General Information
This subject focuses on developing graduate competencies relevant to the prevention and management of nutrition-related chronic disease. Students will apply their knowledge of nutrition, human systems, and evidence-based practice to a range of chronic diseases in individuals and groups. The learning activities will include case studies, simulation activities and observations to enable students to further build their counselling skills and understanding of interprofessional practice in chronic disease prevention and management.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR71-105 Subject title: Nutrition and Chronic Disease Management Subject level: Postgraduate Semester/Year: September 2026 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x10 (Total hours: 20) - Forum
- Workshop: x10 (Total hours: 30) - Workshop
- Practical: x1 (Total hours: 5) - Practical 1
- Practical: x1 (Total hours: 5) - Practical 2
- Personal Study Hours: x12 (Total hours: 60) - Recommended Study Hours
Attendance and learning activities: 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. 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). Acceptable grounds for requesting the approval of absences include, but are not limited to, if the student has: an illness, an accident, a family bereavement/funeral attendance, special religious occasions, and representative sporting events at a state, national or international level. Late arrival or early departure from any teaching session without the demonstration of acceptable grounds and supporting documentation will be deemed to be an unplanned absence. -
Resources
Prescribed resources: Books
- Raymond, J. L., & Morrow, K. (2023). Krause’s and Mahan’s food & the nutrition care process. 16th ed., Elsevier
- Stewart, R. (2022). Handbook of clinical nutrition and. 7th ed., Australian Dietitian
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | NUTR71-105 |
| Subject title: | Nutrition and Chronic Disease Management |
| Subject level: | Postgraduate |
| Semester/Year: | September 2026 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | 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. 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). Acceptable grounds for requesting the approval of absences include, but are not limited to, if the student has: an illness, an accident, a family bereavement/funeral attendance, special religious occasions, and representative sporting events at a state, national or international level. Late arrival or early departure from any teaching session without the demonstration of acceptable grounds and supporting documentation will be deemed to be an unplanned absence. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
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. Assumed Prior Learning (or equivalent):
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| Restrictions: |
Must be admitted into CC-63040 - Graduate Diploma of Nutrition OR CC-63041 - Master of Nutrition and Dietetic Practice |
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:
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
- Describe health care policies, including the billing and coding systems that support reimbursement by public or private payers, that impact the provision of chronic disease services in the Australian context.
- Examine the role of teamwork in chronic disease care, reflecting on own behaviour and its impact on others in the healthcare setting.
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 AI category Computer-aided Test (Limited Open) Test 1. 10.00% Week 3 1, 2, 3, 5 Computer-aided Test (Limited Open) Test 2. 10.00% Week 5 1, 2, 3, 5 Analysis Students will undertake a written case study report. 40.00% Week 7 1, 2, 3, 5, 6 Computer-aided Test (Limited Open) Test 3. 10.00% Week 11 1, 2, 3, 5 OSCE^ Students will undertake a practical exam similar to an OSCE format which will include both active and written components. 30.00% Week 14* 1, 2, 3, 4 Professionalism Students will be required to submit reflections on key learning activities during the semester. These will be signposted in the classes. C Progressive 2, 3, 4, 6 - ^ Students must pass this assessment to pass the subject
- * 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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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 | AI category |
|---|---|---|---|---|---|
| Computer-aided Test (Limited Open) | Test 1. | 10.00% | Week 3 | 1, 2, 3, 5 | |
| Computer-aided Test (Limited Open) | Test 2. | 10.00% | Week 5 | 1, 2, 3, 5 | |
| Analysis | Students will undertake a written case study report. | 40.00% | Week 7 | 1, 2, 3, 5, 6 | |
| Computer-aided Test (Limited Open) | Test 3. | 10.00% | Week 11 | 1, 2, 3, 5 | |
| OSCE^ | Students will undertake a practical exam similar to an OSCE format which will include both active and written components. | 30.00% | Week 14* | 1, 2, 3, 4 | |
| Professionalism | Students will be required to submit reflections on key learning activities during the semester. These will be signposted in the classes. | C | Progressive | 2, 3, 4, 6 |
- ^ Students must pass this assessment to pass the subject
- * 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.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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 the total marks available for the 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
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Additional costs related to travel to and from field trips are associated with this subject (Estimated no more than $30). Please see the program webpage for non-tuition costs related to all subjects. This subject contains content that some students may find distressing, disturbing, or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their educator and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Introduction to Nutrition and Chronic Disease Management
This topic introduces nutrition in the context of chronic disease management. You will explore chronic disease care settings, with a focus on interprofessional teamwork and collaboration. You will also learn about relevant healthcare policies and billing systems used in public and private settings, including Medicare, the Department of Veterans’ Affairs (DVA), and the National Disability Insurance Scheme (NDIS).
