Bachelor of Science in Dietetics

Purpose

The purpose of the Bachelor of Science in Dietetics is to provide a well-rounded, broad education that equips learners with the knowledge base, theory, and methodology to communicate and apply the science of nutrition to enhance the health and quality of life of individuals and groups. The qualification enables learners to demonstrate initiative and responsibility in an academic or professional context to influence food-related behaviours. The qualification also develops communication, management and research therapeutic dietetics, community nutrition and food service management skills. Dietary modification is a major part of dietetics applied in the study of nutrition to address medical issues involving dietary intake, for example, working in consultation with physicians and other health care providers, a dietitian may provide specific artificial nutritional needs to patients unable to consume food normally. Professional dietitians may also provide specialist services such as diabetes, obesity, oncology, osteoporosis, paediatrics, renal disease, and micronutrient research.

On successful completion of the qualification, qualifying learners will be able to

• Participate in a nutrition and dietetics professional organization and explain the significant role of the organization.
• Apply principles and theory of nutrition science and foods to identify complex, practice-orientated nutritional problems.
• Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice, and the Code of Ethics for the Profession of Nutrition and Dietetics.
• Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.
• Locate, interpret, evaluate, and use professional literature to make ethical, evidence-based practice decisions.
• Select and use appropriate current information technologies to locate and apply evidence-based guidelines and protocols.
• Use the Nutrition Care Process and clinical workflow elements to assess nutritional parameters, diagnose nutrition-related problems, determine appropriate nutrition interventions, and develop plans to monitor the effectiveness of these interventions.
• Develop nutritionally sound meals, menus and meal plans that promote health and disease management and meet client's/patient's needs.

Rationale

Good nutrition is a cornerstone of the primary healthcare approach and is considered one of the key developmental priorities in the country. The qualification aims to provide South Africa with graduates who are proficient in the assessment of the nutritional status of individuals and communities and the planning, implementation, monitoring, and evaluation of intervention strategies to address nutrition-related health issues at an individual population level.

The qualification is suitable for learners who are interested in health maintenance and rehabilitation through the science of nutrition. Dietitians use the most up-to-date research relating to food, health, and disease which they translate into practical advice, enabling people to improve their health. They play an active and important role as part of the multi-disciplinary health care team in ensuring patients' nutritional needs are met and maintained to ensure optimal nutritional status. They provide medical nutritional intervention, and safely prepare, serve, and advise on flavoursome, attractive, and nutritious food for patients, groups, and communities. Qualified and registered healthcare professionals play an important role in the nutritional management of dietary and nutritional-related health problems to improve the health of others at the individual and the public health level. Improving the nutritional status of the population would benefit the health system and reduce the economic burden of medical treatment and care in several ways. It can reduce the demand for curative treatment, and thus the number of patients, shorten the duration of hospital stays and improve recovery rates.

Dietitians supervise the preparation and service of food in facilities that either serve groups of people with special needs (i.e., old age homes, hospitals) or just as a means of maintaining good health (schools, etc.), develop modified diets (therapeutic nutrition), participate in research that could benefit society at large (i.e. advocacy, campaigns), and educate individuals and groups on good nutritional habits (community nutrition). Dietitians, therefore, are employed in the following areas:

• Public sector: Department of Health; Correctional Services or the Military.
• Private sector: Food, healthcare, or pharmaceutical industries; private hospitals; medical aids, food companies, private practice, or the foodservice industry.
• Research: The Medical Research Council; Universities or the food industry.
• Teaching: Universities or Schools (may require a post-graduate teaching qualification).
• Entrepreneurial opportunities: Private practice, Consulting Dietitians, Health Communications.

The qualification was approved by the Professional Board for Dietetics and Nutrition of the Health Professions Council of South Africa (HPCSA). Qualifying learners are eligible for registration as dieticians with the HPCSA subject to meeting the requirements.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credits

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry requirements

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

Or

• Senior Certificate, NQF Level 4 with endorsement.

