Nutrition and Dietetics  MSc

The research will be agreed with an appropriate supervisor and the Research Co-ordinator.  The subject matter must be related to the field of nutrition.

1.      To provide the student with an opportunity to investigate systematically and in depth a topic of direct relevance to the programme of study and his/her personal interests.

2.      To enable the student to draw on and contribute to the development of the growing body of knowledge in the field of nutrition.

3.     To require the student to present a research proposal in the form of a poster and oral presentation.

4.     To require the student to present the outcomes of personal research in the form of a substantive research article.

Nutrition 

• Overview of key concepts in nutrition include a review of macro and micro-nutrients, non-nutritive components, food sources and their influence on health   
• Dietary guidelines and dietary reference values
• Nutrient considerations over the life-cycle        
• Review of macro-nutrient metabolism including fed, fasting, adaptive response to starvation and in born errors  
• Overview of dietary and nutritional assessment including National Diet and Nutrition Survey 

 Food   

• Food production, preservation and safety   
• Food supply chains, commercial food services, catering standards, regulation and legislation
• Menu planning including socio-economic, dietary and cultural/ religious considerations 
• Essential skills in food preparation

To equip students with the key concepts in human nutrition including considerations over the life cycle and assessment of nutritional status.   

To develop an understanding of the role of nutrition in health. 

To develop key food skills including food safety and preparation, nutrient analysis, dietary analysis and menu planning.

• Review of the major disease processes and their descriptive terminology
• Risk factors for, classification and aetiology of the major diseases (e.g. disorders of the immune system, organ dysfunction, cancer, non-communicable diseases)
• Clinical assessment, diagnosis and treatment interventions (medical and surgical) in the management of major diseases and disorders
• Integration of physiological systems and their impact on disease progression and management, including monitoring of measurable outcomes
• Nutrition as an adjunctive treatment in disease management, including drug-nutrient interactions   
• Principles of pharmacokinetics and pharmacodynamics               

Students will gain an understanding of: medical terminology and disease classification, the major diagnostic methods, therapeutic interventions and methods of managing patient care, the response of the body to disease and to the therapeutic agents that underpin recovery. Students will develop knowledge of drug classification, complementary and alternative medicine, and the role of the dietitian in medicines management. The module communicates immunological and pharmacological knowledge relevant to the health care professional, and fosters critical evaluation of the evidence which informs and supports clinical practice in a range of conditions/diseases.

1.      The building blocks of scientific research: types of research (analytical, descriptive, experimental, and qualitative), scientific parlance (hypothesis, concepts, operational definitions, and dependent/independent variables), sampling procedures, and measurement issues (reliability and validity).

2.      Research and data collection methods: experimental research (developing hypotheses, independent/dependent variables, controls, sample selection, study designs, and experimental validity); descriptive research (questionnaires and interviews, case studies); qualitative research (characteristics, procedures, methods of data collection, data analysis, and internal/external validity).

3.      The nature of research; scientific methods of enquiry, pure versus applied ways of problem solving. Developing the research problem; identifying a topic area, devising specific questions, discovering what is already known (reviewing the literature), determining feasible ways to answer the questions.

4.      Ethics in research.

5.      Introduction to data analysis software (SPSS for Windows). Establishing an SPSS database. Defining and transforming variables; data storage and retrieval.

6.      Data analysis for descriptive and experimental research; descriptive statistics. Describing data; measures of variability, correlation and scatter plots. inferential statistics. Selecting an appropriate statistical test (parametric or non-parametric), and types of statistical tests (chi-square; t-tests; one-way ANOVA & post-hoc tests; Wilcoxon, Mann-Whitney U). Worked examples in SPSS. Repeated Measures ANOVA; Factorial ANOVA, Limits of agreement analysis for method comparison and test retest reliability. Worked examples in SPSS.

1.      To expose students to the essential elements in the process of conducting sound scientific research.

2.      To develop students’ skills in the key aspects of data handling and statistical analysis.

• Theories of human behaviour and the psychological underpinning of health behaviour
• Psychological implications of long term health and eating behaviours, including normal, disordered eating, obesity and control of appetite
• Overview of psychological and sociological contributions to health, lifestyle, and the impact of long-term health conditions
• Introduction to health psychology, specifically examining factors that affect health behaviours (social cognition models of health, personality factors, motivation, interpersonal communication and group dynamics)
• Historical principles of behavioural change and the modern development of health promotion and health education strategies
• Practical skills in behavioural change including counselling skills, motivational interviewing, cognitive behavioural techniques, health promotion, and health education to resolve barriers in communication (including telehealth and assistive technologies)
• Psychology of eating behaviour in both normal and disordered eating
• Review of socio-cultural factors related to food and eating. Review of sociology of food and eating; symbolic factors of food and consumption, food as a value system, cultural roles in society
• Impact of class, ethnicity, income level and social expectation in food choice
• Role of organisations in delivering health, relevant organisational behaviour

