General Information
This subject builds on the content covered in Acute Clinical Dietetics in a delivery format designed to complement student learning during supervised practise focused on medical nutrition therapy across a range of clinical areas, across the lifespan, and diverse socioeconomic and cultural groups. It focuses on further preparing students for the application of medical nutrition therapy, with learning resources and activities that are designed to focus and support students in their clinical internship. The subject covers medical nutrition therapy primarily at a level appropriate for tertiary healthcare interventions, residential aged care facilities and private practice individual case management. Foundational and specialist areas of dietetic practice are covered including intensive care, total parenteral and enteral nutrition, nutritional genomics and paediatrics. The subject includes lectures, webinars and online resources from specialist dietitians in the relevant areas and focus on cases drawn from students’ clinical internship experiences.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: NUTR71-120 Subject title: Applied Clinical Dietetics Subject level: Postgraduate Semester/Year: January 2024 Credit points: 5.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Forum: x2 (Total hours: 4) - Overview of expectations and assessment for the subject
- Self-Directed Activity: x5 (Total hours: 10) - Students will be expected to engage with this subject iLearn materials regularly throughout individual case management placements.
- Prescribed Consultation: x5 (Total hours: 10) - Weekly case presentations during clinical placement
- Personal Study Hours: x6 (Total hours: 36) - Personal study
Attendance and learning activities: This subject encompasses ongoing, integrated learning to complement and extend knowledge during the first medical nutrition therapy internship. The subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities. The following ACEND core competencies are mapped to this subject – CRDN 3.1. The assessment task description provides details of the assessments that 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: Books
- Raymond, J. L., Morrow, K., Mahan, L. K., & Krause, M. V. (2023). Krause and Mahan’s food & the nutrition care process. 16th ed., Elsevier.
- Beto, J. A., Hornick, B. A., & Holli, B. B. (2024). Nutrition counseling and education skills: a practical guide. 8th ed., Jones & Bartlett Learning.
- Stewart, R. (2022). Handbook of clinical nutrition and dietetics. 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
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | NUTR71-120 |
| Subject title: | Applied Clinical Dietetics |
| Subject level: | Postgraduate |
| Semester/Year: | January 2024 |
| Credit points: | 5.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | This subject encompasses ongoing, integrated learning to complement and extend knowledge during the first medical nutrition therapy internship. The subject includes Compulsory Learning Activities. Students must attend and participate in all Compulsory Learning Activities. The following ACEND core competencies are mapped to this subject – CRDN 3.1. The assessment task description provides details of the assessments that 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: | 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 |
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.
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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:
- Perform the Nutrition Care Process and use standardised nutrition language for individuals of differing ages and health status across a variety of settings.
- Apply relevant evidence and critical thinking to prepare and justify nutrition care plans for individuals of differing ages and health status across a variety of settings.
- Interpret concepts and best-available evidence related to emerging areas that are applicable to the dietetics discipline, including nutritional genomics.
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 Activity Internship iLearn modules - 2 hours each module 50.00% In Consultation 3 Presentation Students will present and justify a comprehensive nutrition care plan to a small stakeholder group, for a case identified during their medical nutrition therapy internships. The following ACEND core competencies are mapped to this assessment: CRDN 3.1. 30.00% In Consultation 1,2 Case Analysis Students will complete a case study report based on their participation and engagement with weekly case study discussions completed during the first medical nutrition therapy internship. (5 pages). 20.00% In Consultation 1,2 - * 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 |
|---|---|---|---|---|
| Activity | Internship iLearn modules - 2 hours each module | 50.00% | In Consultation | 3 |
| Presentation | Students will present and justify a comprehensive nutrition care plan to a small stakeholder group, for a case identified during their medical nutrition therapy internships. The following ACEND core competencies are mapped to this assessment: CRDN 3.1. | 30.00% | In Consultation | 1,2 |
| Case Analysis | Students will complete a case study report based on their participation and engagement with weekly case study discussions completed during the first medical nutrition therapy internship. (5 pages). | 20.00% | In Consultation | 1,2 |
- * 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
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
Subject curriculum
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Medical nutrition therapy across a range of clinical areas and diverse groups
Application and extension of skills for implementing the nutrition care process with individuals from a range of clinical areas, across the lifespan and from diverse socioeconomic and cultural groups. Topics will include paediatrics, elderly, mental health (dementia, schizophrenia, depression/anxiety) and chronic/acute conditions.
SLOs included
- Perform the Nutrition Care Process and use standardised nutrition language for individuals of differing ages and health status across a variety of settings.
- Apply relevant evidence and critical thinking to prepare and justify nutrition care plans for individuals of differing ages and health status across a variety of settings.
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Critical care
Medical nutrition therapy in critical care including parenteral and enteral nutrition.
SLOs included
- Perform the Nutrition Care Process and use standardised nutrition language for individuals of differing ages and health status across a variety of settings.
- Apply relevant evidence and critical thinking to prepare and justify nutrition care plans for individuals of differing ages and health status across a variety of settings.
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Innovations in dietetics practice
Students will explore the evidence and basic application of emerging areas of dietetic practice including: Nutrigenomics and medical nutrition therapy; Gut microbiota; Interprofessional and collaborative working models of practice.
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Communication for optimal professional practice
Consolidating skills in relation to: Patient centred communication; Multidisciplinary team communication; Effective individual and group communication; multiple stakeholder and supervisor communication.
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Self leadership and team work for effective placement learning
Students will participate in a range of interactive and simulated learning activities to apply and extend their skills as a reflective practitioner and team member. The focus will be on preparation for supervised practice across a range of settings.