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LEEDS BECKETT UNIVERSITY Course Specification BSc Hons Dietetics DIETT 2018-19 School of Clinical and Applied Sciences www.leedsbeckett.ac.uk
LEEDS BECKETT UNIVERSITY
Course Specification BSc Hons Dietetics DIETT
2018-19 School of Clinical and Applied Sciences
www.leedsbeckett.ac.uk
Record of Enhancement No. Detail of modification
(Provide a brief description of the modification and where the Course Specification has been updated)
Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)
1.2 Annual updates (removed refs to Facuulty) 2018-19 1.3 Modification - Practice Placement A, Practice
Placement B, Practice Placement C
Setting up of Practice Placement A and clarifying pass/fail and pre-requisites within modules specs
2017-18
Version Control For completion by Quality Assurance Services only Next Re-validation date Version Control Version number and date effective
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Contents Target award, course title and programme code:.................................................................... 4 Level of qualification: Level 6 .................................................................................................. 4 Course Rationale and Philosophy: ............................................................................................ 4 Overview and Aims: .................................................................................................................. 4 Course Learning Outcomes....................................................................................................... 5 Level Learning Outcomes (UG L4 and 5 only) ........................................................................... 6 Course Structure ....................................................................................................................... 7 Contained awards available: .................................................................................................... 8 Length and status of programme and mode of study: ............................................................. 8 Exception to Standard Delivery: ............................................................................................... 9 Learning and Teaching .............................................................................................................. 9 Learning and Teaching Approaches .......................................................................................... 9 Learning and Teaching Activities ............................................................................................ 10 Graduate Attributes ................................................................................................................ 11 A Global Outlook ..................................................................................................................... 11 Digital Literacy ........................................................................................................................ 12 Being Enterprising ................................................................................................................... 13 Use of the Virtual Learning Environment ............................................................................... 13 Use of Blended Learning ......................................................................................................... 14 Student Support...................................................................................................................... 14 Academic Advisors .................................................................................................................. 14 Other Support ......................................................................................................................... 14 Library Help, Support and Skills Development ....................................................................... 14 Assessment Strategy ............................................................................................................... 15 Assessment Methods.............................................................................................................. 15 Feedback on Assessed Coursework ........................................................................................ 15 Module Assessment Methods ................................................................................................ 16 Employability and Professional Context ................................................................................. 17 Work Related Activities .......................................................................................................... 17 Placement or Work Related Activity Level: ............................................................................ 18 Placement or Work Related Activity Length in Weeks: .......................................................... 18 Type of Placement or work related activity: .......................................................................... 18 Reference points used in course design and delivery ............................................................ 18 A The dietitian as a registered health care practitioner; expectations held by the
profession, employers and public .............................................................................. 19 A1 Professional autonomy and accountability of the dietitian ....................................... 19 A2 Professional relationships of the dietitians ................................................................ 20 A3 Personal and professional skills of the dietitian ......................................................... 21 Practice Placements. ............................................................................................................... 22 A4 Profession and employer context for the practice of dietetics .................................. 22 B Principles and concepts held by the profession of dietetics, which are applied to secure
maintenance to, or improvement in, health/well-being............................................ 23 B1 Patient/client assessment .......................................................................................... 23 B2 Application of practice of dietetics ............................................................................. 24 B3 Evaluation of dietetic practice .................................................................................... 25 C Subject knowledge, understanding and associated skills that are essential to underpin
informed safe and effective practice of dietetics. ...................................................... 26 C1 A systematic understanding of the key aspects of the range of disciplines underpinning
dietetics and a detailed knowledge of some aspects including: ................................ 26
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Biochemistry: .......................................................................................................................... 26 Catering/Food Science/ Food skills: ....................................................................................... 27 Clinical Medicine: .................................................................................................................... 27 Dietetics: ................................................................................................................................. 27 Health Promotion: .................................................................................................................. 28 Management: ......................................................................................................................... 28 Microbiology: .......................................................................................................................... 28 Nutrition ................................................................................................................................. 29 Pharmacology/Immunology/Genetics ................................................................................... 29 Physiology: .............................................................................................................................. 29 Psychology: ............................................................................................................................. 29 Methods of Enquiry: ............................................................................................................... 30 Sociology, Social Policy and Administration: .......................................................................... 30 C2 Skills ............................................................................................................................ 30 Staff Teaching on the Course .................................................................................................. 32 Regulatory Exemption details:................................................................................................ 32 Practice Placements ................................................................................................................ 33 Progression through Practice Placements .............................................................................. 33 Progression from Practice Placement A to Practice Placement B .......................................... 33 Progression from Practice Placement B to Practice Placement CError! Bookmark not defined. Progression from Practice Placement C to completion of degree ......................................... 34 In the event of failure ............................................................................................................. 34 Failure of Practice Placement B .............................................................................................. 34 Failure of Practice Placement C .............................................................................................. 34 Extended training due to absence .......................................................................................... 35 Loss of up to 5 placement days .............................................................................................. 35 Loss of more than 5 placement days ...................................................................................... 35 For internal use only ............................................................................................................... 36 Admissions criteria (for information only) ............................................................................. 36 UCAS Points: BBB .................................................................................................................... 36 Health and enhanced criminal history checks: ....................................................................... 40 Evidence of Student Engagement in design and development ............................................. 40 Course Learning Outcomes Mapping ..................................................................................... 41 Level Learning Outcomes Mapping ........................................................................................ 41 Assessment Methods.............................................................................................................. 43 Scheduled Non-Modular Contact Hours (KIS requirement) ................................................... 44
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Target award, course title and programme code: BSc Hons Dietetics DIETT
Level of qualification: Level 6
Course Rationale and Philosophy:
Dietetics is based on nutritional science. It incorporates understanding of the composition of food, the nature of nutrients and their metabolism in the body, the nutritional requirements of people through the lifespan, the dietary effects of food on health and ways it can be used to treat disease and promote health in individuals and groups.
Dietitians are statutorily regulated, with a protected title and governed by an ethical code, to ensure that they always work to the highest standard. The spectrum of environments in which dietitians practise is broad and includes in the NHS, private practice, industry, education, research, sport, media, public relations, publishing, nongovernment organisations and national and local government. Their advice influences food and health policy across the spectrum from government to local communities and individuals. (BDA, 2013)
Pre-registration dietetic education has been offered by Leeds Beckett University and its antecedents since 1951. Its’ courses have been recognised for registration by the Dietitian’s Board of the Council Supplementary to Medicine since 1960 and subsequently by the successor organisation, the Health and Care Professions Council (HCPC). The University has always been at the forefront of developing the professional education of dietitians being the first to introduce graduate status to the profession in 1970 and the first to incorporate an honours stream in 1976.
The current BSc Hons Dietetics course is regulated by the Health and Care Professions Council (HCPC) and must satisfy the Standards of Education and Training (HCPC, 2009) and Standards of Proficiency (HCPC, 2013). The curriculum is also designed to encompass the Benchmark Standards for Dietetics (QAA, 2001) and is informed by the British Dietetic Association’s (BDA) Curriculum Framework for Pre-registration Dietetic Education (BDA, 2013). The Course remains in approval with the HCPC and has BDA accreditation.
Practice and work based learning is an essential requirement of the course and is managed by the Practice Learning and Employability Unit (PLEU). This works closely with Local Education and Training Boards and NHS Trusts to provide strategic and operational support for practice learning and governance of the University’s quality assurance responsibilities across a range of health and social care professions.
The course aims to develop and enable it’s stduents to become registered with the HCPC, practice as dietitians and use the protected title
Overview and Aims: The course is aimed at people wishing to pursue a career in Dietetics as a Dietitian registered with the Health and Care Professions Council (HCPC) and therefore eligible to use this protected title in the UK.
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1. To provide a progressive and cohesive programme of applied learning enabling studentsto understand the relationship between nutrition and health and apply this knowledgepractically for the benefit of the individual and the community. The course of study willlead to eligibility to apply for registration in Dietetics with the HCPC.
2. We aim to develop the students’ ability to critically evaluate dietetic practice based oncurrent best evidence and participate in multi-disciplinary work and to develop to a highlevel the professional skills and competencies essential for graduates in the rapidlychanging environment of health provision.
3. The course aims to enable students to engage in continuing professional development andprepare for lifelong learning.
4. Graduates should possess strong communication, presentation and IT skills in order tofunction effectively and efficiently within the varied and demanding places of work.Additionally graduates should possess the necessary research skills in order to contributeand further develop the evidence base for nutrition and dietetics.
5. On qualification the new graduate should be capable of contributing to clinical governancethrough the delivery of evidence-based, client-centred health-care. The provision ofhealth-care is no longer the sole responsibility of the NHS, therefore graduates also needto be familiar with working within multi-agency settings such as local authorities andvoluntary organisations.
Course Learning Outcomes At the end of the course you will be able to:
1. Integrate theoretical concepts from biological, clinical, nutritional and socialsciences with practical application to moderate food and nutritional habits toapply the science of nutrition to individuals and groups by translating theoreticalconcepts and principles into relevant nutritional advice.
2. Develop strong interpersonal skills to enable effective communication throughvarying media, including the use of information technology, to a wide diversity ofindividuals and groups while adhering to the HCPC Standards of Performance,Conduct and Ethics and practice within legal and ethical boundaries.