This qualification consists of compulsory at National Qualifications Framework (NQF) Level 5, 6, 7 and 8 totalling 512 Credits.

Compulsory Modules at Level 5, 128 Credits

• General Chemistry for Life and Health Sciences, 12 credits.
• Organic Chemistry for Life and Health Sciences, 12 credits.
• Introduction to Biological Sciences, 12 credits
• Human Anatomy, 12 credits.
• English for Health Sciences I, 8 credits.
• English for Health Sciences II, 4 credits
• Basic Nutrition, 20 credits
• Introduction to Dietetics, 24 credits.
• Behavioral Sciences, 12 credits.
• Communication, 12 credits.

Compulsory Modules at NQF Level 6, 128 Credits

• Nutritional Assessment, 16 credits.
• Nutrition in the Life cycle, 12 credits.
• Food and Food Sciences I, 12 credits.
• Food and Food Sciences II, 12 credits.
• Food Microbiology, 8 credits.
• Dietetics II, 12 credits.
• Physiology for Health Sciences I, 16 credits.
• Physiology for Health Sciences II, 16 credits.
• Health Promotion, 8 credits.
• Biochemistry, 8 credits.
• Pharmacology, 8 credits.

Compulsory Modules at NQF Level 7, 128 Credits

• Therapeutic Nutrition I, 16 credits.
• Therapeutic Nutrition II, 16 credits.
• Community Nutrition I, 12 credits.
• Community Nutrition II, 16 credits.
• Foodservice Administration I, 12 credits.
• Foodservice Administration II, 12 credits.
• Bioethics, 8 credits.
• Healthcare Administration and Management, 8 credits.
• Pharmacology, 8 credits.
• Diet-related Disorders, 8 Credits.
• Research Methodology and Biostatistics, 12 credits.

Compulsory Modules at NQF Level 8, 128 Credits

• Practice of Therapeutic Nutrition, 48 Credits.
• Practice of Community Nutrition, 32 Credits
• Practice of Food Service Administration, 24 Credits.
• Research Project, 24 Credits.

1. Demonstrate extensive and systematic knowledge of the health and disease profile of the South African community with reference to the nutritional framework and status, agents and organizations involved with local-, national- and international nutrition and related questions.
2. Demonstrate skills to undertake literature searches in obtaining relevant information to identify complex, practice-orientated nutritional problems; analyse and interpret it and reach conclusions through practical recommendations; and be able to communicate it in writing by means of Information Technology and verbally to laymen and professional audiences.
3. Demonstrate knowledge and critical understanding of the principles and theories in the identification and analysis of health problems in individuals and communities related to nutrition, and to launch, evaluate and document nutrition intervention programmes from a responsible and ethical framework.
4. Apply techniques and knowledge about business management in own practices, community nutrition units and food service units.
5. Know and understand team dynamics and how to work effectively with others as a member of a team (composed of the social, behavioural and health sciences/ professions), group, organisation, and community.
6. Demonstrate understanding of the ethico-legal aspects related to the dietetics profession and strive for excellence in dietetic practice.
7. Demonstrate the knowledge of theories and principles underpinning various leadership styles and identify how particular styles can be chosen as an effective approach to suit the situation.
8. Know and understand the recognized theories and elements of a successful public/mass communication strategy for nutrition.
9. Demonstrate knowledge and understanding of food quality standards and procedures to monitor food standards with reference to nutritional, sensory, and microbiological aspects.
10. Demonstrate the ability to apply, in a self-critical manner, learning strategies which effectively address his or her professional and ongoing learning needs and the professional and ongoing learning needs of

others.

