Outline

Overview

This unit of study introduces students to the concepts and principles underlying, and issues associated with, nutrition in community and public health contexts. It covers the principles of health promotion and teaches the students how to plan, implement and evaluate nutrition promotion strategies. The scope and distribution of chronic diseases and the role of nutrition in the etiology of diseases such as cancer, heart disease, diabetes and obesity is examined. This unit of study also investigates the food habits of culturally and linguistically diverse groups, nutritional intakes and requirements of people across the lifespan, and the current nutrition policies and guidelines aimed at preventing chronic diseases.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	NTDT5305 and NTDT5307
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Vasant Hirani, vasant.hirani@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Open book)	Assessment 3 End of semester examination Online open book without invigilation	40%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Assessment 1 Program planning assignment Assignment	40%	Week 09 Due date: 10 Oct 2021 at 17:00	5,000 word report
Outcomes assessed:
Presentation	Assessment 2 CALD video and Aboriginal Torres Strait Islanders presentation CALD video and Aboriginal Torres Strait Islanders Powerpoint Presentation	20%	Week 13 Due date: 11 Nov 2021 at 09:00	15 min + 2 questions
Outcomes assessed:
= group assignment ? = Type C final exam ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment 1

Working in groups of four, each group will select/be allocated one (1) nutrition area (food group of concern) and a population group and setting as follows:

Food group of concern

Vegetables and fruit
Wholegrains
Discretionary snacks/drinks high in added sugar
Take-away/online meals made up of discretionary foods.
Calcium-rich foods

Population group

Primary school children (5 to 12 years)
Adolescents (13 to 18 years)
Pregnant women (25 to 35 years)
Middle age (40 to 60 years) with diabetes

Settings Examples are schools, workplaces, community organisations eg sports club, local government areas

Your task:

For your selected food and target population, you are required to:

Part One: Conduct a review to define the problem (Needs assessment; statistics; literature review).

Part 2 Solution generation – Write about your programme objectives and then the design of the programme.

Part 3 Implementation and Evaluation.

Part 4 Discussion of other strategies to support your programme.

Assessment 2 Total 20% CALD video (10%) and Aboriginal and Torres Strait Islanders group presentation (10%)

Culturally and linguistically diverse (CALD) video (10%): Working in a group of 5, students will research the food habits of one CALD (1)group (10%), which will be randomly assigned to you. You will then create a video presentation which should include recording components of your investigations reflecting the following:

Briefly describe the country of origin (e.g. geography, demography and politics).
Compare and contrast the traditional diets (in terms of foods and nutrients) of the CALD group. Include commonly eaten foods, meal structure, common dishes and eating behaviours.
Identify changes that have occurred in the group’s diet and lifestyles since migration and what (dietary) implications this has or might have on their health.
Discuss the factors that may influence food habits of your CALD group since their arrival to Australia.

Presentation: Aboriginal and Torres Strait Islanders (10%):

Identify and describe an Aboriginal and Torres Strait Islanders group according to geographic location of descent.
Briefly describe the country of origin (e.g. geography, demography)
Include types of food traditionally eaten, meal structure, common dishes and eating behaviours.
Identify any changes that have occurred in the group’s diet and lifestyles and (dietary) implications this has or might have on their health.

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.

This assessment is marked according to the Grade Descriptors shown below:

Grade	Description
HD (85-100%)	As for the criteria for ‘Distinction’, however the work also shows a high degree of originality and creativity. There is evidence that the view of teaching and learning in professional, vocational and/or higher education and their application in practice, have contributed to personal learning. There is good evidence of critical reflection on academic practice and identification of strategies for development. There is evidence of the ability to generalise the subject content to areas not covered in formal class session.
D (75 – 84%)	The work shows a good appreciation of the general purpose of the topic. There is good coverage of the topic with relevant and accurate support and a well-developed scholarly argument. The work demonstrates a clear view of how the various aspects of the topic integrate to meet the purpose. There is good evidence of application of assignment content to a relevant context.
C (65 – 74%)	The work is relevant, accurate and addresses several aspects of the topic. There is demonstration of understanding in relation to a reasonable amount of the content and a scholarly argument has been advanced. There is emerging evidence of an overall integrative view of the topic, and growing awareness of application or integration.
P (50 – 64%)	The information in the various aspects of the work is relevant and accurate but is not integrated and only covers core aspects of the topic. There is an attempt at a scholarly argument and the work indicates a limited understanding of the topic.
F (0 – 49%)	The information in the work is irrelevant, inaccurate or has missed the point. The work is insufficient; there is a lack of engagement with learning tasks or a failure to submit in the agreed timeframe.

For more information see guide to grades.

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 Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Module 1	Lecture (21 hr)
	Module 2	Lecture and tutorial (24 hr)
	Module 3	Lecture (20 hr)

Attendance and class requirements

Attendance: The statues of the University require that students attend at least 80% of tutorials and workshops. Attendance records are kept for tutorial classes in order for you to substantiate your attendance at those classes.

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Lawrence M and Worsley T (Editors). Public Health Nutrition - From Principles to Practice. Sydney: Allen and Unwin, 2007.
Mann J and Truswell AS. Essentials of Human Nutrition. Oxford: Oxford University Press, 4th Edition, 2012.