3. Demonstrate a scientific and critical approach to the application of diet therapyin practice to maintain and enhance health both through the treatment of disease by diet and the promotion of good nutrition
4. Critically reflect, self-evaluate and commit to the use of research in the evaluationand improvement of practice whist recognising the potential and limitations ofnutritional sciences as a practice based discipline.
5. Understand the educational skills and qualities that enable the practitioner toempower individuals to take control of their food choice in relation to their healthwhilst appreciating their diverse backgrounds.
6. Use Enterprising skills to assess, advise and enable individuals and groups to makeappropriate and safe food provision.
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Level Learning Outcomes (UG L4 and 5 only) At Level 4 (L4) you will be able to:
Level No. Learning Outcome 4 1 Demonstrate understanding of the key concepts in the natural and
social sciences relevant to nutrition and the relevant theories, principles and practice skills relevant to nutritionists and dietitians.
4 2 Work effectively as an individual and in groups through the development of appropriate communication and study skills
4 3 Understand the implications of the professional role of the practitioner in the multi-disciplinary workplace
4 4 Apply an enquiring, problem solving and reflective approach to study using a range of IT and other available resources
4 5 Collect data from recommended sources, organise and analyse it creatively.
4 6 Apply practical laboratory, food preparation skills and IT skills to problem solve and develop innovate solutions.
At Level 5 (L5) you will be able to: Level No. Learning Outcome 5 1 Demonstrate an understanding of the scientific basis of diet therapy and
its application to the treatment of health and disease 5 2 Demonstrate professional and communication skills necessary in the
multi-disciplinary workplace including evaluating importance of behavioural approaches in the application of diet therapy and the appropriate use of computer based resources.
5 3 Present, evaluate and interpret qualitative and quantitative data and show an understanding of the research process
5 4 Demonstrate an appreciation of social, cultural, financial and personal factors in addition to medical and genetic factors to reach a justified response to nutritional problems
5 5 Apply the concepts of the natural and social sciences to understand, justify and problem solve in the practical application of nutritional interventions in health and disease, appreciating the importance of multi-disciplinary approaches in healthcare interventions
At Level 6 (L6) you will be able to: Level No. Learning Outcome 6 1 Critically evaluate and reflect on theory, process, solutions and
outcomes in order to determine ’best practice’ in nutrition and dietetics
6 2 Demonstrate ability to work autonomously over significant extended academic tasks and accept accountability for the process and outcomes
6 3 Demonstrate the professional capabilities and transferable skills necessary for employment in line with HCPC Standards of Proficiency and HCPC Standards of Performance, Conduct and Ethics
6 4 Integrate concepts, theories and knowledge from a range of disciplines to take a critical, informed, and balanced view of current nutritional issues in a diverse population
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6 5 Critically reflect on a range of professional practice topics aimed at advancing aspects of professional autonomy, accountability and proficiency of practice and supporting your continuing professional development post-registration.
6 6 Design, implement, evaluate and present an extended piece of work creatively and innovatively whilst working in line with HCPC Standards of Proficiency requirements
Course Structure Level 4 At Level 4: Dietetics is underpinned by both the natural and social sciences. It is a knowledge and skills based profession and the course team have been mindful of this when examining and developing the content for each of the three levels of the degree programme. In the first year, students are introduced to the biochemical and physiological sciences underpinning nutrition. They are also introduced to the concept of social sciences and how these link to nutrition, health and disease. Students must also demonstrate competence in a range of practical food and nutrition related skills such as modifying and preparing a variety of cultural dishes, utilising dietary analysis packages as well as laboratory skills. The emerging themes in Level 4 of the course (Natural Sciences, Social Sciences, Research, Nutrition and Food, Personal and Professional development and communication skills) are built upon and further developed in Level 5 and Level 6 of the course. The two year-long modules allow for a flexible balance in the student workload across the year to ensure learning is manageable and maintained.
Semester 1 Core (Y) Semester 2 Core (Y) Human Physiology (20) Y Nutritional Biochemistry
(10) Y
Personal Development and Communication Skills for Dietitians (20) Y Nutrition (30) Y
Food and Food Science (20) Y Food and Society (20) Y Practice Placement A (3 weeks) Y
Level 5 At Level 5: In developing the course, the course team not only monitored the module content horizontally to ensure there was no overlap, but assessed the content vertically within the key themes identified above to ensure that the skills and knowledge identified were being added to. Therefore, within L5 of the course, students are expected to reflect on their knowledge and skills from L4 (including practice placement A) and begin to critically evaluate the literature in formulating their own ideas, plans and evaluations within Nutrition, Research, Social Sciences, Physiology and Nutritional Sciences. Students need to integrate the scientific areas into common disease states introduced at this level and apply knowledge to consider people in a holistic way. Key skills at L5 are application and justification of knowledge, data collection and communication using a wider variety of resources Practice Placement B begins at this level. In semester 1 there will be a staggered start date for the various modules to ensure that students are fully engaged but not overwhelmed by the workload.
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Semester 1 Core (Y)
Semester 2 Core (Y)
Nutrition Support (20) Y Applied Clinical Dietetics (20) Y Genetics and Lifestyle
Related Conditions (20) Y
Professional Development for Dietitians (20) Y Research Methodology, Statistics and Evaluation (20) Y
Human Metabolism (10) Y Social Sciences (10) Y
Practice Placement B (13 weeks) Y
Level 6 At Level 6: Students undertake Practice Placement C at this level. Students are required to demonstrate professional competencies such as time management and organisational skills. Opportunities to demonstrate such skills are presented in modules requiring students to undertake larger assignments that consist significantly of independent study with minimal teaching and supervision. At L6, the students are expected to have become more independent in their learning and consolidate their knowledge, self-management skills and are supported in their learning by tutors/project supervisors and the Competent Practitioner module. The two 10 credit modules, which focus on students exploring particular dietetic context will be delivered in a flexible mode to ensure that students learn in a supportive way. The Research Project individual activity will be suspended whilst studnets undertake Practice Placement C.
Semester 1 Core (Y) Semester 2 Core (Y) Clinical Effectiveness and
Outcomes (20) Y
Practice Placement C (12 weeks) Y Research Project (40) Y
Competent Practitioner (20) Y Mental Health in Practice (10) Y Nutrition Strategies (20) Y
Paediatrics in Practice (10) Y
Contained awards available: Level 4 Cert HE Nutritional Studies Level 5 Dip HE Nutritional Studies Level 6 BSc Nutritional Studies
(on successful completion of 60 credits at L6 with failure in practice placement)
Level 6 BSc Hons Nutritional Studies (on successful completion of 120 credits at L6 with failure in practice placement)
Aegrotat Award An Aegrotat Award does not lead to eligibility to apply for registration with the HCPC (Standards of Education and Training 6.19.)
Length and status of programme and mode of study: Programme Length (years)
Status (FT/PT) Mode (campus based/DL or other)
BSc Hons Dietetics 3 years FT Campus based
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Exception to Standard Delivery: The following elements are delivered outside the standard undergraduate academic calendar: • This course has an approved exception from the standard delivery calendar to
accommodate placements. • At level 4 the 20 credit module in Personal Development and Communication Skills for
Dietitians and the 30 credit module in Nutrition will run across semester 1 and semester 2 • At Level 5 the 20 credit module Professional Development for Dietitians will run across
semester 1 and 2 • At level 5 the Research Methodology, Statistics and Evaluation module will run from
September –March • At Level 6 the Research Project and Competent Practitioner modules will run across
semester 1 and 2
Additionally as this is a professional course students are expected to act in a professional manner at all times in line with the university policy, regulations and procedures relating to professional suitability or fitness to practice http://www.leedsbeckett.ac.uk/public-information/student-regulations/
Learning and Teaching Learning and Teaching Approaches
Leeds Beckett University strategic planning Framework 2016-2021
To achieve our vision of being an excellent, accessible, globally engaged university contributing positively to a thriving Northern Economy we need to reflect the strategic aims in our courses and strive to achieve the strategic objectives.
The 2016 – 2021 Strategic aims and objectives are: 1. Influence and Impact which are supported by;2. Engaged and Applied3. Enabling and Effective
Each of the above are underpinned by the strategic objectives which are: • excellent education and experience supported by;• leading research and academic enterprise;• a community of great people;• sustainable resources.
Leeds Beckett University’s Mission to “ensure we use our knowledge and resource to make a positive and decisive difference to people, communities and organisations” is considered and the BSc (Hons) Dietetics course team will deliver learning and teaching strategies and activities which are underpinned by the above. We feel that the curriculum is flexible and current as we have carried out numerous mapping exercises, and obtained the views of stakeholders and students to ensure excellence in the provision of our teaching.
This is a knowledge and a skills based course and module tutors come from a variety of backgrounds – natural and social sciences, nutritional and food sciences and Dietetics. Twelve
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of the course team are registered Dietitians (HCPC) (including the Course Leader). Therefore module tutors can reflect on their clinical or nutritional background and own research when developing and delivering materials to inspire students. Module tutors continually strive to deliver content which is up to date, evidence based and relevant and to provide students with realistic tasks which they can reflect upon and evidence in their portfolios. Approaches in the delivering of course material are diverse and include some of the following, lectures, tutorials, practicals, flipped teaching sessions, simulated practice and the use of TV, radio programmes and You tube channels. These result in inspiring and student focused modules that are evaluated well.
