Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

This unit includes topics related to the development and demonstration of professional dietetic practice and competence according to the Accreditation Standards of Dietitians Australia. These are described under the heading ‘Building professional dietetic practice’ in each unit outline and build on topics delivered synchronously and progressively throughout the degree. Those in bold reflect ‘new’ topics addressed in this unit. Students will have opportunities for collecting evidence of competence in these, and in other areas (italics).

Building professional dietetic practice

• reflection and evaluation of practice, peer support and assessment
• acknowledges, reflects and understands own values, beliefs, attitudes, biases and assumptions privilege and power, at the individual and systems level, and their influence on practice
• scope of practice and standards of care, codes of conduct
• continuing professional development
• attributes (empathy, flexibility, adaptability, resilience, ethical, respectful, demonstrates integrity honesty, fairness, critical thinker)
• workload and time management, prioritising workload
• excellence of practice
• feedback cycles
• client-centred approach to practice
• digital literacy/technological proficiency
• culturally safe and responsive practice (requiring emotional, spiritual and cultural intelligence)
• active listening, interpersonal and interviewing skills
• collaboration and communication skills with stakeholders
• systematically acquires, evaluates and applies findings into practice
• appropriate decision-making
• critical, proactive problem-solving approach to practice
• reflection of own personal health and wellbeing
• communication skills for conflict resolution
• taking responsibility for own actions
• documenting in accordance with accepted industry standards
• resource, team worker, leader
• understanding and advocating for the role of the dietitian in management, food and nutrition program and service management

This unit requires the completion of 10 days of placement. Content delivery is arranged as required to support these placements and the underpinning theoretical components. This content includes:

Leadership and management in dietetic practice

• theories in leadership and management
• application of theories to program and service development
• service delivery models
• human resource management in diverse environments
• assessing feasibility of programs and services
• risk, incidents and errors, and safety assessment and management for program and service delivery
• technologies and information in program and service planning and delivery
• financial management and budgeting for programs and services
• payment systems and processes
• client services and satisfaction
• quality improvement cycles and audit
• sustainability issues related to programs and services

Project management

• project planning
• writing project proposals
• project management skills

Leadership and management in nutrition management through food services

• menu planning and assessment
• nutritionally sound menus that meet client needs/demands
• safe food that meets client needs/demands
• sustainability in food services

Both professional practice and performance will be directed by the university and the appointed placement supervisor at the host organisation, through a pre-defined and monitored set of criteria which encompass:

• completion of defined project or project element/s, or other defined placement activity
• professional practices/attributes to be demonstrated whilst undertaking the experience
• ability to seek, respond to and provide feedback from supervisors
• overall student performance throughout the placement

Learning and teaching strategy and rationale

The learning and teaching strategy adopted aligns with the sequencing of the learning outcomes and consists of three phases that are designed to provide students with a developmental learning experience. The unit begins with approaches designed to support consolidation of specialist knowledge and application of business skills through extended examination of theoretical underpinnings of good leadership and management. The approaches used to facilitate students’ learning include online learning modules and readings. The unit then builds on this theoretical knowledge and assists students to develop understanding and then application through practical skills development first through case studies and role play and then practice placement. Overall, the approaches used in this unit have a constructively aligned developmental sequence designed to progressively, and logically, support students learning in ways that maximise the perceived (and actual) relevance and value of each stage. As an overarching strategy, this is expected to engender high levels of engagement, efficiency, and effectiveness in students’ study behaviours, and to maximise their learning achievements. This strategy and approaches will allow students to meet the aim, learning outcomes and graduate attributes of the unit. Learning and teaching approaches will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively in learning activities.