To provide an understanding of the bio-psycho-social underpinnings of normal and abnormal eating behaviours, and to enable the practitioner to develop basic skills in relevant counselling and psychological interventions

Critical appreciation of psychosocial contributions to eating behaviours, individual and societal health

Organisation of local government, health and social care in the UK, including policies which impact on health outcomes

The role of nutrition in disease prevention, health protection, health improvement, and public health care and wider determinants of health and disease

Assessment of nutritional status and requirements for dietary therapy and nutrition support in individuals

Reducing inequity though healthcare and ethical considerations of care

Dietetic practice in primary and secondary, health care, pathways of care, treatment/interventions and evaluation of health outcomes, e.g. research, clinical audit

Theory and application of the model and process of nutrition and dietetic practice in the context of individual and community settings

Factors and theories influencing food choices and the psychology of behaviour change and the practical application of these for both individual and group interventions

Theories of learning and pedagogy and communication principles and how to use to effect nutritional outcomes with individuals, groups and communities

Dietary assessment and evidence based planning to implement and evaluate interventions for both person-, community- and population-centred health care

Planning for community and population-centred health care interventions

Monitoring and evaluation of dietetic practice and service delivery

Disseminating findings of evaluation and research with dietitians and other stakeholders to improve care and dietetic practice

Assessing evidence quality and applying it to healthcare problems

The module aims to enable development of: 

• Knowledge and understanding of primary and secondary health care in the context of the process of nutrition and dietetic practice
• Critical appreciation of evidence and principles underpinning current public health policy and practice and how these inform community dietetics

Knowledge and understanding of design, implementation and evaluation of nutrition intervention strategies for individuals, communities, and populations, and impact on public health outcomes

• Application of the model and process of nutrition and dietetic practice in the context of secondary and tertiary care
• Patient focused care planning with specific reference to practical interventions and delivery
• Development of care pathways, implementation of interventions and evaluation of outcomes in the context of current guidance and policy for healthcare.
• Diet therapy and nutrition support for individuals with acute and chronic conditions, including ethical considerations
• Nutrition as an adjunctive treatment in disease management, including drug-nutrient interactions.

To develop understanding of the role of nutrition in the management of diseases/disorders commonly encountered by dietitians in the UK across primary, secondary and tertiary care sectors

To apply knowledge of these conditions to the formulation of dietary and nutrition support intervention strategies based on current scientific evidence

To translate dietary and nutrition support principles into interventions based on clinical and nutritional assessment data, and that enable patients and their carers to self- manage their condition

To develop understanding of the ethical and legal implications of withholding or withdrawing nutrition.

To demonstrate skills in nutritional assessment including awareness of personal strengths and limitations in relation to professional standards of proficiency

The module will prepare the student for professional life by focussing on:

• the role of the dietitian and other disciplines in clinical and non-clinical environments
• forms of communication: oral, written, and electronic commonly used by health care professionals. 
• food, eating habits and assessment of food intakes in the context of dietetic services in the NHS or other public and private sector institutions
• developing awareness of environmental factors (for example cultural, educational, social and financial factors) which affect all service users
• core skills training
• personal and professional development, including developing as a reflective practitioner
• developing awareness of integrity, legal and ethical responsibilities

To facilitate working knowledge and understanding of dietetics in traditional and non-traditional environments

To begin to develop competence in communication and professional skills required to meet the HCPC Standards of Proficiency

The practice placement will enable the student to develop a working knowledge and the range of skills needed to work as a dietitian with specified clients/care groups and in a range of work settings, which may involve non-health settings.  Experience will include specific tasks and activities appropriate to the learning outcomes:

• The model and process of nutrition and dietetic practice
• Gaining insight and experience in health promotion and public health strategies
• cultural, educational, social and financial factors which affect individuals, groups and populations
• development of knowledge, communication skills and professional competencies
• applied knowledge and understanding of professional practice and leadership, including self-awareness and self-evaluation

The overall aim of this module is to enable experiential learning and development in health care settings under supervision and guidance.  Learning opportunities within the practice placement experience will allow students to advance their competence in knowledge, communication and professional skills in line with HCPC Standards of Proficiency.

The practice placement will enable the student to develop and apply advanced working knowledge, and display competence in the range of skills needed to work as a dietitian with specified clients/care groups and in a range of work settings, which may involve non-health settings.  Experience will include specific tasks and activities appropriate to the entry level of the profession:

• The model and process of nutrition and dietetic practice
• Applied knowledge of health promotion and public health strategies
• Environmental factors - cultural, educational, social and financial - which affect individuals, groups and populations
• enhanced knowledge, communication skills and professional competencies
• applied knowledge and understanding of professional practice, leadership, including self-awareness and reflective practice 

The overall aim of this period of practical training is to give students the opportunity to consolidate their learning and development in the clinical environment in professional situations under supervision and guidance.  Learning opportunities within the practice placement experience will allow students to advance their competence in knowledge, communication and professional skills to the point of proficiency required for registration with the HCPC.