We believe that we do provide a supportive, inclusive and welcoming environment for our students and this is evidenced by the range of support systems we have in place. Also, the nature of the subject (i.e. nutrition) mean that everyone on the course will have an opinion on food and nutrition and can learn to identify benefits and barriers to healthy eating from different age, sex and cultural perspectives. As this course ensures that students are competent in a variety of skills and professional competencies, the contact hours for certain skills based modules are relatively high. This is to ensure that students are assessed in a range of laboratory and cooking skills, digital skills, critical evaluation skills, communication skills and of course an in- depth evidence based knowledge of their subject area.
Coupled with our Personal and Professional Development strand throughout the course, we feel that the course prepares students for employment and lifelong learning and this is consistently reflected in our survey data.
https://www.leedsbeckett.ac.uk/staff/centre-for-learning-and-teaching.htm
Learning and Teaching Activities Teaching takes place in multi-purpose rooms with additional specialised facilities for technical, clinical and interpersonal skills development. In addition the course has access to a purpose built catering laboratory.
Teaching approaches include: staff-led lectures and workshops, student led seminars and workshops, practical work, study packs, tutorials, clinically-based teaching; case studies, problem solving exercises; reflective learning techniques, computer-assisted learning, simulated practice and inter-personal groupskills.
Hand-outs/booklets are sometimes used however we do utilise a more diverse range of online tools to support student learning. We use a considerable amount of computer-based learning, which enriches the versatility of the delivery.
Problem solving exercises and case studies enable students to integrate their knowledge and increase their interest in the subject matter. Oral communication and the ability to work effectively in groups are developed by assignments such as group presentations and seminars. Interpersonal skills and interviewing techniques are developed in workshops.
During the practice placements students will be required to develop portfolios and learning logs of work experience.
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Graduate Attributes All our undergraduate students develop three graduate attributes: Enterprise, Digital Literacy, Global Outlook. These provide key transferrable skills and are embedded in this course.
Graduate Attribute D = Developed
A = Assessed
Module Glob
al
Out
look
Digi
tal
Lite
racy
Ente
rpris
e
1. L4 Food and Food Science D D+A D+A 2. L4 Food and Society D D+A D+A 3. L4 Human Physiology D+A D 4. L4 Nutrition D+A D+A D+A 5. L4 Nutritional Biochemistry D+A D D 6. L4 Personal Development and Communication Skills for
DietitiansD+A D+A D+A
7. L4 Practice Placement A D+A D+A D+A 8. L5 Applied Clinical Dietetics D+A 9. L5 Genetics and Lifestyle Related Conditions D+A D D 10 L5 Human Metabolism D+A D D+A 11 L5 Nutrition Support D+A D+A 12 L5 Professional Development for Dietitians D D+A D 13 L5 Research Methodology Statistics and Evaluation D+A D+A 14 L5 Social Sciences D+A D+A 15 L6 Clinical Effectiveness and Outcomes D+A D D 16 L6 Competent Practitioner D D+A D+A 17 L6 Mental Health in Practice D+A D D+A 18 L6 Nutrition Strategies D D+A 19 L6 Paediatrics in Practice D+A D D+A 20 L6 Research Project D+A D D+A 21 Practice Placement B D+A D+A D+A 22 Practice Placement C D+A D+A D+A
A Global Outlook Students are encouraged to reflect on their own cultural and global experiences and those of others related to food, nutrition and health and to utilise these where appropriate in class discussion, assignments and while on placement. Throughout the communication skills strand at all levels, students develop appropriate communication strategies to practice and evaluate dietetics within multi-cultural group. This is also buit upon on practice placements.
At L4, within the ‘Nutrition’ module, students utilise tutorials to explore foods and staples from across the world and are given an overview of dietary related diseases in developing countries including world issues of over and under nutrition. Whilst specific discussion of the impact of culture, religion, environment and socio-economic factors on nutrition is part of the Nutrition module. Also, within the ‘Food and Food Science’ module, students are given the opportunity to prepare and adapt healthy eating recipes for different cultures further enhancing their food skills and applying their knowledge.
At L5, the main nutritional problems affecting the world (over-nutrition and under-nutrition) are explored further. Epidemiology of conditions from worldwide perspective and
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demonstrating an understanding of disease states from different cultural perspectives is part of the clinical modules (Genetics and Lifestyle Related Conditions, Nutrition Support and Applied Clinical Dietetics) at L5. Case study and classroom discussion of multicultural populations within the UK, and their nutritional and health service needs is central throughout the course but is specifically picked up at L6 in Clinical Effectiveness and Outcomes and Competent Practitioner.
Digital Literacy By the end of the course, students need to have confidence in engaging with technology in the pursuit of effective dietetic practice.
A Dietitian needs to be able to: • communicate effectively utilising the Microsoft word package (word and PowerPoint);• utilise statistical software packages such as SPSS statistics to analyse and interpret
intelligence;• analyse, interpret and make recommendations on dietary intake utilising a dietary analysis
software package (such as NetWISP);• find, access and retrieve evidence based research and information utilising electronic
databases such as Pubmed, Cochrane, Google Scholar, Discovery;• keep abreast of professional correspondence by utilising e-mail and other digital media
communications such as Facebook and Twitter.• access up to date information from peer reviewed journals oand websites of professional
bodies and disease based charities, use digital literacy skills to communicate nutritionaladvice to a range of clients e.g. through design of information leaflets, posters, mediaarticles, journal articles.
• communicate within the profession and with a variety of other health care professionalsand clients via paperless record keeping, access to medical results, collation of activity dataas well as simple letter writing which may utilise digital voice recognition. These skills aredeveloped and assessed in the communication elements of the PDP modules at each levelas well as on practice placements.
• Use an e-portfolio via the pebblepad plus platform as a tool throughout the PDP strandthrough the course and as alumni
Digital Literacy has been instilled throughout the course from the very outset. The L4 ‘Food and Society’ module allows students to manipulate numerical data utilising statistical software while the L4 Personal Development and Communication Skills module allows students to find, access and retrieve evidence based digital literature. This L4 module also introduces the student to the concept of the E-Portfolio and how to build on this within the PDP strand running through the course from L4 to L6.
At L5, the expectation is that students will utilise their L4 Information Literacy to access and find evidence based research to support their assessments. Students also build upon the statistical practical knowledge by undertaking the ‘Research’ module assignment which incorporates a SPSS statistical element. Students also build on their E-Portfolio as outlined previously and update their techno literacy abilities by utilising a dietary analysis software package to analyse dietary intake as well as presentations using digital skills.
During L6, students will have improved upon their digital literacy general skills and must apply this in practice via their research project where they must access, store, retrieve, create,
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format and publish a large document for assessment. Students also continue to add to their e-Portfolio; to demonstrate competence and fitness to practice.
Being Enterprising Students are encouraged to be enterprising and take ownership of their own learning from the beginning of the course. Students are introduced to the idea of identifying their strengths, weaknesses, reflecting and providing evidence on these and building a professional portfolio. In L4 in Personal Development and Communication Skills, Nutritional Biochemistry and Human Physiology, we begin by enabling students to be responsive adaptable problem solvers. This is further developed as students learn to formulate an appropriate case study client and SMART goals in the L5 Genetic and Lifestyle Related Conditions module and formulate appropriate feeding regimes in the Nutrition Support and Applied Clinical Dietetics modules. During practical sessions students use skills to cook appropriate, attractive and nutritious food choices for various dietary needs.
Continuing at L6, the Clinical Effectiveness and Outcomes module requires students to develop innovation and contemporary ways of working through reflection, classroom discussion and learning set tasks that incorporate initiatives such as CQUINS, and other delivery programmes. Entrepreneurial, and leadership skills are employed as part of the group development process in the Nutrition Strategies module
Use of the Virtual Learning Environment General module information, lecture slides, web links, audio and video material, webcasts and web-conferencing, formative and summative assessment tasks and discussion boards which are accessed through the VLE.
Throughout the course development and mapping exercise the course team have endeavoured to ensure that across all modules e-learning is strongly embedded as a core method of teaching and delivery where it is effective and appropriate for the students
In addition, • In the L4 Nutritional Biochemistry module students can use formative MCQs to test their
knowledge to date and track their progress throughout the module. This enables them to recognise areas where they may need additional support which they can then discuss in tutorial sessions.
• In the L4 Nutrition and L5 Genetics and Lifestyle Related Conditions modules student canutilise web-based media such as podcasts and vodcasts to look at patient/ carer experiences of lifespan nutrition or disease states to broaden their understanding of a holistic approach in key topic areas.
• Videos are also available of feeding tube insertions in the Nutrition Support L5 moduleand groups are allocated via MyBeckett and students complete a task and upload the results via an online discussion to share information between groups.
• In the L6 Clinical Effectiveness and Outcomes module, students are encouraged to work ingroups to research current guidance and evidence in a particular area; they may use discussion boards to share their work within the group and demonstrate their contributions.
• The L5 Nutrition Support module uses the virtual setting to outline a case study of apatients over a number of weeks; students complete the care plan according to the
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information available and submit the final care plan (record card) as their assessment for this module.
These are just some examples of use of the VLE. The School TEL representative is a member of the Course development Team. The use of Turnitin as an originality tool for students is used in a variety of modules where the assessment lends itself to online submission.