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. Demonstrate understanding of the roles of nutrients, foods and dietary patterns in the prevention of chronic disease and contribution of diet to the global burden of disease, including health promotion programs currently offered in Australia
LO2. Apply the principles of Health promotion to formulate and evaluate a nutrition promotion program.
LO3. Demonstrate cultural competence in the application of health promotion and public health nutrition policy, including among Aboriginal and Torres Strait Islander populations
LO4. Develop programs for vulnerable populations including those with inadequate food and nutrition literacy, those with food insecurity and for “at risk” phases of the lifecycle i.e. pregnancy, first 1000 days of life and the aged.
LO5. Demonstrate knowledge of food systems, food legislation, regulation and public health nutrition policy and agencies.
LO6. Display professionalism through collaborative team work, reflective practice, problem solving and ongoing learning and development.

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 (2015) - 2.1.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food supply data in determining nutritional status. 2.2.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health. 2.2.3. Acknowledges the multiple factors that influence food choice and the provision of service. 2.2.5. Applies a socio-ecological approach to the development of strategies to improve nutrition and health. 2.3.1. Applies a highly developed knowledge of nutrition science, health and disease, food and food preparation methods to tailor recommendations to improve health of individuals, groups and/or populations. 3.1.1. Adopts a questioning and critical approach in all aspects of practice.
	National Competency Standards for Dietitians in Australia (2015) - 1.1.1. Reviews and evaluates the impact of own practice on improving nutritional health. 1.5.3. Works respectfully with individuals, groups and/or populations from different cultures. 2.2.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health. 2.2.2. Identifies opportunities and advocates for change to the wider social, cultural and/or political environment to improve nutrition, food standards or the food supply in various settings. 2.2.3. Acknowledges the multiple factors that influence food choice and the provision of service. 2.2.5. Applies a socio-ecological approach to the development of strategies to improve nutrition and health. 2.3.1. Applies a highly developed knowledge of nutrition science, health and disease, food and food preparation methods to tailor recommendations to improve health of individuals, groups and/or populations. 3.1.1. Adopts a questioning and critical approach in all aspects of practice. 3.1.3. Applies problem-solving skills to create realistic solutions to nutrition problems or issues. 3.2.1. Identifies and selects appropriate research methods to investigate food and nutrition problems. 3.2.2. Applies ethical processes to research and evaluation. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others.
	National Competency Standards for Dietitians in Australia (2015) - 1.4.4. Utilises relevant technology and equipment efficiently, effectively and safely. 1.5.2. Seeks out culturally specific information to inform practice. 2.1.1. Collects, analyses and interprets relevant health, medical, cultural, social, psychological, economic, personal, environmental, dietary intake, and food supply data in determining nutritional status. 2.2.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health. 2.2.5. Applies a socio-ecological approach to the development of strategies to improve nutrition and health. 3.1.1. Adopts a questioning and critical approach in all aspects of practice. 3.1.3. Applies problem-solving skills to create realistic solutions to nutrition problems or issues. 3.2.1. Identifies and selects appropriate research methods to investigate food and nutrition problems. 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies. 4.3.2. Participates in collaborative decision making, shared responsibility, and shared vision within a team. 4.3.3. Shares responsibility for team action, recognising the diverse roles and responsibilities other team members play. 4.3.4. Guides and supports other team members and peers.
	National Competency Standards for Dietitians in Australia (2015) - 2.2.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health. 2.2.3. Acknowledges the multiple factors that influence food choice and the provision of service. 2.2.5. Applies a socio-ecological approach to the development of strategies to improve nutrition and health. 3.1.1. Adopts a questioning and critical approach in all aspects of practice. 3.1.3. Applies problem-solving skills to create realistic solutions to nutrition problems or issues. 3.2.3. Collects, analyses and interprets qualitative and quantitative research and evaluation data. 4.3.2. Participates in collaborative decision making, shared responsibility, and shared vision within a team. 4.3.4. Guides and supports other team members and peers.
	National Competency Standards for Dietitians in Australia (2015) - 2.2.1. Applies an approach to practice that recognises the multi-factorial and interconnected determinants influencing nutrition and health. 2.2.3. Acknowledges the multiple factors that influence food choice and the provision of service. 2.2.4. Uses food legislation, regulations and standards to develop, implement and evaluate food systems to maintain food safety. 2.2.5. Applies a socio-ecological approach to the development of strategies to improve nutrition and health.
	National Competency Standards for Dietitians in Australia (2015) - 1.1.4. Shows a commitment to professional development and conduct and lifelong learning. 1.1.6. Accepts responsibility for own actions. 1.1.7. Demonstrates flexibility, adaptability and resilience and the ability to manage own emotions. 1.2.2. Demonstrates integrity, honesty and fairness. 1.3.1. Uses negotiation and conflict resolution skills when required. 1.3.4. Participates in mentoring. 1.5.3. Works respectfully with individuals, groups and/or populations from different cultures. 4.1.1. Practises in a manner that encompasses the needs, preferences and perspectives of others. 4.2.1. Shares information with and acts as a resource person for colleagues, community and other agencies. 4.3.2. Participates in collaborative decision making, shared responsibility, and shared vision within a team. 4.3.3. Shares responsibility for team action, recognising the diverse roles and responsibilities other team members play. 4.3.4. Guides and supports other team members and peers.

Responding to student feedback

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

Included an extra presentation and adjusted the assessment percentage allocation.

Additional information

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NTDT5608: Community and Public Health Nutrition

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect