Outline

Overview

This unit develops professional communication and organisation/management skills that will enable students to work effectively as dietitians. Dietitians work in varied environments - within private and government organisations, industry and in private practice; within teams and as sole practitioners. Interpersonal, individual and group communication, as well as professional, management, organisational and general business skills are required in all of these areas. This unit of study has two modules: business; and behavioural and social sciences, and cultural competence for effective communication. The first module includes the development of a business plan for a new dietetic business or service. The second module builds foundational knowledge and skills for medical nutrition therapy and health promotion that will be studied in semester 2. Common behavioural theories and behaviour change techniques applied in Nutrition and Dietetics will be explored. Students learn how to translate technical information into easily understood messages and advice and will demonstrate their ability to use these techniques in verbal and written communication and counselling with individuals, small groups and populations. The learning is facilitated by interactive lectures, tutorials and workshops and student presentations.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	NTDT5601 and (NTDT5602 or FMHU5001) and NTDT5503
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Holly Harris, holly.harris@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Practical skill	Assessment 1a: IPL Hand Hygiene Certificate Upload hand hygiene certificate	0%	Week 02 Due date: 05 Mar 2026 at 23:59	Completion of hand hygiene module	AI allowed
Outcomes assessed:
Practical skill	Assessment 1b: Interprofessional Learning (IPL) Introductory Workshop Interprofessional learning around teamwork and effective communication	0%	Week 04 Due date: 19 Mar 2026 at 23:59	2 hours	AI allowed
Outcomes assessed:
Written work	Assessment 2a: Presentation skills - written small group education plan In a group, complete a written report of a small group education plan	15%	Week 05 Due date: 29 Mar 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Evaluation	Assessment 1c: IPL Introductory Workshop Peer Evaluation Evaluation of own and team's performance	0%	Week 05 Due date: 27 Mar 2026 at 23:59	30 minute survey	AI allowed
Outcomes assessed:
Presentation	Assessment 2b: Presentation skills - presentation Individual presentation component of small group education (in-class)	20%	Week 06 Due date: 01 Apr 2026 at 17:00	8 mins	AI allowed
Outcomes assessed:
Presentation	Assessment 3: Nutrition communication assignment Create lay communication material across a variety of media	30%	Week 08 Due date: 23 Apr 2026 at 23:59	2 communication pieces + reflection	AI allowed
Outcomes assessed:
Written work	Assessment 4: Business plan assignment Identify a business opportunity and create a plan for implementation	35%	Week 13 Due date: 29 May 2026 at 23:59	6000 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1a, b, c – Interprofessional Learning (IPL) Introductory Workshop: For the IPL Introductory Workshop, you will complete the pre-work (uploading the hand hygiene certificate as evidence of completion); participate in all 3 activity stations during the workshop; and complete the peer evaluation task after the workshop. This is a hurdle task.

Assessment 2a, b – Presentation skills: This task is broken into 2 parts. Prior to the session, together in your group, you will submit a written plan of your small group education. In-class, you will indvidually present a short part of a education session and apply behaviour change strategies used in dietetics. Other students will role play the target audience.

Assessment 3 – Nutrition communication assignment: In this task you will demonstrate your ability to communicate and translate nutrition information in various media format to different target audiences. You will develop a piece for social media and a piece for ‘The Conversation’. You will also complete a reflection on your performance. This is an individual assignment.

Assessment 4 – Business plan assignment: This task integrates learning from workshops, tutorials and the results of your own research and ideas to develop a plan for a new dietetic business or to enhance a current dietetic service. This is a group assignment.

Please note: Each student is required to submit all assessment items in order 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 2021 (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.

Grade	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 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.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	IPC 1: Communication theories; Behavioural Science 1	Seminar (6 hr)
Week 02	Behavioural Science 2 & 3; and Inter-professional learning (IPL) workshop	Seminar (6 hr)
Week 03	Behavioural Science 4; Small Group Education 1	Seminar (6 hr)
Week 04	SGE 2, 3, 4: Group education/ dynamics	Seminar (6 hr)
Week 05	IPC 2, 3: Nutrition Care Process and Motivational Interviewing	Seminar (6 hr)
Week 06	Presentation skills assessment: individual SGE presentations (in-class)	Seminar (3 hr)
Week 07	IPC 4: Social media; Medical obesity & Obesity Medical Nutrition Therapy (MNT)	Seminar (6 hr)
Week 08	Compulsory activity: Effective communication with First Nation peoples - yarning; Medial Diabetes & MNT Diabetes	Seminar (5 hr)
Week 09	BM 1: Health systems and organisational structures in dietetics; BM 2: Finance, budgets and record keeping in dietetics	Seminar (6 hr)
Week 10	BM 3: Private practice in dietetics; BM 4: Quality management and evaluation of risk in dietetics	Seminar (6 hr)
Week 11	BM 5: Marketing in dietetics; BM 6: Conflict resolution skills	Seminar (6 hr)
Week 12	BM 7: Leadership skills development	Seminar (3 hr)
Week 13	Compulsory activity: Communicating with First Nations peoples workshop	Seminar (2 hr)