Use of Blended Learning Learning occurs both in face to face university based sessions but also through completion of practice placements and self-directed study. The use of distance learning is not delivered on this course.
Student Support As defined in the Leeds Beckett University Education Strategy 2016-21 the student support framework for the BSc (Hons) Dietetics course aims to ensure that all students have access to timely support, at the right place and at the right level. Course support and advice will be provided by staff teaching within the course, students will be afforded the opportunity to seek advice outside formally timetabled teaching hours, both face to face and electronically and, in particular to be guided in their current performance and ways in which this may be improved.
Academic Advisors Every student is allocated an academic advisor from the course team for the duration of the course. Academic advisors are available for academic and personal discussion on both a scheduled and ‘drop-in’ basis. Appointments are scheduled as one per student in each semester. Students can then request further contact or access tutors via email. At L4 appointments are allocated, at L5 and 6 students sign up for a preferred slot. Scheduled appointments are initiated by the academic advisors, but students can initiate other contacts
Other Support In addition to academic advisors further support is offered via a number of routes:
• Course leader, who is available for students wishing to discuss academic and personalneeds and who, along with the academic advisors, may suggest referral to additional university support. They also support students who have mitigation and need additional time or facilities in order to enable them to learn effectively.
• Module tutors are available to discuss issues about the learning and assessmentprocess related to their specific module
• The placement co-ordinator provides information and general support for studentsmanaging their placement and is supported by the Practice Placement Unit. Practice Liaison Lecturers – support practice placement providers and visit students on practice placement
• A range of university-wide services are available to support students. These include acounselling service, financial advice, disability support services and Students Union support services. https://www.leedsbeckett.ac.uk/student-experience/student-support/. As a course team we have a strong and supportive relationship with disability services
Library Help, Support and Skills Development • All new students are offered an induction session and follow up information skills.
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• Teaching complemented by online guides, web pages and online tutorials to informstudents of relevant resources and activities to support their programme of study.
• Academic Librarians provide tailored information and literature searching sessions tostudents as part of their courses and also offer one-to-one appointments for studentsand staff.
• Skills for Learning provides online resources, services and publications to enablestudents to develop their Academic Skills. The Skills for Learning website offers a widerange of generic learning and teaching resources on topics which include: academicwriting, group skills, research, maths, critical awareness and reflective skills. Skills forLearning also provides drop-in workshops, customised classes, and group and one-to-one tutorial support in academic communication, maths and IT.http://skillsforlearning.leedsbeckett.ac.uk/
Assessment Strategy The course team utilise a variety of different methods to aid in the assessment, learning and teaching of the course; including face to face interactive teaching, online discussion groups, practical skills development and use of formative MCQs to provide students with feedback on their progress. The full range of summative assessments is illustrated in the Module Specifications.
Assessment Methods There are a range of assessment methods at each level with group presentations and e-portfolios and students develop their skills in these areas as they go through the course. Assessments have been chosen to prepare students for the next stage of their education and training and for their future employment as well as being fit for purpose to meet the learning outcomes of the modules. For example development of a portfolio at L4 is essential prior to practice placement A. Development of key areas of knowledge at L4 lays the foundations for application of this at L5.
On practice placements students are expected to collect information from a range of sources to assess patients and record that information according to key guidelines, this is innovatively assessed using an online based case study and record card assessment once they return to the univeristy. Similarly, application of knowledge is assessed using case-study/care plan assessments. Other practical skills such as writing for a variety of audiences and group presentations continue to be assessed prior to placement. The use of work related and authentic assessment continues into L6 with the presentation of a research project, portfolio work, critical appraisal, care plan and nutrition strategy.
Feedback on Assessed Coursework Formative assessment is integrated throughout the modules on the course. Some modules have skills based sessions within the kitchen, laboratories and communication suites allowing tutors managing these sessions to provide students with instant feedback on their techniques/results.
Other modules will have formative peer assessment or have presentations assessed formatively and then this can be utilised to inform their summative submission.
Summative assessment feedback will be provided in line with University Regulations (i.e. 4 week turn around period) should this period be shorter or longer students will be informed.
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Feedback will be given in many ways e.g. written and oral. Results are usually posted on the VLE although in some cases may be given physically and also through Turnitin.
At the beginning of the academic year (for L5 and 6 students), a personal objectives session is undertaken where students reflect on their Practice Placement feedback, assignment feedback and exam grades and feedback from their PDP tutor to carry out a SWOT analysis and set their own personal objectives for inclusion in their e-Portfolio for the coming year as part of the PDP strand.
Module Assessment Methods
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Professional Development for Dietitians
Research Methodology Statistics and Evaluation
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Clinical Effectiveness and Outcomes
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Nutrition Strategies
Paediatrics in Practice
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Practice Placement (A, B and C) Pass /Fail
Employability and Professional Context This course is approved by the HCPC professional body and accredited by the BDA. Dietetics is a professional competency based course preparing students to work with the public. Therefore students are expected to act in a professional manner at all times and students should adhere to the university Policy, regulations and procedures relating to fitness to practice which can be found here: http://www.leedsbeckett.ac.uk/public-information/student-regulations/
On qualification the new graduate should be capable of contributing to clinical governance through the delivery of evidence-based, client-centred health-care. The provision of health-care is no longer the sole responsibility of the NHS, therefore graduates also need to be familiar with working within multi-agency settings such as local authorities and voluntary organisations. This is explored throughout the course in L4 Food and Society, Nutrition Support, Genetics and Lifestyle Related Conditions and Applied Clinical Dietetics at L5 and finally Nutrition Strategies at L6.
Within the course team, Practice Learning and Employability Unit (PLEU) and careers service, work in conjunction with each other to ensure that students are prepared for placement and work related learning (WRL) experiences and that they are matched to experiences that are a good fit with their skills and/or chosen vocation. A dedicated team of PLEU placement officers work with the course teams to source potential placements and WRL well in advance of the start date and allocate these opportunities appropriately to individual students taking into account any professional, statutory or regulatory body requirements. All students go through a process of Personal Development and Communication Skills and skills analysis before embarking on a placement.
Additionally our students are signposted to a variety of volunteering opportunities available through the students union and the volunteering and partnerships offices which enable them to gain further work related learning and employability skills. Our students also have access to the careers service and online employability resources (EROL) which help to prepare them for job applications and interviews and critically evaluate their employment prospects and identify potential opportunities.
Work Related Activities
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Placement or Work Related Activity Level: Practice Placements are in line with HCPC requirements; At the end of L4 students complete Practice Placement A (3 weeks). After successful completion of Semester 1 modules (Nutrition support and Genetics and Lifestyle Related Conditions) at L5 and Practice Placement A, students undertake Practice Placement B (13 weeks). Students then undertake Practice Placement C (12 weeks) after successful completion of Practice Placement B at year 3 Placements are reflected upon and learning consolidated in modules on return to the university – Professional Development and Nutrition Support module in year 2 Competent Practitioner and Clinical Effectiveness and Outcomes in year 3.
During Practice Placements, students are expected to make use of work based IT systems such as NHS IT systems to access patient data. The security (confidentiality) and ethical issues that relate to this are made clear in Year 1 Personal Development and Communication Skills for DIetitians and Year 2 Professional Development for Dietitians modules prior to placements.
Placement or Work Related Activity Length in Weeks: Practice Placement A is at the end of Year 1 (3 weeks) Practice Placement B in year 2 (13 weeks ) Practice Placement C in year 3 (12 weeks)
Type of Placement or work related activity: All practice placements are summatively assessed by placement providers and evidenced using tools and agreed learning outcomes through an evidence portfolio. Successful completion of these are a professional body requirement and essential to achieve the target award.
Reference points used in course design and delivery External Examiners are appointed to verify that our University has set and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK). The External Examiners also ensure standards and student achievements are comparable with other Higher Education Institutions in the UK with which they are familiar, and that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.
All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FEHQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses).
We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at http://www.qaa.ac.uk/reviews-and-reports
Subject benchmark statements for health care programmes were published by the Quality Assurance Agency (QAA) in 2001. The Dietetic benchmark statements represent ‘an explicit articulation of the academic and practitioner standards associated with the academic award in Dietetics’ (QAA 2001) The benchmarking statements articulate the expectations and
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requirements for ‘fitness for award’, ‘fitness for practice’, and ‘fitness for first post and Continuing Professional Development’ (CPD).
The benchmark statements were integral in the development of the course and are embedded in the modules and developed throughout. The degree course encompasses the guiding principles for the study of Dietetics which forms the basis of the benchmarking statements:-
• The application of the science of nutrition to individuals and groups by translatingtheoretical concepts and principles into relevant and applied diet therapy and dietarymodification;
• Acquisition of the educational skills and qualities, which enable the practitioner toempower individuals to take control of their food choice in relation to their health;
• Integration of theoretical concepts from biological, clinical, numerical and socialsciences with practical application to moderate food and nutritional habits;
• Ability to assess, advise and enable individuals and groups to make appropriate andsafe food provision;
• Development of strong interpersonal skills to enable effective communication throughvarying media and to a wide diversity of individuals and groups;
• Maintenance and enhancement of health both through the treatment of disease bydiet and the promotion of good nutrition;
• Critical reflection, self-evaluation and commitment to the use of research in theevaluation and improvement of the practice of dietetics.
