Course Coordinator:Judith Maher (jmaher@usc.edu.au) School:School of Health - Nutrition and Dietetics
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you will develop the values, knowledge and skills for community public health nutrition practice through service learning, case-based work, team learning and simulation. You will integrate and apply best practice processes for development, planning and managing public health nutrition projects. This course is based on a socio-ecological approach to practice, is strengths based, evidence informed and integrates values of justice, equity and collaboration. You will have the opportunity to co-develop and plan the evaluation of a nutrition project during the course.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Tutorial/Workshop 1 – Case and group based learning activities | 3hrs | Week 1 | 13 times |
Learning materials – Online activities including videos, quizzes, readings | 1.5hrs | Week 1 | 13 times |
Fieldwork – E-mediated service learning project | 2hrs | Week 2 | 7 times |
300 Level (Graduate)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Completing these tasks successfully will contribute to you becoming... | |
1 | Critically evaluate and integrate evidence to inform public health nutrition practice | Empowered |
2 | Prioritise and integrate stakeholder perspectives to foster partnerships for effective public health nutrition action |
Engaged Collaboration |
3 | Plan, co-develop and construct sustainable public health nutrition initiatives using best practice processes for program planning |
Empowered Sustainability-focussed Problem solving Organisation |
4 | Evaluate and justify decisions using a public health nutrition lens | Ethical |
5 | Examine personal and professional knowledge, practices and identity with civic engagement priorities and suggest strategies to enhance future practice | Creative and critical thinker |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
(NUT306 or NUT352) and NUT205
Not applicable
Not applicable
Understanding of behavioural change theory; Foundational knowledge of public health and health promotion; Ability to search academic databases to locate relevant scientific literature; Knowledge of nutrition assessment methods; Nutrition (& food) knowledge; Interpersonal skills; Needs assessment
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Formative feedback via ZOOM will be provided to your teams in week 3 that will assist you in undertaking the tasks and producing artefacts relating to the E-portfolio to curate your portfolio to achieve learning outcomes.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1a | Portfolio | Individual and Group | 15% | 800 words; Two (2) artefacts |
Week 5 | Online ePortfolio Submission |
All | 1b | Portfolio | Individual and Group | 35% | 1500 words; four (4) artefacts |
Week 9 | Online ePortfolio Submission |
All | 2 | Examination - Centrally Scheduled | Individual | 50% | 20 minutes & project plan |
Exam Period | Exam Venue |
All - Assessment Task 1a:e-Portfolio Part 1 | ||||||||||||||||
Goal: | To showcase learning achievements and reflect on learning, you will curate an e-portfolio. |
|||||||||||||||
Product: | Portfolio | |||||||||||||||
Format: | You will curate Part 1 of your e-Portfolio in PebblePad including two (2) artefacts with accompanying reflections as per assessment instructions. |
|||||||||||||||
Criteria: |
|
|||||||||||||||
Generic Skills: | Communication, Collaboration |
All - Assessment Task 1b:E-Portfolio Part 2 | ||||||||||||||||
Goal: | In this assessment task, you will undertake and reflect on a range of practice-based tasks to demonstrate your learning. |
|||||||||||||||
Product: | Portfolio | |||||||||||||||
Format: | You will curate Part 2 of your e-Portfolio in PebblePad to include four (4) artefacts with accompanying reflections as per assessment instructions. |
|||||||||||||||
Criteria: |
|
|||||||||||||||
Generic Skills: | Communication, Collaboration, Organisation |
All - Assessment Task 2:Final oral examination & project plan | ||||||||||||||||
Goal: | The end of semester oral VIVA exam and project plan will assess creative and critical thinking and decision-making underpinning action and evaluation planning for optimising population nutrition outcomes |
|||||||||||||||
Product: | Examination - Centrally Scheduled | |||||||||||||||
Format: | Students will be given a case study four (4) weeks prior to the oral exam. In groups of two, students will develop and submit a project plan based on the case using a template provided by the lecturer. A 20 minute oral VIVA exam will be scheduled during the central exam period and will be based on the project plan. |
|||||||||||||||
Criteria: |
|
|||||||||||||||
Generic Skills: | Communication, Problem solving |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Period and Topic | Activities |
Week 1. Course Introduction; Service-learning project explanation. |
Workshop Readings |
Week 2: Project governance/Management |
Workshop Readings Cases Service learning project |
Week 3-7. Module 1: Developing PHN action |
Workshops Readings Cases Service learning project |
Week 8 - Facilitated reflection on service-learning project |
Workshop Pre-class activities |
Week 9-12. Module 2: Evaluation |
Workshops Readings Cases |
Week 13. Revision |
Revision Exam preparation |
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
Required? | Author | Year | Title | Edition | Publisher |
Required | Roger Hughes | 2011 | Practical Public Health Nutrition | n/a | John Wiley & Sons |
Electronic device Students will be required to attend an information session at the start of the semester on gathering evidence towards the development of identified national competency standards. Student may be required to travel to locally situated civic based organisation as part of their service-learning project.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
For more information on Academic Learning & Teaching categories including:
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.