Attendance and class requirements

Attendance: Attendance and participation are monitored. Students are expected to attend, engage and participate in scheduled classes and required learning activities. Students must notify the school if they are, or will be, unable to attend a required learning activity; and apply for special consideration or special arrangements; or have an academic plan with relevant adjustments, where appropriate.

(a) Students who fail to attend a required learning activity will be recorded as absent.

(b) Students must attend/participate in minimum 80% of all lecture sessions scheduled per unit of study.

(c) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from lectures due to unforeseen circumstances or with an approved planned absence:

(i) maximum two lecture absences permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded

(d) Students must attend/participate in all (100%) practical classes (simulation labs and workshops) scheduled per unit of study.

(i) no absences without permission or with approved alternative arrangements.

(e) At the discretion of the Unit of Study Coordinator, where relevant, an alternative (catch-up) learning activity may be approved and provided to students absent from practical classes due to unforeseen circumstances or with an approved planned absence:

(i) maximum one practical class absence permitted per unit of study where an approved alternative (catch-up) learning activity is completed.

(ii) where a student satisfactorily completes an approved alternative learning activity, this will be recorded.

Note: Students must apply for Special Consideration for absence from any scheduled required learning activity which includes an assessment.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Readings for this unit will be provided through reference citations on lecture slides or can be accessed through the Library.

Learning outcomes

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. Recognise the determinants of communication, including the impact of personal beliefs and styles.
LO2. Employ socially and culturally appropriate communication skills in professional as well as individual client and group settings.
LO3. Apply the Nutrition Care Process (NCP) to guide Nutrition and Dietetics counselling and education.
LO4. Apply behaviour change theories and apply associated behaviour change techniques (taxonomy) to guide Nutrition and Dietetics counselling and education.
LO5. Design a business plan for a new dietetic business or service within an existing organisation that is compliant with all legal and ethical requirements.
LO6. Describe strategies businesses use to maintain and enhance performance e.g. marketing, risk management and quality improvement processes.
LO7. Develop personal skill development in leadership and conflict resolution.

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) - 1.5.1. 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 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) - 1.1.3. Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors 1.3.3. Seeks, responds to and provides effective feedback 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 1.3.8. 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 2.1.2. 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 2.2.4. 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 3.1.5. Translates the implications of research findings for dietetic practice, advocacy and key stakeholders 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
	National Competency Standards for Dietitians in Australia (2021) - 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 2.2.3. 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
	National Competency Standards for Dietitians in Australia (2021) - 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 2.2.3. 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 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health
	National Competency Standards for Dietitians in Australia (2021) - 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 1.2.3. Prepares, stores and transmits accurate and timely documentation according to accepted standards 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 1.4.1. 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 2.3.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health 3.1.2. Applies ethical processes to research, evaluation, and quality management 3.1.3. Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data 4.2.4. Applies the principles of marketing to promote healthy eating and influence dietary change
	National Competency Standards for Dietitians in Australia (2021) - 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 3.1.2. Applies ethical processes to research, evaluation, and quality management 3.1.3. Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data 4.2.4. Applies the principles of marketing to promote healthy eating and influence dietary change
	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 1.1.5. Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing 1.3.1. Uses negotiation and conflict-resolution skills when required 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 2.1.4. Applies problem-solving skills to create realistic solutions to nutrition problems or issues 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

National Competency Standards for Dietitians in Australia (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
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
1.1.5		Accepts responsibility for and manages, implements and evaluates own emotions, personal health and wellbeing
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
1.3.1		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
1.3.6		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
1.4.1		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
1.5.2		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
2.1.2		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
2.2.3		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
2.3.1		Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health
3.1.2		Applies ethical processes to research, evaluation, and quality management
3.1.3		Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-management data
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
4.1.4		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
4.2.4		Applies the principles of marketing to promote healthy eating and influence dietary 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

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Improvements to make the unit more applicable to current dietetic practice and to facilitate student engagement and learning are made each year.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

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

Required readings

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

NTDT5604: Dietetics Professional Studies

Semester 1, 2026 [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

Required readings

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