It is also important to acknowledge the very valuable professional and practice skills which students acquire and develop on Practice Placement which completes the pre-registration experience and prepares the student for the concept of Continuing Professional Development (CPD). http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Health-care-programmes---Dietetics.aspx
The information that follows show how the Undergraduate Degree Course in Dietetics meets the benchmark statements for Dietetics
A The dietitian as a registered health care practitioner; expectations held by the profession, employers and public
A1 Professional autonomy and accountability of the dietitian The students are introduced to the role of the dietitian and the Statutory and Professional Bodies in the Personal Development and Communication Skills for dietitians module at L4. Within this module the legal and ethical expectations of the dietitian as a professional are explored and are further developed at L5 in Genetics and Lifestyle Related Conditions, Nutrition Support, Applied Clinical Dietetics and Professional Development for dietitians modules. The dietitian’s role within the multi-disciplinary team is explored through Inter-professional Learning days which are included in Personal Development and Communication Skills for Dietitians (L4), Professional Development (L5) and Competent Practitioner (L6).
These professional skills are enhanced during practice placements and are reflected upon and consolidated at L6 in Clinical Effectiveness and Outcomes, the Competent Practitioner and Nutrition Strategies modules.
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The concept of Continuing Professional Development (CPD) is threaded through the course and within the framework of academic and personal tutorials students are encouraged to identify their individual learning needs and develop strategies to meet these. Reflection is a key aspect of the course, particularly in relation to clinical practice where students are expected to reflect on their own performance and clinical effectiveness, identify learning and developmental needs as a basis for CPD.
Throughout the course and practice placements, students develop portfolios of evidence and reflect on their previous practice and skills development.
Key modules covering the A1 benchmark statements are :- Level 4; Personal development and Communciation Skills for Dietitians. Level 5; Genetics and Lifestyle Related Conditions, Nutrition Support, Professional Development for Dietitians, Applied Clinical Dietetics Level 6; Competent practitioner, Clinical Effectiveness and Outcomes, Nutrition Strategies
A2 Professional relationships of the dietitians The role of the dietitian in a variety of healthcare settings and as part of the multi-disciplinary team is introduced at L4 in the Personal Development and Communication Skills for dietitians and Nutrition modules and within the Inter-professional Learning days with other health students which occur at each level of the course. The organisation of dietetic provision is embedded in all nutrition and dietetic modules at L5 but particularly investigated in the Professional Development for Dietitians module. The Practice Placements and the Competent Practitioner module at L6 further consolidate this professional awareness.
Technical report writing skills are developed in the practical write-ups throughout the levels commencing in the Nutritional Biochemistry, Human Physiology and Food and Food Science microbiology practical sessions at L4 and at L5 in Genetics and Lifestyle Related Conditions Nutrition Support and Applied Clinical Dietetics practical sessions and Research Methodology, Statistics and Evaluation reports.
Accurate reporting and defensible documentation are investigated at L5 in the Professional Development module and Applied in the Nutrition Support assessment. They are then further consolidated in the Practice Placements and at L6 in the Competent Practitioner, Clinical Effectiveness and Outcomes and Nutrition Strategies modules. The principles of evidence based practice are introduced in Personal Development and Communication Skills and applied at L5 in Research Methodology, Statistics and Evaluation and Professional Development modules.
The sociological aspects of food choice and its provision underpin the nutrition and dietetic and the social sciences modules and form the basis for nutritional and therapeutic advice. The practice placement experiences offer students the opportunity to put these principles into practice. There is also a Communications skills strand in the Personal Development and Communication Skills and Nutrition Support modules form L4 to L5 and consolidated in the Competent Practitioner in L6 enabling students to develop their interpersonal skills which are also enhanced in the practice placements.
Key modules covering the A2 benchmark statements are:-
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Level 4; Nutritional Biochemistry, Human Physiology, Personal Development and Communication Skills for Dietitians, Nutrition, Food and Food Science, Food and Society
Level 5; Professional Development for Dietitians, Nutrition Support, Genetics and Lifestyle Related Conditions, Applied Clinical Dietetics, Research Methodology, Statistics and Evaluation
Level 6; Competent Practitioner, Clinical Effectiveness and Outcomes, Nutrition Strategies modules
A3 Personal and professional skills of the dietitian Students are introduced to personal and professional skills at L4 in the Personal Development and Communication Skills for dietitians module. Students evidence the development of these skills in their Personal Development and Communication Skills portfolios which include SWOT analysis and tasks which examine learning styles, reflective practice, and set personal objectives to improve professional competencies. This appraisal of Personal Development and Communication Skills is continued throughout the L5 modules, practice placements include periods of reflection in between placements and are consolidated and extended at L6 in the light of Continuous Professional Development.
Professional autonomy and organisation is fostered throughout the main practice modules, particularly in the Personal Development and Communication Skills for dietitians (L4), Professional Development for Dietitians (L5) and the Competent Practitioner (L6) modules. Aspects of self-management and resource management are also inherent within these modules.
At L4 students work within small groups to develop appropriate educational material for a specified target audience within Personal Development and Communication Skills for dietitians.
These skills are enhanced in practice placement training where they will be required to develop talks, presentations and training packages for target audiences. They will also have the opportunity to experience existing training packages within departments.
The role of the dietitian in the design and implementation of nutrition education strategies and dietetic interventions are introduced at L4 in the Nutrition module and examined and evaluated at L5 in Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics modules. It is further developed at L6 in the Nutrition Strategies module. During Practice placements and in L6 particularly in the Clinical Effectiveness and Outcomes module, the evidence base of nutrition and dietetic practice is examined and critically evaluated in order to inform best practice. Students are required to undertake an independent Research Project at L6 which cements these key skills. In Competent Practitioner and Nutrition Strategies modules students have the opportunity to demonstrate many personal and professional skills as they reflect on practice placements to enable them to work effectively as part of a team
In the practice placements students will have the opportunity to develop the skills and attitudes addressed in the modules and meet the requirements of the HCPC Standards of Proficiency and HCPC Standards of Performance, Conduct and Ethics.
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Key modules covering the A3 benchmark statements are :- Level 4 Personal Development and Communication Skills for dietitians, Nutrition Level 5 Professional Development for dietitians, Genetics and Lifestyle Related Conditions,
Nutrition Support, Applied Clinical Dietetics Level 6 Nutrition Strategies, Clinical Effectiveness and Outcomes, Research Project,
Competent Practitioner
Practice Placements. A4 Profession and employer context for the practice of dietetics The organisation and financial and business management of dietetic services in the NHS and other healthcare settings are introduced in the Personal Development and Communication Skills for dietitians module at L4 and the students understanding is advanced at L5 in the Professional Development module. The inter-professional learning course give the student the opportunity to compare and contrast these aspects with other health professional students and the placements allow the student to appreciate management, operational and quality systems in practice.
At L6 students evaluate such practices in the Clinical Effectiveness and Outcomes, Competent Practitioner and Nutrition Strategies modules in order to conclude best practice. Government and public health drives and legislation aimed at improving healthcare and nutritional provision are examined at L4 in the Nutrition module and L5 in the Professional development module and are evaluated during practice placements and at L6 in the, Clinical Effectiveness and Outcomes and Competent Practitioner modules. Many students take the opportunity to develop such aspects more widely in their research project.
The role of the Dietitian as professional advisor and educator is addressed extensively through the main practice modules, beginning at L4 in the Nutrition module and continuing at L5 in Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics modules. The practice placements give students the opportunity to experience and evaluate practice and at L6 these aspects are consolidated particularly in the Clinical Effectiveness and Outcomes module, the Competent Practitioner and Nutrition Strategies modules.
Additionally many students evaluate an aspect of Dietetic Practice in their research project.
Sociological and psychological aspects of healthcare are introduced in the L4 Food and Society module and developed in L5 modules - Social Sciences, Nutrition Support and Applied Clinical Dietetics.
Evidence of all of these practice competencies is collected as part of the students Personal Development Portfolio.
Key modules covering the A4 benchmark statements are:- Level 4 Personal Development and Communication Skills for dietitians and Nutrition
Level 5 Professional Development for dietitians, Genetics and Lifestyle Related Conditions, Nutrition Support, Applied Clinical Dietetics
Level 6
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Nutrition Strategies, Clinical Effectiveness and Outcomes, Research Project, Competent Practitioner, Paediatrics in Practice, Mental Health in Practice
Practice Placements. Inter-professional Learning days
B Principles and concepts held by the profession of dietetics, which are applied to secure maintenance to, or improvement in, health/well-being.
B1 Patient/client assessment Collecting medical, nutritional and social information and initiating an appropriate dietetic response is integral to the main nutrition and dietetic practice modules. Accurate record keeping, defensible documentation and professional priorities are also essential and are examined and evaluated throughout the personal and professional development modules. These aspects are therefore introduced at L4 in Personal Development and Communication Skills for dietitians and Nutrition. Within L5 modules, Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics, students develop their knowledge of patient assessment and nutrition and dietetic interventions and become aware of the wide ranging factors which may influence an appropriate dietetic response. These skills are enhanced in the practice placements and reflected on and evaluated at L6 particularly in the Clinical Effectiveness and Outcomes, Competent Practitioner, Mental Health and Practice and Paediatrics in Practice modules.
