SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB426515
Module Leader Christine Monaghan
School School of Health and Life Sciences
Subject Human Nutrition and Dietetics
  • A (September start)
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Successful completion of Human Nutrition & Dietetics levels 1-3 and Placement A.

Summary of Content

Entire content is undertaken out with the University at an approved and quality monitored dietetic NHS Health board. Practical education work which involves building a portfolio of evidence mapped against 7 learning outcomes most of which are based on the various steps in the Nutrition and Dietetic Care Process (NDCP).


Placement B is 12 weeks long and the second of the 3 placements. This occurs after the completion of placement A and must be successfully completed before commencing placement C. This placement allows students to begin to apply the theoretical knowledge they have learned at University and to develop the range of skills needed to work as a dietitian. The purpose of the Placement B is to allow students to begin to develop the communication and practical skills required to work as a dietitian. To achieve this they will have the opportunity to work with a number of different patient/client groups and have the opportunity to develop dietetic interventions for a range of clinical conditions. Throughout the placement, students will work under supervision of a Practice Educator. The level of supervision will decrease as the placement progresses, but students will not be autonomous in their practice at the end of Placement B. Pre-placement tutorial and workshops are arranged in trimester B to prepare students for B and C placements - this includes topics such as assessment tools, learning outcomes, evidence for portfolio, and reflective practice.

Learning Outcomes

On successful completion of this module the student should be able to:1.Demonstrate consistent professional behaviour in accordance with legal and ethical boundaries, requirements of HCPC and local standards.2. Demonstrate effective verbal and non verbal communication skills using a variety of different methods and techniques.3. Demonstrate applied knowledge and understanding of the identification of nutritional need and assessment. 4.Demonstrate applied knowledge and understanding of nutritional diagnosis.5.Demonstrate applied knowledge and understanding of planning and implementing interventions.6.Demonstrate applied knowledge and understanding of monitoring and review.7.Demonstrate applied knowledge and understanding of quality improvement and service evaluation processes.

Teaching / Learning Strategy

This placement offers students the opportunity to gain experience in a range of settings (health and social care) and with a range of patient/client groups. Examples of appropriate settings are hospital wards, hospital outpatient clinics, GP surgeries, health centres, patients home and nursing/residential homes. Some students may also visit schools and community groups as well as undertaking health promotion work. Not all students will experience dietetic practice in all settings but all students will be provided with appropriate opportunities to meet the learning outcomes associated with Placement B. Teaching is supported by a variety of learning and teaching activities delivered to students using a 'blended learning' approach. This approach involves a blend of online/digital learning materials and face-to-face learning activities. The digital activities include use of digital platforms such as Near Me and Attend Anywhere. Experiential learning, shadowing, peer collaboration and reflective practice. Students must pass all assessed elements of clinical placement. Submission of coursework will only be accepted on successful completion of Placement B clinical placement component - no compensation applies between placement and coursework.

Indicative Reading

JASPER M.2013 Beginning Reflective Practice (2nd Edition). Nelson Thornes Ltd, Cheltenham. LAWRENCE J, DOUGLAS P, GANDY J. 2016 Dietetic and Nutrition Case Studies, Wiley Blackwell GANDY J editor 2014 Manual of Dietetic Practice (5th edition).John Wiley & Sons, UK. WHITEHEAD, K., LANGLEY-EVANS, S.C., TISCHLER, V. & SWIFT, J.A. 2009. Communication skills for behaviour change in dietetic consultations. Journal of Human Nutrition and Dietetics, 22, 493-500. WHITEHEAD, K., LANGLEY-EVANS, S.C., TISCHLER, V. & SWIFT, J.A. (2014). Assessing communication skills in dietetic consultations: the development of the reliable and valid DIET-COMMS tool. Journal of Human Nutrition and Dietetics, 27 (Suppl 2) 321-332. WHITEHEAD, K.A. (2015) Changing dietary behaviour - the role and development of practitioner communication. Proceedings of the Nutrition Society doi:10.1017/S0029665114001724 DIET-COMMS TRAINING PACKAGE: <> (accessed 13.01.20) URL links: Essential Reading THE BRITISH DIETETIC ASSOCIATION. 2017. Code of Professional Conduct. BDA GABLE J. and HERRMAN, 2016. Counselling Skills for Dietitians (2nd ed). United Kingdom. 3rd Ed. Blackwell Publications. ISBN: 9781118943779 (available as an e-book) HEALTH AND CARE PROFESSIONS COUNCIL 2016. Standards of Conduct, Performance & Ethics. London. Health & Care Professions Council HEALTH AND CARE PROFESSIONS COUNCIL 2016. Standards of Conduct, & Ethics for students. London. Health & Care Professions Council HEALTH AND CARE PROFESSIONS COUNCIL 2013. Standards of Proficiency - Dietitians. London. Health & Care Professions Council BRITISH DIETETIC ASSOCIATION 2020. Model and Process of Nutrition & Dietetic Care, BDA.

Transferrable Skills

Communication skills - oral & written. Counselling, motivational and negotiation skills including goal setting strategies Presentation skills - individual & group To consider ethical working in all its dimensions including confidentiality taking account of and valuing diversity Respecting others and own rights and needs Actively demonstrating a personal commitment to equality and diversity and addressing inequality and disadvantage Development of an awareness of unconscious/conscious bias and to deal with this allowing self to understand, respect and engage with a diverse range of individuals, audiences and stakeholders Development of person-centred approaches and identifying opportunities for change to inspire and influence the thinking, attitudes and behaviour of self and others. Developing solutions that are ethical, visionary realistic and sustainable. Building communities through development of trust Exploring social problems and taking action to build a more just and sustainable society Team working and working collaboratively towards a common vision and common goal. Dealing with complexity and uncertainty Being curious about self and others and being prepared to take calculated risks Self-direction in learning. Ability to give and receive constructive feedback IT skills. Research, information retrieval & analysis. Organisational skills and time management. Professional attitudes such as acting assertively and reasonably, challenging yourself and continually learning from experience. Becoming a 'change-maker', making a positive difference to others through thinking creatively, critically and divergently, drawing on a range of ideas and unexpected connections Actively seeking a diversity of experiences and concepts from different cultural contexts and participating in the community at a local, national and global level. Creating solutions, and putting these into practice, in response to identified real-world problems Reflective practice Problem solving and clinical reasoning skills. Responsible leadership - exercising empathy, resilience and professionalism is all aspects of self.

Module Structure

Activity Total Hours
Tutorials (FT) 10.00
Assessment (FT) 40.00
Placement 450.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Reflective Report 1500 words
Placement 02 n/a 0.00 40% 12 week practice education