Bachelor of Science in Dietetics

Purpose

The purpose of the qualification is to train and deliver professional Dieticians for practice in the extended health sector of South Africa. In view of health problems associated with a poor lifestyle, the Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) pandemic, as well as under and over-feeding, effective nutritional care for both healthy and sick people is of the utmost importance. The monetary load on health care services is out of control and one of the most basic principles to stabilise the problem is for trained dieticians to provide preventative nutrition education and health care to all levels of the community. Furthermore, completion of this qualification prepares graduates for further study at NQF Level 9.

Rationale

In developing this professional qualification, requirements of the Health Professions Council of South Africa (HPCSA), and national and regional needs were taken into consideration. Consideration was also given to career possibilities and manpower needs of our country. This qualification prepares the learner for further Postgraduate studies in Dietetics/Nutrition. This qualification gives an opportunity for training that is a prerequisite for registration as a Dietician with the Health Professions Council of South Africa (HPCSA).

Recognition of Prior Learning (RPL)

The principles underlying outcomes based, source-based and lifelong learning are subscribed to. In this context, considerations of articulation and mobility play an important role. The Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification.

RPL does not only imply assessment to determine the level of skills and knowledge the learner already possesses, but also the skills and knowledge the learner has to master prior to being accepted for the qualification. The assessment processes involved with RPL are the same as those followed for awarding credits in the formal learning setting. An RPL learner seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for modules, qualifications and qualifications. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the qualification as well as the prior knowledge and experience of the person who is being assessed into account.

Entry Requirements

The minimum requirements for admission into the Bachelors studies are

• National Senior Certificate, Level 4 granting access to Bachelor Degree studies.

Or

• Senior Certificate, Level 4 with matriculation exemption.

Or

• National Certificate Vocational, Level 4 granting access to Bachelor Degree studies.

This qualification consists of compulsory modules at NQF Levels 5, 6, 7 and 8 totalling 576 Credits.

Compulsory Modules at Level 5: 144 Credits

• Academic Literacy (Agla121), 12 Credits.
• Academic Literacy (Agle121), 12 Credits.
• Introduction to the Professions, 12 Credits.
• Introduction to Nutrition, 12 Credits.
• Nutrients, 12 Credits.
• Food, 12 Credits.
• Introductory Organic Chemistry, 12 Credits.
• Membrane and Muscle Physiology, 12 Credits.
• Introductory Inorganic and Physical Chemistry, 12 Credits.
• Introduction to Physiology, 12 Credits.
• Botanical Food Groups and Systems, 12 Credits.
• Anatomy, 12 Credits.

Compulsory Modules at Level 6: 144 Credits

• Endocrine System and Digestion, 12 Credits.
• Physiological Defence Mechanisms, 8 Credits.
• Biochemistry for Health Sciences, 16 Credits.
• Metabolism, 8 Credits.
• Biochemistry, 16 Credits.
• Animal Food Groups and Systems, 16 Credits.
• Introduction to Community Nutrition, 8 Credits.
• Nutrition through the life cycle, 16 Credits.
• Food Service Management Aspects, 12 Credits.
• Nutrition Practice II, 12 Credits.
• Know and understand the Health World, 12 Credits.
• Microbiology for Food and Nutrition, 8 Credits.

Compulsory Modules at Level 7: 160 Credits

• Life Style Health Disorders for Dietetics, 24 Credits.
• Nutritional Biochemistry, 12 Credits.
• Descriptive Statistics, 12 Credits.
• Paediatric Therapeutic Nutrition, 8 Credits.
• Therapeutic Nutrition, 24 Credits.
• Nutrition Research Methodology, 16 Credits.
• Nutrition Practice III, 16 Credits.
• Excretion, 8 Credits.
• Food Service Management: Systems and Large Scale Production, 16 Credits.
• Cardiovascular Physiology, 16 Credits.
• Community Nutrition, 8 Credits.

Compulsory Modules at Level 8: 136 Credits

• Community Nutrition Practice, 32 Credits.
• Applied Therapeutic Nutrition, 40 Credits.
• Food Service Management Practice, 32 Credits.
• Nutrition Research, 32 Credits.

1. Demonstrate extensive and systematic knowledge of the health and disease profile of different South African communities with reference to the nutritional framework and status, agents and organisations involved with local, national and international nutrition and related health issues.
2. Undertake literature searches to obtain, analyse, interpret relevant information in order to identify complex, practice-orientated nutritional problems and reach conclusions through practical recommendations.
3. Communicate findings of information searches and analysis in writing by means of appropriate information technology and verbally to laymen and professional audiences.
4. Demonstrate knowledge and critical understanding of the principles and theories in the identification and analysing of health problems in individuals and communities related to nutrition and launch, evaluate and document nutrition intervention programmes from a responsible and ethical framework.
5. Apply techniques and knowledge with regard to business management in own practices, community nutrition units and food service units as part of a health team.
6. Demonstrate independent learning and management of all relevant resources related to dietetics.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Demonstrate critical reflection on, understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice.
• Demonstrate professional and ethical behaviour within an academic and discipline-related environment with sensitivity towards societal and cultural considerations.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology.
• Demonstrate effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

Opportunities for both Continuous Formative and Summative Assessments are imbedded in the learning design of the Bachelor of Science in Dietetics. Furthermore, learners are assessed on the application of learned skills in order to assure that theory evolves into effective practice. A number of outcomes of related specialisations across the different year levels are assessed in an integrated manner by means of work-integrated learning from second to fourth year level. In addition, the learner's evidence of the mastering of discipline specific knowledge and skills, writing and communication skills, computer literacy and ability to critically analyse and effectively evaluate a work-place related problem are assessed.