The integration of nutrition, health sciences and the medicine takes place in the clinical modules (Genetic and Lifestyle related Conditions, Nutrition Support, Applied Clinical Dietetics) at L5 which run alongside one another and systematically develop an integrated approach, which prepares students for the practical application of these disciplines during practice placements. Evaluation of best dietetic practice in a variety of disease states takes place at L6 particularly in Clinical Effectiveness and Outcomes, Nutrition Strategies, Mental Health in Practice and Paediatrics in Practice modules.
The social and cultural factors affecting lifestyle and food choice are examined and evaluated throughout the social sciences modules and are integral to the nutrition and dietetic practice modules. At L4 the Food and society module introduces these considerations which are developed in the Social Sciences and Nutrition Support modules at L5. Such issues are revisited at L6 in all modules.
Communication skills and patient interviews are central to the Personal Development and Communication Skills for Dietitians module at L4 where students undertake a series of workshops and at L5 are involved in simulated practical dietetic interviews which occur in the Nutrition Support module. Such experiences help them to evaluate their strengths and weaknesses in interview situations prior to Practice Placements B and C. These skills are further developed in L6 in the Competent Practitioner module.
The qualitative and quantitative assessment of clinical and social information is examined throughout the research and practice modules and aims to develop the students’ ability to critically evaluate the most appropriate nutritional response for individuals and groups. The Research Methodology, Statistics and Evaluation, Professional Development for dietitians at L5 and Research project at L6 are central to this theme.
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Key modules covering the B1 benchmark statements are:
Level 4 Personal Development and Communication Skills for dietitians, Nutrition, Food and Society
Level 5 Genetics and Lifestyle related Conditions, Nutrition Support, Applied Clinical Dietetics, Research Methods, Evaluation and Statistics and Professional Development for dietitians
Level 6 Clinical Effectiveness and Outcomes, Nutrition Strategies, Research Project
Practice Placements
The multidisciplinary nature of patient assessment and care-plans are evaluated jointly with other health professional in the Inter-Professional Learning days at Level 4, 5 and 6.
B2 Application of practice of dietetics All modules on the course are designed to enable students to gain a knowledge base from various disciplines relevant to the effective practice of dietetics and to enhance this multidisciplinary approach students attend inter-professional learning events. The aim is for students to explore patient care with other health and professional students, using a case study approach.
The basic nutritional competencies governing dietetic practice are introduced at L4 in Nutrition where considerations of nutritional needs at different stages in the life cycle are considered. These theories are developed and applied in L5 in Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics. Dietetic practice is further evaluated on returning from practice placement at L6 when students conclude best practice in a variety of patient groups and situations particularly in the Competent Practitioner module and Clinical Effectiveness and Outcomes modules.
The Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics modules at L5 develop a case centred and multidisciplinary approach to the medical and pathological aspects of dietetic practice. The influence of the medical and social sciences in dietetic practice is also examined at L4 in the Food and Society module and in the L5 Social Sciences module where the psychological and sociological aspects of health and illness are examined. The opportunity to experience and reflect on a range of communication skills relevant to dietetic practice is offered within the Personal Development and Communication Skills for dietitians and Nutrition Support module and then students capitalise on these experiences and develop different professional and communication skills during their practice placements. Reflection and evaluation of best practice occurs in the Competent Practitioner module and is further enhanced in the Clinical Effectiveness and Outcomes module, Mental Health in Practice and Paediatrics in Practice modules. These final year modules are designed to equip the student for career-long professional development and lifelong learning to support best professional practice and maintenance of personal and professional standards.
Practical sessions within modules Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics allow students the opportunity to plan menus for healthy people
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of all age groups and different cultural groups. In the Nutrition module at L4, British and multicultural eating habits are analysed and evaluated.
The structure and principles of relevant food legislation is addressed in L4 Food and Food Science and further developed at L5 in Genetics and Lifestyle related Conditions. These theories are re-examined in the light of current practice after practice placements in all of the core L6 modules.
Health education and health promotion intervention are considered at L4 in the Food and Society and Nutrition modules which also examine inequalities in nutrition related to poverty, culture, race and age and considers key constraints. These factors are realised on practice placements and evaluated at L6 most particularly in Clinical Effectiveness and Outcomes and Competent Practitioner. These 2 modules at L6 also enable students to reflect on and share experiences between and following practice placements and critically evaluate nutrition and dietetic interventions for specific conditions and their evidence base. Students also reflect on the multi-disciplinary multi-agency and patient centred nature of healthcare in the Competent Practitioner
Key modules covering the B2 benchmark statements are:-
Level 4 Nutrition, Personal Development and Communication Skills for dietitians, Food and society
Level 5 Professional Development for dietitians, Genetics and Lifestyle related Conditions, Nutrition Support, Applied Clinical Dietetics
Level 6 Clinical Effectiveness and Outcomes, Competent Practitioner, Nutrition Strategies, Mental Health in Practice, Paediatrics in Practice
Practice Placements Inter- Professional Learning days at Level 4, 5 and 6.
B3 Evaluation of dietetic practice A personal development portfolio (PDP) incorporating practical training outcomes allows students to reflect on and evaluate the effects of dietary treatment and nutrition interventions. This is introduced at L4 in the Personal Development and Communication Skills for dietitians module prior to practice placement A. Their portfolio is added to and enhanced at L5 as students re-examine and re-evaluate their personal goals in the light of their achievements and their PDP is updated in Professional Development for Dietetics prior to practice placements B and C. Evidence and experiences in practice placement further inform this process so by the end of the L6 Competent Practitioner module students have a clear statement of employability and can evidence their competencies giving them an excellent personal and professional portfolio.
The concept of audit and clinical governance and their impact on dietetic practice are introduced at L5 in Research Methodology, Statistics and Evaluation and Professional Development for dietitians and are evaluated further in the light of practice placement experiences in Competent Practitioner, Clinical Effectiveness and Outcomes particularly.
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During the practice placement students will usually undertake an audit of an aspect of clinical practice and these different examples will be debated as part of these modules
In order to research effectively to inform professional practice, the research modules in Levels 5 and 6 consider the critical evaluation of research literature and methodologies and the effective analysis of problems relevant to dietetic practice. Different approaches to research design, techniques of data collection and statistical methods are also studied. In these modules, through the students own research project, and in all the other core modules Nutrition and Dietetic research is discussed and the importance of evidence based practice is emphasised.
The use of case history to evaluate dietetic interventions begins at L4 in Nutrition and occurs in Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics at L5. This approach is also used to enhance learning during practice placements, and these practical case histories form part of the basis for reflection on best practice in the Competent Practitioner and Clinical Effectiveness and Outcomes modules.
Again the multidisciplinary interaction with other health care professionals during the Inter-professional Learning days uses a case study approach to explore patient care.
Key modules covering the B3 benchmark statements are:-
Level 4 Nutrition, Personal Development and Communication Skills for dietitians
Level 5 Professional Development for dietitians, Genetics and Lifestyle related Conditions, Nutrition Support, Applied Clinical Dietetics,
Level 6 Clinical Effectiveness and Outcomes, Competent Practitioner, Nutrition Strategies, Research Project
Practice Placements Inter-Professional Learning days at all levels
C Subject knowledge, understanding and associated skills that are essential to underpin informed safe and effective practice of dietetics.
C1 A systematic understanding of the key aspects of the range of disciplines underpinning dietetics and a detailed knowledge of some aspects including:
Biochemistry: All Undergraduate dietetic students must have achieved A level chemistry or equivalent. This knowledge base is expanded at L4 in Nutritional Biochemistry where the biochemical processes involved in the extraction and utilisation of energy from food to maintain and promote health is covered.
Additional biochemistry tutorial support is offered to those students who feel that they would benefit from it.
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This biochemistry base is further developed at L5 in Human Metabolism, Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics where the pathology of a range of nutrition related medical conditions are covered.
Aspects of metabolic complications are integrated within these three clinical modules at L5 e.g. diabetes, obesity and hyperlipidaemia. These are further developed during practice placements and Competent Practitioner and Clinical Effectiveness and Outcomes modules
Catering/Food Science/ Food skills: At L4 basic catering and catering management is covered within Food and Food Science which includes practical food skills, interrupted catering systems and cook chill/cook freeze technology. This is built on in Practice Placement Ato fulfil general aims 4, 5, and 6 of that placement.
In addition all students complete the Royal Society for Public Health (RSPH) Level 2 award Food Safety in Catering or equivalent.
Practical aspects of food skills are developed and integrated within the practical elements of L4 Nutrition module and further developed and integrated at L5 within the practical elements of Genetics and Lifestyle related Conditions, Nutrition Support, and Applied Clinical Dietetics.
Commonly consumed foods, convenience foods and their nutrient content are introduced in the social aspects of Nutrition with learning packs and practical sessions and considered at L5 in the clinical modules.
Safe handling of food is introduced at L4 in the microbiology strand of Food and Food Science and further developed at L5 in Nutrition Support. Topics covered include methods of destroying or inhibiting growth of micro-organisms, factors affecting food safety and spoilage, and microbiological aspects of disease. The food science strand addresses food legislation, food labelling, food additives and methods of food preservation. All aspects will be applied and built on during practice placements.
At L6 students have the opportunity to develop aspects of food science within their research project.
Clinical Medicine: Aspects of Clinical medicine are addressed and evaluated at L5 in the clinical modules. Specific disease states and alternative dietary interventions are considered alongside the impact of the various dietary options.
