DTC2002 : Applied Therapeutic Diets
- Offered for Year: 2024/25
- Module Leader(s): Dr Andrea Fairley
- Lecturer: Ms Roisin Devaney, Mrs Kim Hyde, Miss Aylish Elliott-Horn, Ms Susan Lennie, Miss Laura Haigh
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 15.0 |
| European Credit Transfer System | |
Aims
This module aims to develop a comprehensive and applied knowledge and understanding of therapeutic diets applicable to the practice of dietetics. Students will integrate knowledge and their practical experiences to develop person-centred menu plans.
Outline Of Syllabus
Nutrient exchange systems
Food choices and preparation methods, nutritional and sensory qualities, and financial implications of therapeutic diets, and their application within menu planning. Diets will include, but are not limited to:
Belief-based diets
• Vegetarian/vegan diets, Religious diets, Cultural diets
Weight management diets
• 600 kcal deficit diet, 2 day diet, macronutrient modified diets, LED/VLED, Fad diets
Restriction and Elimination Diets
• Nutrient restrictions, fluid restrictions, Ketogenic, Low glycaemic index, Gluten free, low residue, Low FODMAP, Elemental diets, therapeutic diets for allergies, inborn errors of metabolism, etc.
Supplemented diets
• High fibre, High protein/ High calorie (food fortification), Nutrient fortification (calcium, iron, all the vitamins and minerals)
Modified diets
• Texture modification
Commercial nutrition products
• Oral nutritional supplements
• Artificial feeding (enteral and parenteral nutrition)
Interprofessional education.
Observational and experiential learning on placement.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 40:00 | 40:00 | Case Study- coursework assessment |
| Structured Guided Learning | Lecture materials | 38 | 1:00 | 38:00 | Non-sync online - To impart theoretical knowledge - delivery of lecture content and integrated tasks |
| Structured Guided Learning | Lecture materials | 1 | 1:00 | 1:00 | PiP – Module Introduction |
| Scheduled Learning And Teaching Activities | Practical | 4 | 2:00 | 8:00 | PIP-Practical classes (food handling lab/ computer lab) |
| Scheduled Learning And Teaching Activities | Practical | 4 | 3:00 | 12:00 | PIP-Practical classes (food handling lab/ computer lab) |
| Scheduled Learning And Teaching Activities | Small group teaching | 2 | 2:00 | 4:00 | PIP-Placement preparation and reflection/discussion |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 3:00 | 12:00 | PIP-Placement preparation and reflection/discussion |
| Placement/Study Abroad | Clinical Training | 1 | 37:30 | 37:30 | Practice Placement A3 in NHS setting |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 3:00 | 12:00 | PIP - Case-based Workshop |
| Scheduled Learning And Teaching Activities | Workshops | 4 | 2:00 | 8:00 | PIP - Case-based workshop |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 2:00 | 6:00 | PIP- Mandatory Training/ IPE workshop event |
| Scheduled Learning And Teaching Activities | Fieldwork | 2 | 4:00 | 8:00 | Observational and Experiential Visits |
| Scheduled Learning And Teaching Activities | Fieldwork | 1 | 8:00 | 8:00 | Observational and Experiential Visits |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 1:00 | 2:00 | Sync Online- Assessment preparation drop-in |
| Guided Independent Study | Independent study | 1 | 103:30 | 103:30 | Independent reading |
| Total | 300:00 |
Teaching Rationale And Relationship
The teaching and learning strategies will encompass lectures, case-based learning, practical sessions, self-directed learning alongside observations and experiential visits.
The lectures will introduce the principles of therapeutic diets. Case-based learning will provide students with an opportunity to consider the practical aspects.
The practical sessions and workshops will enable the students develop their knowledge and skills in food preparation and dietary modification for therapeutic diets, and support students in developing an appreciation of the nutritional and sensory qualities of modified diets.
This module will include observation and experiential opportunities as well as a period of placement in an NHS Dietetics setting.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 90 | 2 | A | 50 | PIP Inspera Invigilated MCQ (30 questions) and max of 2 essay questions, unseen. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Case study | 2 | M | 50 | Written assignment covering topics relating to content covered (max 2000 words) |
Zero Weighted Pass/Fail Assessments
| Description | When Set | Comment |
|---|---|---|
| Portfolio | M | Competence-based portfolio |
Assessment Rationale And Relationship
The examination will assess students’ knowledge on diet manipulation.
The case study will see students apply their knowledge in a case-based scenario allowing them to make appropriate modifications.
The placement is assessed as a competence via portfolio of evidence by the Practice Educator in the dietetic practice setting. The assessment consists of supervised assessed practice and pieces of written work as determined by the placements group. The student and their Practice Educator carry out an ongoing review of progress and a portfolio is compiled throughout the placement. The placement portfolio assesses placement competencies comprising 100% of the assessed placement portfolio.
Students who are unable to achieve the placement competencies by the end of the placement may be given the opportunity to undertake additional practice hours in order to meet the placement competencies. Such decisions will be made by the Degree Programme Director and Practice Educator. In making this decision the BDA Curriculum Framework for the Pre-registration, Education and Training of Dietitians must be adhered to in relation to undertaking additional practice hours.
MDiet candidates must obtain an overall mark of 40 or above to pass the module, however, if the module has more than one assessment students must also achieve a mark of at least 35 in each component of the assessment to pass the module.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- DTC2002's Timetable