Outline

Academic unit	Nursing and Midwifery
Credit points	12
Prerequisites ?	NTDT5503 and NTDT5601 and (NTDT5602 or FMHU5001) and NTDT5604
Corequisites ?	NTDT5305 and NTDT5608
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Jessica Malloy, jessica.malloy@sydney.edu.au

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam ?	Assessment 6: Final exam Short answer questions	40%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
Presentation	Assessment 1a: IPL Health Collaboration Challenge Part A Attendance and participation in HCC day. Students will work together in teams to produce (1) a 5 min video/social media campaign and (2) a role identification document.	0%	Week 02 Due date: 15 Aug 2025 at 23:59	Approx. 1hr.	AI allowed
Outcomes assessed:
Written work	Assessment 2: Culturally safe dietetic care with First Nations peoples work Participation in workshop and completion of related activity.	0%	Week 03 Due date: 24 Aug 2025 at 23:59	-	AI allowed
Outcomes assessed:
In-person written or creative task	Assessment 3: Case study assessment 1 Short answer questions	25%	Week 04 Due date: 26 Aug 2025 at 10:00	1 h	AI prohibited
Outcomes assessed:
Written work	Assessment 1b: IPL Health Collaboration Challenge Part B Video marking assignment. Students will be assigned three videos to mark and will use a video assessment rubric to assess the videos.	0%	Week 04 Due date: 27 Aug 2025 at 23:59	Approx 1hr.	AI allowed
Outcomes assessed:
Written work	Assessment 1c: IPL Health Collaboration Challenge Part C Peer evaluation. Students will provide constructive feedback to their team members as well as reflect on their own performance.	0%	Week 04 Due date: 27 Aug 2025 at 23:59	Approx. 30mins.	AI allowed
Outcomes assessed:
In-person written or creative task	Assessment 4: Case study assessment 2 Short answer questions	25%	Week 08 Due date: 23 Sep 2025 at 10:00	1 h	AI prohibited
Outcomes assessed:
Presentation	Assessment 5: Counselling video and reflection Video presentation of counselling skills and reflection on performance	10%	Week 11 Due date: 26 Oct 2025 at 23:59	-	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1: IPL Health Collaboration Challenge. This assessment is conducted in three parts and involves participation in HCC day, completion of a video marking assignment, and peer evaluation.
Assessment 2: Culturally safe dietetic care with First Nations peoples workshop and reflection: Students attend a workshop on culturally safe dietetic care with First Nations peoples and complete a relevant activity.
Assessment 3: Case study assessment 1: Students are assessed on their ability to apply medical nutrition therapy knowledge across the nutrition care process to case studies.
Assessment 4: Case study assessment 2: Students are assessed on their ability to apply medical nutrition therapy knowledge across the nutrition care process to case studies.
Assessment 5: Video presentation of counselling skills and reflection: Students are required to record themselves undertaking a counselling session, and submit a written reflection on their performance.
Assessment 6: Final exam: Students are assessed on case studies based on the medical nutrition lectures (excluding lectures delivered by medical practitioners).

Please note: Each student is required to submit all assessment items, and each submission needs to be of an assessable standard, in order to be eligible to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

WK	Topic	Learning activity
Multiple weeks	Medical nutrition	Workshop (56 hr)
Clinical yarning and communicating with Aboriginal clients workshops	Workshop (4 hr)
Week 01	Introduction to medical nutrition therapy	Lecture (1 hr)
Week 06	Weight stigma workshop	Workshop (2 hr)
Week 13	Revision/exam briefing	Tutorial (1 hr)
Weekly	Medical nutrition	Lecture (88 hr)
Simulation clinics	Simulation laboratory (8 hr)

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. develop knowledge in the nutrition assessment and management of common medical conditions
LO2. develop skills in the collection, analysis and interpretation of health, social and nutritional data to assess nutritional status of individual clients via traditional face-to-face and a range of virtual care and telehealth modes.
LO3. develop skills in formulating a nutritional diagnosis and identify priority nutrition issues
LO4. design evidence-based, goal-oriented interventions in collaboration with clients to manage nutritional diagnoses
LO5. apply client-centred nutrition counselling skills to empower clients and facilitate positive health outcomes
LO6. apply effective communication, interpersonal skills and cultural awareness through respectful and active listening, interviewing and translating technical information into practical advice, based on the client’s cultural, education, social and economic attributes
LO7. develop plans to monitor progress and compliance of nutritional interventions, and evaluate outcomes
LO8. evaluate own and peers’ performance through peer learning, including observation and critical reflection
LO9. apply and document the NCP using accepted standards and effective oral and written communication skills for hospital and private practice settings in order to commence practicing safely and professionally
LO10. demonstrate an understanding of the different roles, responsibilities and expertise of other health professionals

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Competency Standards for Dietitians in Australia (2021) - 1.1.1. Operates within the individual’s and the profession’s scope of practice, seeks assistance and refers to other services as necessary 1.1.2. Shows a commitment to professional development and lifelong learning 1.3.2. Develops and maintains a credible professional role by commitment to excellence of practice 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients 2.2.2. In collaboration with clients, other professionals, key stakeholders, and partners: Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information 2.2.3. In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans 2.2.4. In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills 2.2.6. In collaboration with clients, other professionals, key stakeholders, and partners: Facilitates advanced-care planning, discharge planning and referral to other services where appropriate, in accordance with jurisdictional legislation, policy or standards 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public
	National Competency Standards for Dietitians in Australia (2021) - 1.2.1. Exercises professional duty of care in accordance with relevant codes of conduct, ethical requirements, and other accepted protocols 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 1.3.4. Participates in supervision, teaching and mentoring processes with peers, students and colleagues 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems 1.4.4. Utilises relevant technology and equipment efficiently, effectively and safely 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.2.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change
	National Competency Standards for Dietitians in Australia (2021) - 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 2.2.2. In collaboration with clients, other professionals, key stakeholders, and partners: Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public
	National Competency Standards for Dietitians in Australia (2021) - 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 1.5.1. Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 2.1.2. Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients 2.1.3. Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.3. In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans 2.2.5. In collaboration with clients, other professionals, key stakeholders, and partners: Systematically implements, evaluates and adapts nutrition care plans, programs and services 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change
	National Competency Standards for Dietitians in Australia (2021) - 1.3.1. Uses negotiation and conflict-resolution skills when required 1.5.1. Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 2.2.4. In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 4.1.1. Demonstrates empathy and establishes trust and rapport to build effective partnerships with clients, other professionals, key stakeholders and partners 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change 4.2.5. Empowers clients to improve their own health through engagement, facilitation, education and collaboration
	National Competency Standards for Dietitians in Australia (2021) - 1.3.1. Uses negotiation and conflict-resolution skills when required 1.3.2. Develops and maintains a credible professional role by commitment to excellence of practice 1.3.5. Demonstrates initiative by being proactive and developing solutions to problems 1.3.6. Advocates for the contribution that nutrition and dietetics can make to improve health, and for the value dietitians bring to organisations and society 1.3.7. Identifies opportunities and advocates for change to the wider social, cultural and political environment to improve nutrition, food standards and the food system 1.3.8. Recognises that whole systems — including health and education — are responsible for improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and Torres Strait Islander individuals and communities to advocate for social justice and health equity for Aboriginal and Torres Strait Islander peoples 1.5.1. Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 1.5.3. Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and doing 1.5.4. Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how this might influence dietetic practice and outcomes 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 2.3.3. Applies a socio-ecological approach to the development of strategies to improve nutrition and health 3.1.5. Translates the implications of research findings for dietetic practice, advocacy and key stakeholders 4.1.1. Demonstrates empathy and establishes trust and rapport to build effective partnerships with clients, other professionals, key stakeholders and partners 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.1.3. Engages in culturally appropriate, safe and sensitive communication that facilitates trust and the building of respectful relationships with Aboriginal and Torres Strait Islander peoples 4.1.4. Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change 4.2.5. Empowers clients to improve their own health through engagement, facilitation, education and collaboration
	National Competency Standards for Dietitians in Australia (2021) - 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 2.2.5. In collaboration with clients, other professionals, key stakeholders, and partners: Systematically implements, evaluates and adapts nutrition care plans, programs and services
	National Competency Standards for Dietitians in Australia (2021) - 1.1.1. Operates within the individual’s and the profession’s scope of practice, seeks assistance and refers to other services as necessary 1.1.3. Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors 1.1.4. Demonstrates professional conduct and accepts responsibility for own actions 1.1.5. Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing 1.1.6. Demonstrates flexibility, adaptability and resilience 1.3.3. Seeks, responds to and provides effective feedback 1.3.4. Participates in supervision, teaching and mentoring processes with peers, students and colleagues 1.4.2. Utilises outcomes-based systems and tools to evaluate and assure quality of practice based on agreed goals, and revises practice accordingly 1.5.1. Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice 2.1.1. Adopts a questioning and critical approach in all aspects of practice 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.3.3. Guides and supports team members and peers
	National Competency Standards for Dietitians in Australia (2021) - 1.1.4. Demonstrates professional conduct and accepts responsibility for own actions 1.2.1. Exercises professional duty of care in accordance with relevant codes of conduct, ethical requirements, and other accepted protocols 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 1.4.1. Applies organisational, business and management skills in the practice of nutrition and dietetics 1.4.2. Utilises outcomes-based systems and tools to evaluate and assure quality of practice based on agreed goals, and revises practice accordingly 1.4.3. Identifies and assesses risks, incidents and errors, follows relevant protocols, and develops basic risk, incident and error management strategies for services 1.4.4. Utilises relevant technology and equipment efficiently, effectively and safely 1.5.2. Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients 2.1.1. Adopts a questioning and critical approach in all aspects of practice 2.2.6. In collaboration with clients, other professionals, key stakeholders, and partners: Facilitates advanced-care planning, discharge planning and referral to other services where appropriate, in accordance with jurisdictional legislation, policy or standards 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies 4.2.3. Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change 4.3.1. Recognises and respects the diversity of other professionals’ roles, responsibilities and competencies 4.3.2. Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level
	National Competency Standards for Dietitians in Australia (2021) - 1.1.1. Operates within the individual’s and the profession’s scope of practice, seeks assistance and refers to other services as necessary 1.3.7. Identifies opportunities and advocates for change to the wider social, cultural and political environment to improve nutrition, food standards and the food system 4.1.1. Demonstrates empathy and establishes trust and rapport to build effective partnerships with clients, other professionals, key stakeholders and partners 4.1.2. Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies 4.2.2. Identifies, builds partnerships with, and assists in implementing plans with key stakeholders who have the capacity to influence food intake and food systems 4.3.1. Recognises and respects the diversity of other professionals’ roles, responsibilities and competencies 4.3.2. Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level

National Competency Standards for Dietitians in Australia (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		Operates within the individual’s and the profession’s scope of practice, seeks assistance and refers to other services as necessary
1.1.2		Shows a commitment to professional development and lifelong learning
1.1.3		Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors
1.2.1		Exercises professional duty of care in accordance with relevant codes of conduct, ethical requirements, and other accepted protocols
1.3.1		Uses negotiation and conflict-resolution skills when required
1.3.3		Seeks, responds to and provides effective feedback
1.3.4		Participates in supervision, teaching and mentoring processes with peers, students and colleagues
1.3.5		Demonstrates initiative by being proactive and developing solutions to problems
1.3.8		Recognises that whole systems — including health and education — are responsible for improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and Torres Strait Islander individuals and communities to advocate for social justice and health equity for Aboriginal and Torres Strait Islander peoples
1.4.4		Utilises relevant technology and equipment efficiently, effectively and safely
1.5.1		Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice
1.5.2		Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients
1.5.3		Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and doing
1.5.4		Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how this might influence dietetic practice and outcomes
2.1.1		Adopts a questioning and critical approach in all aspects of practice
2.1.2		Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients
2.1.3		Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice
2.1.4		Applies problem-solving skills to create realistic solutions to nutrition problems or issues
2.2.1		Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food systems and sustainability data when assessing nutritional issues of clients
2.2.2		In collaboration with clients, other professionals, key stakeholders, and partners: Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all available information
2.2.3		In collaboration with clients, other professionals, key stakeholders, and partners: Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic goal- oriented plans
2.2.4		In collaboration with clients, other professionals, key stakeholders, and partners: Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and lifestyle change and empower clients with self-management skills
2.2.5		In collaboration with clients, other professionals, key stakeholders, and partners: Systematically implements, evaluates and adapts nutrition care plans, programs and services
2.2.6		In collaboration with clients, other professionals, key stakeholders, and partners: Facilitates advanced-care planning, discharge planning and referral to other services where appropriate, in accordance with jurisdictional legislation, policy or standards
2.3.1		Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health
4.1.1		Demonstrates empathy and establishes trust and rapport to build effective partnerships with clients, other professionals, key stakeholders and partners
4.1.2		Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate
4.1.3		Engages in culturally appropriate, safe and sensitive communication that facilitates trust and the building of respectful relationships with Aboriginal and Torres Strait Islander peoples
4.1.4		Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public
4.2.1		Shares information with and acts as a resource person for colleagues, community and other agencies
4.2.3		Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change
4.2.5		Empowers clients to improve their own health through engagement, facilitation, education and collaboration
4.3.1		Recognises and respects the diversity of other professionals’ roles, responsibilities and competencies
4.3.2		Participates in collaborative decision-making, shared responsibility, and shared vision within teams at an individual, organisational and systems level
4.3.3		Guides and supports team members and peers

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

NTDT5307: Medical Nutrition

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links