutrition interventions.
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Dietary assessment, analysis and interpretation for groups and populations
Food consumption at the group, household and national level and comparison to population level recommendations from food guidance systems.
SLOs included
- Describe nutrition screening, assessment, diagnosis and monitoring, use of nutritional standards of reference and guidance systems, and dietary analysis.
- Use and identify appropriate dietary methodology to collect retrospective food and nutrient intakes for individuals and groups and populations which identify nutrient and food intake patterns.
- Collect, organise, interpret and evaluate health, medical, socio-cultural, psychological, economic, biochemical,haematological, clinical, and anthropometric data relevant to nutritional status.
- Estimate nutrient intake for individuals and groups and populations using food composition tables and/or software databases and compare with Nutrient Reference Values (NRVs) or estimated requirements.
- Use food guidance systems to contribute to the assessment of dietary intake.
- Define, prioritise and document nutrition problems/diagnoses as basis for planning appropriate nutrition interventions.
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Evaluation of nutrient intakes & requirements
Calculation of nutrient intakes using food composition data and ready reckoners. Estimation of energy and nutrient requirement and physical activity level.
SLOs included
- Describe nutrition screening, assessment, diagnosis and monitoring, use of nutritional standards of reference and guidance systems, and dietary analysis.
- Describe physical activity assessment methods, use of standards of reference and guidance systems, and related analysis of energy expenditure.
- Use and identify appropriate dietary methodology to collect retrospective food and nutrient intakes for individuals and groups and populations which identify nutrient and food intake patterns.
- Estimate nutrient intake for individuals and groups and populations using food composition tables and/or software databases and compare with Nutrient Reference Values (NRVs) or estimated requirements.
- Define, prioritise and document nutrition problems/diagnoses as basis for planning appropriate nutrition interventions.
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Nutrition assessment and development of nutrition diagnosis
Using the dietary, medical, psycho-social, clinical, biochemical, anthropometric assessment and histories, physical examination and signs and symptoms of malnutrition, including Subjective Global Assessment (SGA) to develop nutrition diagnoses.
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Nutrition assessment and development of nutrition diagnosis continued
Using the dietary, medical, psycho-social, clinical, biochemical, anthropometric assessment and histories, physical examination and signs and symptoms of malnutrition, including Subjective Global Assessment (SGA) to develop nutrition diagnoses.