Associated Assessment Criteria for Exit Level Outcome 1

• Examine the principles and concepts of nutrition science and foods as they apply to human nutrition.
• Explain the nutrient requirements of healthy individuals in different stages of the life cycle and those of different groups within a community/population.
• Discuss the nutrient composition of food and nutritional products and appropriate available data sources in this regard.
• Analyse the bioavailability, interaction, and functions of nutrients, including drug-nutrient interactions.
• Explore the health and disease profile in South Africa, with special reference to nutrition.
• Perform appropriate nutrition screening techniques/protocol.
• Interpret the outcome of the nutrition screening and make appropriate recommendations.
• Interpret anthropometric measurements (in adults and children) against relevant standards/norms and propose interventions.
• Assess and interpret relevant biochemical measurements in relation to nutritional status across the lifespan in health and disease states.
• Establish, practice, and apply a holistic approach to the clinical assessment of nutritional status.
• Discuss and describe the concept of quality assurance in the development of dietary intake instruments (validity and reproducibility) as applied in the development of such instruments.

Associated Assessment Criteria for Exit Level Outcome 2

• Formulate a research problem; design an appropriate research method; obtain, analyse, and interpret data; present the results; write a research report; and identify and formulate practical applications of the research results.
• Analyse and interpret demographic, socio-economic, anthropometrical, dietary, clinical, and biochemical data to identify nutrition and related health risks and problems.
• Collaborate with all stakeholders in the selection, planning, implementation, and evaluation of appropriate nutrition intervention strategies.
• Evaluate and document appropriate nutrition care plans for individual patients/clients with specific disease conditions or special nutritional needs.
• Develop and standardise recipes for the specific needs of patients/clients and/or groups in communities.

Associated Assessment Criteria for Exit Level Outcome 3

• Assess the nutritional status and the associated health risk of clients/patients and groups in communities and institutions by applying:
• Socio-economic evaluation.
• Anthropometrical evaluation.
• Dietary evaluation.
• Clinical evaluation.
• Biochemical evaluation.
• Select and apply the most appropriate instrument for assessing dietary intake in individuals and groups, taking into consideration age, gender, literacy level, purpose, sample size, and logistical matters.

Associated Assessment Criteria for Exit Level Outcome 4

• Determine needs for nutrition services, including nutrition education and other health education activities.
• Assess the training needs of individuals and/or groups in communities/institutions involved in nutrition service delivery to ensure capacity building in this regard.
• Apply safety and sanitation principles related to food, personnel, and consumers.

Associated Assessment Criteria for Exit Level Outcome 5

• Describe and explain different communication techniques in nutrition.
• Communicate effectively with individuals and groups at different levels with various cultural social, educational, political, and economic contexts.
• Prepare and submit a scientific report on a nutrition topic.
• Design and develop appropriate information, education, and communication materials respectively on nutrition-related topics in different settings.
• Demonstrate cultural and aesthetical sensitivity in interaction with clients, patients, colleagues, and communities.
• Participate and work effectively in a team, group, organisation, and community.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply standards of practice and ethics, as well as professional conduct in the clinical and community set-up as well as in food service systems
• Apply and reflect in writing the principles of human rights in a nutrition context, in the clinical and community set-up as well as in food service systems.
• Operate within a human rights framework (embracing processes that lead to community capacity development) and ensure ethical and professional standards of conduct.
• Provide evidence of ethical and professional behaviour in clinical and community settings, as well as in food service units and in research.

Associated Assessment Criteria for Exit Level Outcome 7

• Provide leadership at all levels of the health care system, coupled with a strong sense of responsibility and accountability for the development and improvement of nutrition services as an integral component of health.
• Discuss the benefits of leadership and management skills and appreciate when each is more important than the other.
• Identify, discuss, and reflect on ideas about how change happens.
• Assess what constitutes a conflict situation at the workplace and explain why conflict in the workplace is a good thing.
• Describe behaviour in accordance with professional and ethical requirements.
• Describe, interpret, and apply human resource development and management principles in a nutrition-relevant setting.
• Compile, implement, monitor, assess and document a business plan/project in a nutritional-relevant setting.
• Discuss, explain, and interpret quality assurance principles and systems.

Associated Assessment Criteria for Exit Level Outcome 8

• Plan a mass communication strategy on a selected topic.
• Identify and apply appropriate counselling skills to negotiate and facilitate nutrition behaviour and lifestyle change(s) and empower patients/ clients with self-efficacy skills.