SLOs included
- Describe health care policies, including the billing and coding systems that support reimbursement by public or private payers, that impact the provision of chronic disease services in the Australian context.
- Examine the role of teamwork in chronic disease care, reflecting on own behaviour and its impact on others in the healthcare setting.
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Innovative Chronic Disease Management Strategies
Innovative strategies for chronic disease management in community settings are explored throughout the subject. Emphasis is placed on telehealth, web-based and mobile health applications, and group-based education.
SLOs included
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
- Describe health care policies, including the billing and coding systems that support reimbursement by public or private payers, that impact the provision of chronic disease services in the Australian context.
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Weight Concern
Key concepts in this topic include adiposity and body size, and their association with chronic disease and health outcomes. You will examine current evidence and approaches to weight concern, with a focus on person-centred care.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
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Cardiovascular Disease
In this session you will explore the aetiology and pathophysiology of cardiovascular disease. You will also critically apply current evidence relating to nutrition and lifestyle risk factors to inform effective prevention and management strategies.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
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Insulin Resistance and Type 2 Diabetes
Disorders of carbohydrate metabolism, including insulin resistance, metabolic syndrome, and type 2 diabetes are explored in this topic. Concepts you will examine include aetiology, pathophysiology, diagnosis, common symptoms, and associated health risks. The role of the multidisciplinary team and evidence-based management strategies will also be considered, including medical nutrition therapy, physical activity, and pharmacological treatments.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
- Examine the role of teamwork in chronic disease care, reflecting on own behaviour and its impact on others in the healthcare setting.
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Chronic Kidney Disease (stages 1-3)
This topic explores the prevention and management of early-stage chronic kidney disease (stages 1–3), including risk factors, aetiology, and pathophysiology. It also examines common signs and symptoms, disease progression, and the management of co-occurring conditions such as cardiovascular disease and diabetes. Emphasis is placed on balancing the application of evidence-based guidelines to inform medical nutrition therapy with practical, person-centred approaches to care.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
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Allergies and Intolerances
In this topic, the diagnosis, aetiology, pathophysiology, and nutritional management of food allergies and intolerances will be explored. You will learn about disorders of gut-brain interaction with a particular emphasis on irritable bowel syndrome (IBS) and the development of comprehensive nutrition assessment skills to inform evidence-based dietary interventions.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
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Chronic Respiratory Conditions
This topic examines the dietary management of chronic respiratory conditions, including chronic obstructive pulmonary disease (COPD) and asthma. Supported by a problem-based learning approach, you will develop skills in locating and evaluating the literature, and in using student-led learning tools to synthesise and apply knowledge to inform evidence-based medical nutrition therapy.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
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Other Nutrition Related Chronic Diseases and Nutrition through the Lifecycle
Nutrition-related health concerns across the lifecycle are addressed in this topic, including vitamin and mineral deficiencies, osteoporosis, pregnancy and hormone-related conditions. Emphasis is placed on applying evidence-based practice and the Nutrition Care Process, building on skills developed in earlier sessions.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
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Chronic Disease and Marginalised Communities
Across the semester, you will build on foundational knowledge to apply the Nutrition Care Process in supporting diverse individuals and populations living with chronic disease. Key concepts include nutrition policy and practice to support people living with disability, culturally responsive medical nutrition therapy—including for Aboriginal and Torres Strait Islander peoples—and exploring the impact of intersectionality on health and healthcare.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
- Describe health care policies, including the billing and coding systems that support reimbursement by public or private payers, that impact the provision of chronic disease services in the Australian context.
- Examine the role of teamwork in chronic disease care, reflecting on own behaviour and its impact on others in the healthcare setting.
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Chronic Disease Management in Practice
During the semester, you will participate in a dietetic clinic observation within a chronic disease management setting, supporting the integration of theoretical knowledge with practical application in person-centred care and counselling. This will be further enhanced by a range of simulation activities embedded throughout the subject.
SLOs included
- Explain the aetiology, pathophysiology and relevant anatomical concepts of the major nutrition-related chronic diseases using language appropriate for a range of audiences.
- Critically apply evidence relevant to the prevention and management of nutrition-related chronic disease for diverse individuals and groups.
- Critically apply the nutrition care process as it relates to chronic disease prevention and management for diverse individuals and groups.
- Demonstrate progression in the development of client-centred counselling skills to facilitate behaviour and lifestyle changes relevant to chronic disease prevention and management for diverse individuals.
- Examine the role of teamwork in chronic disease care, reflecting on own behaviour and its impact on others in the healthcare setting.