These aspects will be strengthened and built on particularly in practice placements B and C and further strengthened at L6 in the Competent Practitioner, Clinical Effectiveness and Outcomes, Mental Health in Practice and Paediatrics in Practice when specific disease states and dietary interventions are critically evaluated.
Dietetics: Aspects of differing food habits, cultural background, social and economic circumstances are introduced at L4 in Nutrition and Food and Society modules. These are developed at L5 in Social Sciences.
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Dietary assessment, calculation of nutrients are introduced at L4 in Nutrition and developed at L5 in Genetics and Lifestyle Related Conditions, Nutrition Support and Applied Clinical Dietetics.
In the three clinical modules at L5 dietary interventions for disease states that may be encountered in Placement B and C are considered e.g. Diabetes, obesity, CHD, stroke, liver, aspects of paediatrics, gastro-intestinal and neurological conditions. Students are expected to be able to design appropriate diets for specific disease states, appreciate the role of nutritional assessment and critically evaluate dietary strategies in the treatment of disease. This knowledge will be applied and enhanced during Practice Placements.
At L6 Competent Practitioner Mental Health in Practice, Paediatrics in Practice and Clinical Effectiveness and Outcomes allow students to evaluate their experience and reflect on contemporary dietetic interventions and their evidence base.
Health Promotion: Health promotion is introduced at L4 in Nutrition and covered at L5 in Professional Development for Dietitians where nutrition interventions in the community are considered.
Communication, interpersonal skills and behaviour change strategies are covered in Personal Development and Communication Skills for dietitians and assessed in Nutrition Support at L5.
At L6, Health Promotion and Public Health Strategies are evaluated in Competent Practitioner and Nutrition Strategies where behaviour change and current strategy practice is addressed and reflected upon.
Management: Principles of management and the professional role of the dietitian and standards are introduced at L4 in Personal Development and Communication Skills for dietitians, developed at L5 in Professional Development, experienced and evaluated during Practice Placements. They are further developed at L6 in Nutrition Strategies, Clinical Effectiveness and Outcomes and Competent Practitioner.
The professional role and requirements for registration are introduced at L4 in Personal Development and Communication Skills for dietitians and are emphasised in the practice placement briefing sessions. Professionalism will also be considered during shared learning study days with other professional groups within the Unviersity.
Microbiology: Aspects of microbiology relevant to Dietetics are covered in Food and Food Science at L4 and further developed at L5 within the Nutrition Support module e.g. food spoilage, food preservation, food safety, the contribution of food, milk and water to the spread of infection in the community, microbiological aspects of infection control relevant to dietetics and related clinical problems.
Students often select to evaluate aspects of microbiology within their research project which have a relevance to dietetic practice
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Nutrition The basic principles of nutrition, which include nutritional requirements, macro and micro nutrients and social aspects of food choice, are covered at L4 in Nutrition which considers the impact of nutrition through the life cycle including cultural, religious and socio-economic influences. Social aspects are also considered in Food and Society at L4
In L5 Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics modules nutritional assessment, monitoring of nutritional status, nutritional requirements for individual groups and other modifications in selected disease states are covered.
Application of the principles of nutrition and the social factors are developed and evaluated during Practice Placements. These aspects will be reflected on and further developed at L6 in Competent Practitioner, Clinical Effectiveness and Outcomes, Mental Health in Practice, Paediatrics in Practice and within the Research Project.
Pharmacology/Immunology/Genetics Pharmacology/immunity/genetics are introduced at L4 in Human Physiology and developed at L5 in Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics where basic principles of the biomedical sciences and their relevance to nutrition and dietetics are addressed. These areas will be developed during practice placements.
Clinical pharmacology, immunology and genetics are also integrated within the L6 clinical modules: Clinical Effectiveness and Outcomes, Paediatrics in Practice and Mental Health in Practice.
Physiology: Physiology is covered at L4 in Human Physiology and Nutrition where the concept of homeostasis in physiological control is introduced. The role of the nervous and endocrine systems and the maintenance of homeostasis is presented. The physiology of the respiratory, cardiovascular, central nervous, gastrointestinal and renal systems is explained.
At L5 the physiology of these systems is integrated into Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics. At L6 physiology underpins discussion within Competent Practitioner, Clinical Effectiveness and Outcomes, Mental Health in Practice and Paediatrics in Practice modules.
Psychology: Psychology is covered at L4 in Food and Society which considers the psychological aspects of human lifespan, and expanded at L5, within Genetics and Lifestyle related Conditions, which considers the psychological aspects of Health and Counselling relevant to dietetics. In L4 Personal Development and Communication Skills for Dietitians students are introduced to a series of workshops developing their communication abilities. Students will apply and extend this knowledge in Nutrition Support and during their Practice Placements.
Issues related to food choice and food selection are tackled from a lifespan perspective at L4 in Nutrition and the basic psychological principles applied to food related issues in other key nutrition modules. Aspects of these are reflected on and developed at L6 in Clinical Effectiveness and outcomes, Mental Health in Practice and Paediatrics in Practice modules
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Methods of Enquiry: Methods of enquiry are introduced at L4 Food and Society module which incorporates data collection used for statistical analysis. Social and economic aspects of life in Britain is covered here and within the Nutrition module.
Methods of Enquiry are considered in more depth at L5 in Research Methodology, Statistics and Evaluation where research methods, principles of evidence based practice, audit, systematic reviews and statistics used in nutrition and dietetics are critically evaluated. Research and evaluation of practice is integrated within the Genetics and Lifestyle related Conditions, Nutrition Support and Applied Clinical Dietetics and at L6 students will have the opportunity to study nutritional epidemiology in the Research Project module.
At L6 students will undertake a research project that includes planning, developing and evaluation and presentation of a research programme. Some students may undertake an audit as part of this process within a specific clinical setting. The principles of scientific enquiry and evidence practice will be reflected on in The Competent Practitioner. Current research and evidence based practice is critically evaluated in all L6 modules.
Sociology, Social Policy and Administration: Aspects of sociology, social policy and administration are covered at L4 in Food and Society and expanded at L5, as part of the Professional Development and Social Sciences modules. Social considerations at different stages through the life cycle are integrated into Nutrition at L4
These aspects are applied during practice placements and reflected on at L6 in the clinical modules
Concepts of status and professional role and conduct are introduced at L4 in Personal Development and Communication Skills and developed at L5 in Professional Development and at L6 in The Competent Practitioner.
C2 Skills A capacity for self-reflection on the extent and limitations of: • the professional role of the dietitian, the maintenance of standards and the requirements
for state registration; • monitoring and evaluating the effects of dietary treatment. He/she must know the theory
and rationale for reflective practice as a mechanism for maintaining and improving his/her professional practice;
• reflection on action and reflection in action and demonstrate his/her understanding ofhow these two processes can advance his/her professional practice.
Students are introduced to the concept of professionalism and the expectations of the professional role at L4 in the Personal Development and Communication Skills module. The development of reflective skills is commenced through Personal Development Planning (PDP) where they are introduced to the concept of self-evaluation. Evaluation is also incorporated at L4 in Nutrition and extended at L5 in Genetics and Lifestyle Related Conditions, Nutrition Support, Applied Clinical Dietetics and within Professional development for dietitians where students monitor and evaluate nutrition and dietetic interventions with the aim to enhance professional practice. Within Professional Development students are introduced to critical incident analysis and are expected to keep a reflective record whilst on their practice
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placements. Students are given the opportunity to further reflect on their practice and consolidate at L6 in the Competent Practitioner and Clinical Effectiveness and Outcomes modules where there is also an emphasis on continual professional development during their future careers.
An ability to gather and evaluate evidence and information from a wide range of sources and draw reasoned conclusions or reach sustainable judgements Students are introduced to the skills required for information gathering and interpretation at L4 in the Nutrition, Nutritional Biochemistry, Human Physiology, Food and Food Science and Personal Development and Communication Skills modules. Application and interpretation of information is further developed at L5 in Genetics and Lifestyle related Conditions, Nutrition Support, Applied Clinical Dietetics, Research Methodology, Statistics and Evaluation within the Professional Development modules. The Practice Placements give students an opportunity to practise and extend these skills within the workplace. These skills are further consolidated at L6 in modules where students are expected to gather relevant information from appropriate sources and critically evaluate the evidence to inform practice.
An expertise in an appropriate range of skills and procedures essential for the practice of dietetics The basic knowledge to develop expertise in this area is introduced at L4 with the appreciation of factors affecting food choice that are discussed in Nutrition and the physiological and biochemical processes in health studied in the Human Physiology and Nutritional Biochemistry modules. These principles are applied at L5 for prevention and treatment of diseases and the rationale for dietary manipulation is explored in Genetics and Lifestyle Related Conditions, Nutrition Support and Applied Clinical Dietetics. A programme of practical sessions also supports the acquisition of skills related to nutritional and dietetic modification. Students have the opportunity to gain further experience and enhance their skills during the Practice placements and at L6 students are presented with the opportunity to reflect on their learning and experience in Clinical Effectiveness and Outcomes and the Competent Practitioner.