Associated Assessment Criteria for Exit Level Outcome 9

• Discuss and apply best practices in food hygiene and food safety protocols/regulations/ recommendations.
• Explore and apply the Hazard Analysis and Critical Control Point (HACCP) food safety management systems.
• Assess and interpret nutrition indicators relevant to health and development.
• Use management and information systems in assessment, evaluation, and diagnosis.
• Develop implementation guides/guidelines for food and nutrition strategies.
• Critically analyse and select an appropriate food and nutrition strategy on different levels.
• Discuss the implementation of a selected strategy using the developed guide/guidelines.
• Develop and/or assess a Standard Operating Procedure for a selected protocol.
• Evaluate and discuss local, national, and international policies relevant to food and nutrition.
• Analyse and discuss the multi-sectoral and multi-level process of policy development.
• Describe the process of policy development and legislation.
• Critically analyse and assess materials e.g., labels, adverts, etc. against policies and regulations.

Associated Assessment Criteria for Exit Level Outcome 10

• Plan, organise, implement, and assess the nutrition education/ training for individuals and or groups / other health professionals and stakeholders using appropriate techniques in different settings.
• Translate, plan, design and produce key nutrition information/concepts in appropriate education materials for nutrition counselling and education in different settings.
• Plan, assess, and document facilitation in a group setting on a nutrition topic.
• Provide evidence of self-management and organisation of his/her activities, in a responsible and effective manner.
• Provide evidence of contributing to personal development and social responsibility.
• Compile a learning portfolio on outcomes achieved.

INTEGRATED ASSESSMENT

Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification. Learners are assessed on the application of learned skills to assure that theory evolves into effective practice. Several outcomes of related specialisations across the different year levels are assessed in an integrated manner by means of nutrition practice (work-integrated learning) from the second to fourth-year level. In addition, learners' 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 is assessed.

The exit-level outcomes of the qualification are prescribed by a professional board within the HCPSA. The professional board evaluates the qualification every five years, during which each module is scrutinized professionally for the level of adherence to these outcomes. In Dietetics, the exit-level outcomes describe the skills and competencies that should be acquired by the time a given learner exits the qualification. The modules within the qualification collectively address these outcomes. All modules in the qualification are inter-related and connected and it is assessed in such a way.

Formative Assessment

Year marks and examination marks are allocated for each module in the qualification.

Formative (continuous assessment) make up the year mark for each module. Professional assessment, which includes the assessment of professional Code of Conduct is in accordance with ethical standards.

Activities in formative assessments are

• Daily reports on clinic activities, such as patient counselling.
• Oral examination in the following (Therapeutic Nutrition, Foodservice Administration and Community Nutrition).
• Pharmacology test, looking at drug-nutrient interactions.
• Task assessment, which includes assessment of theoretical knowledge, in addition to practical application thereof.
• Seminar in which the learner plans and presents a Business Plan on a nutrition-related business.
• Final report as an Individual based on counselling, teaching aids development, planning interventions, presentations, and observations.
• Community nutrition activities (posters, development of education materials, talks to community groups on nutrition topics, needs assessment).

Summative Assessment

The final Professional Assessment includes the assessment of the professional Code of Conduct in accordance with ethical standards.

Activities in Summative assessment are as follows

• Written examination of theoretical foundations of Therapeutic nutrition (patient assessment etc.)
• Major case study whereby a patient is assessed by the learner, and the learner demonstrates their ability to integrate plan, treat and counsel the patient based on the Anthropometrics, Biochemistry, Clinical and Dietary (ABCD) therapeutic treatment.
• Written examination on theoretical foundations and application of subject matter.
• Written examination of theoretical foundations and their paper-based application (calculations, guidelines, legislation, etc.).
• Written examination of theoretical foundations of community nutrition (policy documents, patient counselling guidelines, etc.).
• Research project: Written research project report, as well as a research project presentation.

The final mark for each module Therapeutic Nutrition, Foodservice Administration is calculated as the average of the combined year mark and examination mark.