General Information
This subject sets the foundation for students to apply and extend their skills as reflective practitioners and team members. The focus will be on preparation for supervised practice across a range of settings and domains of practice including medical nutrition therapy, food service management and community and public health nutrition. Students will participate in a range of interactive and simulated learning activities designed to consolidate their skills in communication, professionalism and decision making. Learning activities will focus on patient centred communication; interprofessional collaboration and multidisciplinary team working; effective individual and group communication; and multiple stakeholder communication. Further activities are designed to ensure students can maximise placement outcomes through peer assisted learning, the development of learning goals and development plans, and management of the student-supervisor relationship. The subject will place students in a position to successfully transition from campus-based learning to supervised professional practice and will be delivered across a one-week intensive learning period.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR71-119 Subject title: Transition to Professional Practice Subject level: Postgraduate Semester/Year: January 2024 Credit points: 5.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x10 (Total hours: 40) - Students will undertake a range of activities and simulated learning experiences in preparation for internships.
- Practical: x1 (Total hours: 4) - Students will practice core skills required for success during internships
- Personal Study Hours: x4 (Total hours: 16) - Personal study hours
Attendance and learning activities: Student must attend ALL sessions. Attendance in classes will be monitored. 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. 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 ACEND core competencies are mapped to this subject – CRDN 3.5 and CRDN 3.6. The assessment task description provides details of the assessments each of these is mapped to. A full description of all ACEND core knowledge and competencies is available on the Program's community iLearn site. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.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
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | NUTR71-119 |
| Subject title: | Transition to Professional Practice |
| Subject level: | Postgraduate |
| Semester/Year: | January 2024 |
| Credit points: | 5.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| Attendance and learning activities: | Student must attend ALL sessions. Attendance in classes will be monitored. 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. 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 ACEND core competencies are mapped to this subject – CRDN 3.5 and CRDN 3.6. The assessment task description provides details of the assessments each of these is mapped to. A full description of all ACEND core knowledge and competencies is available on the Program's community iLearn site. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| 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 |
Enrolment requirements
| Requisites: |
Pre-requisites:Co-requisites:There are no co-requisites |
|---|---|
| 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. NUTR71-105 Nutrition and Chronic Disease Management, NUTR71-106 Food Service Dietetics, NUTR71-107 Public Health Nutrition Practice |
| 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:
- Apply principles of quality assurance, safety, security and sanitation, and meet minimum compliance requirements for supervised practice settings.
- Communicate effectively using appropriate language and messaging according to the medium and intended recipient.
- Display core elements of self-management, professionalism and ethical behaviour in line with professional standards and university requirements.
- Identify scenarios outside own skills and experience in order to develop appropriate learning goals and strategies for use in practice settings.
- Identify the role of clients, carers, and other members of the interprofessional team in services delivered across a range of practice settings.
- Integrate core skills in preparation for practice across relevant domains of dietetics practice.
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 OSCE Students will undertake a practical examination similar to an OSCE format during the intensive teaching week. This assessment is mapped to the following ACEND core competencies: CRDN 3.5 and CRDN 3.6. 40.00% In Consultation 2,5,6 Portfolio Students will compile evidence of the preparation for practice, as a result of their participation in classroom based activities which will be documented during the intensive learning sessions. 60.00% In Consultation 1,2,3,4,5,6 - * 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.
Pass requirement
Students must attend all compulsory learning activities and at least 80% of classes.
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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 |
|---|---|---|---|---|
| OSCE | Students will undertake a practical examination similar to an OSCE format during the intensive teaching week. This assessment is mapped to the following ACEND core competencies: CRDN 3.5 and CRDN 3.6. | 40.00% | In Consultation | 2,5,6 |
| Portfolio | Students will compile evidence of the preparation for practice, as a result of their participation in classroom based activities which will be documented during the intensive learning sessions. | 60.00% | In Consultation | 1,2,3,4,5,6 |
- * 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.
Pass requirement
Students must attend all compulsory learning activities and at least 80% of classes.
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
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 subject costs related to travel to and from field trips are associated with this subject.
Subject curriculum
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Day 1
Internship program orientation, effective internship learning.
SLOs included
- Apply principles of quality assurance, safety, security and sanitation, and meet minimum compliance requirements for supervised practice settings.
- Communicate effectively using appropriate language and messaging according to the medium and intended recipient.
- Display core elements of self-management, professionalism and ethical behaviour in line with professional standards and university requirements.
- Identify scenarios outside own skills and experience in order to develop appropriate learning goals and strategies for use in practice settings.
- Identify the role of clients, carers, and other members of the interprofessional team in services delivered across a range of practice settings.
- Integrate core skills in preparation for practice across relevant domains of dietetics practice.
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Day 2
Mater field trip, PG-SGA's with Mater patients, planning for and conducting a meeting, reflections and learning goals.
SLOs included
- Apply principles of quality assurance, safety, security and sanitation, and meet minimum compliance requirements for supervised practice settings.
- Communicate effectively using appropriate language and messaging according to the medium and intended recipient.
- Display core elements of self-management, professionalism and ethical behaviour in line with professional standards and university requirements.
- Identify scenarios outside own skills and experience in order to develop appropriate learning goals and strategies for use in practice settings.
- Identify the role of clients, carers, and other members of the interprofessional team in services delivered across a range of practice settings.
- Integrate core skills in preparation for practice across relevant domains of dietetics practice.
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Day 3
Recognising mental health concerns, receiving and responding to feedback, placement briefings.
SLOs included
- Communicate effectively using appropriate language and messaging according to the medium and intended recipient.
- Display core elements of self-management, professionalism and ethical behaviour in line with professional standards and university requirements.
- Integrate core skills in preparation for practice across relevant domains of dietetics practice.
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Day 4
Oral presentations, reflections and learning goals.
SLOs included
- Communicate effectively using appropriate language and messaging according to the medium and intended recipient.
- Display core elements of self-management, professionalism and ethical behaviour in line with professional standards and university requirements.
- Identify scenarios outside own skills and experience in order to develop appropriate learning goals and strategies for use in practice settings.
- Integrate core skills in preparation for practice across relevant domains of dietetics practice.
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Day 5
OSCE, subject debrief.
SLOs included
- Apply principles of quality assurance, safety, security and sanitation, and meet minimum compliance requirements for supervised practice settings.
- Communicate effectively using appropriate language and messaging according to the medium and intended recipient.
- Display core elements of self-management, professionalism and ethical behaviour in line with professional standards and university requirements.
- Identify scenarios outside own skills and experience in order to develop appropriate learning goals and strategies for use in practice settings.
- Identify the role of clients, carers, and other members of the interprofessional team in services delivered across a range of practice settings.
- Integrate core skills in preparation for practice across relevant domains of dietetics practice.