An ability to collect and interpret data to provide qualitative information Skills required for effective data collection and interpretations including an understanding of statistical techniques are developed systematically throughout the course. At L4 students are introduced to the role of biochemical testing in the diagnosis, treatment and management of disease in the Nutritional Biochemistry and Human Physiology modules. Statistical techniques for the appropriate interpretation of data are covered in Food and Society. These skills are further developed through application at L5 in Genetics and Lifestyle Related Conditions, Nutrition Support, Applied Clinical Dietetics and the Research Methodology, Statistics and Evaluation modules. An opportunity to further enhance and apply these skills is presented during the Clinical and work placements. At L6 reflection and critical evaluation of the students learning and experience takes place in the Competent Practitioner, Clinical Effectiveness and Outcomes and Research Project modules.
The range of communication skills and other interpersonal skills necessary for effective performance These skills form a key theme that is developed throughout the course. Students are introduced to a range of communication and interpersonal skills required for effective professional practice at L4 in the Personal Development and Communication Skills module. Individual PDP’s allow students to self-evaluate their performance and skills within this important area. Opportunities for further development are presented at L5 in the Professional
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Development and Nutrition Support modules, which assess these skills within the case study simulation. At L6 the Clinical Effectiveness and Outcomes, the Competent Practitioner, Mental Health in Practice, Paediatrics in Practice and Nutrition Strategies modules present opportunities to reflect and critically evaluate on their learning and practical experiences.
All students have individual email accounts which are utilised in a variety of ways including enhancing liaison and communication when they are away from the university on Practice Placement.
Confidence in engaging with technology in the pursuit of effective dietetic practice It must be acknowledged that students entering the undergraduate course are increasingly proficient in the use of information technology. The course therefore is designed to build on and enhance these existing skills in order to enable students to become effective practitioners. At L4 students are encouraged to access the to assess the university’s library Skills for learning packages including the use of IT and study skills. Students are also taught to use the NETWISP nutritional analysis package through a series of practical tutorials. These skills together with training in critical evaluation techniques are further developed and applied at L5 in the Research Methodology, Statistics and Evaluation and clinical modules. The practical sessions within these clinical modules present students with the opportunity to apply theory into practice. Further experience and opportunities for application are presented during the Practice Placements. At L6 students are given the opportunity to further improve their proficiency as they are expected to be able to systematically locate and critically evaluate research from a variety of sources which informs evidence-based practice and supports their final year assignments. The use of e-portfolios is standard through the PDP route as many of the work placement experiences also move toward paperless systems.
Staff Teaching on the Course You can find details of our highly qualified, permanent teaching staff on our website, who are involved in teaching, research and administration associated with the course. CV’s for the current teaching staff are included in the accompanying documentation.
Regulatory Exemption details: Course regulations will comply with University Assessment Regulations with the following exceptions; to comply with the requirements of the BDA the following will apply: • Students must obtain at least 40% in each module. In addition students must obtain at
least 35% in each component of assessment within a module. A mark of between 35% and 39% may be compensated by the other components of assessment within the module.
• Additional pass/fail assessment per level for embedded interprofessional learning will beincorporated into the PDP modules at all levels
• 80% attendance is required for all modules, except Professional Development moduleswhere 90% attendance is expected, to comply with Professional Expectations and in line with HCPC Standards for Education and Training, section 3.15. Students will be expected to retrieve any attendance below these requirements through reflective pieces of work which will be evidenced in their portfolios at each level within the Personal and Professional Development modules.
To comply with Health and Care Professions Council (HCPC) Standards of Education and Training the university have explicit effective student complaints procedures
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(http://www.leedsbeckett.ac.uk/studenthub/complaints.htm) including appeal about an academic decision
Practice Placements Students must complete the Personal/Professional Development module in the year immediately preceding their practice placement to ensure Fitness to Practice.
The following progression arrangements are in place in line with HCPC requirements and Professional Body (British Dietetic Association curriculum guidance) http://www.bda.uk.com/ced/curriculum.html
Practice Placements are approved and allocated by the BSc (Hons) Dietetics Placement Team in collaboration with the Practice Learning and Employability Unit (PLEU). The course must comply with this system to maintain professional accreditation.
Progression through Practice Placements The following progression statements relate to those agreed between the PLEU as part of the Northern Dietetic Stakeholder Partnership (NDSP) and Practice Educators in the Northern Cluster (covering the North East and Yorkshire and the Humber Local Education Training Boards). It is hoped that the Progress Towards Learning Outcomes (PTLO’s) frameworks for Practice Placements B and C will help both students and practice educators identify students who are failing to meet Learning Outcomes (LOs) and guide their progress accordingly.
Progression from Practice Placement A to Practice Placement B Students must undertake Practice Placement A and successfully complete all modules at L4 and semester 1 modules (Nutrition Support and Genetics and Lifestyle Related Conditions) at L5 prior to undertaking Practice Placement B .
Progression from Practice Placement B to C • Students who achieve competency in all learning outcomes progress to year three (UG)
and post Practice Placement B reflective block (PG) and Practice Placement C. • Students who are working towards competency in 1-2 Learning Outcomes and who have
achieved competency in all the other 7 Learning Outcomes may progress to Practice Placement C. Students must demonstrate competency in the 1-2 Learning Outcomes at Practice Placement B threshold by week 6 of Practice Placement C
• Students who are working towards competency in 3-4 Learning Outcomes shouldundertake an additional 4- 6 weeks of Practice Placement B.
• Students who are working towards competency in 5-6 Learning Outcomes shouldundertake an additional 13 weeks of Practice Placement B.
• Students who are working towards competency in 7-9 Learning Outcomes will not beoffered a further Practice Placement B.
• Students who have not demonstrated competency in 6 or more Learning Outcomes willnot be offered a further Practice Placement B.
• All extended placements will be agreed in conjunction with the university tutor, relevantpractice educator, the practice lead and placement co-ordinator in collaboration with the external examiner.
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Progression from Practice Placement C • Practice Placement C must be completed before the student can complete the final year
of the course. • Students who achieve competency in all learning outcomes progress to the post C period
of the course. • Students who are working towards competency in 1 Learning Outcome and who have
achieved competency in all other 8 Learning Outcomes may be allowed to continue Practice Placement C for a further 2 weeks to facilitate a pass, dependant on the agreement of the named trainer.
• Students who are working towards competency in 2 Learning Outcomes should completean extended period of training which would be between 4 - 6 weeks of Practice Placement C.
• Students who are working towards competency in 3 -6 Learning Outcomes must repeat 12additional weeks of Practice Placement C.
• Students who are working towards competency in 7-9 Learning Outcomes will not beoffered a further Practice Placement C.
• Students who have not demonstrated competency in 6 or more Learning Outcomes willnot be offered a further Practice Placement C
• Any extra placement weeks may be completed after the final academic year.• All extended placements will be agreed in conjunction with the university tutor, relevant
practice educators and the practice lead and placement co-ordinator.
In the event of failure In the event of failure to achieve a satisfactory standard at the end of Practice Placement B or Practice Placement C the student and the university tutor must each be informed of the reasons for the failure.
The final assessment should be undertaken at the end of the placement and before the student leaves the placement in order that adequate feedback can be given. A student cannot normally fail the placement before she/he has completed the full number of Placement weeks for that placement.
Failure of Practice Placement B If the student fails to demonstrate competence in 5-6 learning outcomes they must repeat the whole 13 weeks.
If the student fails to demonstrate competence in all learning outcomes at the end of the (4 to 6 week) extended training, they must repeat the whole placement.
The student is not normally permitted more than 2 attempts at Practice Placement B or more than 500 hours repeat placement in total.
Failure of Practice Placement C If the student fails to demonstrate competence in 3-6 learning outcomes they must repeat the whole 12 weeks.
If the student fails to demonstrate competence in all learning outcomes at the end of the (4 to 6 weeks) extended training, they must repeat the whole placement.
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The student is not normally permitted more than 2 attempts at Placement C or more than 500 hours of repeat placement in total.
Extended training due to absence If the student misses some of the 13 week Practice Placement B or 12 week Practice Placement C due to absence, e.g. sickness, the following action should be taken:-
Loss of up to 5 placement days No action needs to be taken if the Trainer considers that there is no detrimental effect on the student’s progress, i.e. they have demonstrated competence in all the learning outcomes for that placement. If this is not the case the lost time must be made up.
Loss of more than 5 placement days The student must complete a minimum of 12 weeks for Practice Placement B and 11 weeks for Practice Placement C. Any days lost due to illness or other absence must be repeated to demonstrate the minimum attendance level for each placement. No action needs to be taken beyond this if the Trainer considers that there is no detrimental effect on the student’s progress, i.e. they have demonstrated competence in all the learning outcomes. If this is not the case the rest of the lost time should be made up.
If a student requires a prolonged period of absence from their placement, the period of training required will be determined in consultation with the Trainer and the Tutor. The assessment regulations which apply to Leeds Beckett awards are accessible in full via section C of the Academic Regulations: http://www.leedsbeckett.ac.uk/public-information/academic-regulations/
Scheduled Non-Modular Contact Hours (KIS requirement) Non modular contact includes the following
Induction Week Level 4 16 Hours Level 5 7 Hours Level 6 11 Hours
Practice Placement Visits 2.5 hours per student per visit
Academic advisors 2 hours allocated appointment per academic year
Buddy Group allocation and management 4 hours over the duration of the course Mandatory training 10 hours duration over of the course
Student Support Network
If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions.
If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is [email protected]. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.
