Course Outline
NUT313 Nutrition Communication and Education
Course Coordinator:Judith Maher (jmaher@usc.edu.au) School:School of Health - Nutrition and Dietetics
2027Trimester 1
UniSC Sunshine CoastUniSC Moreton Bay |
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.
What is this course about?
Description
This course develops students’ skills in effective nutrition communication across diverse populations and settings. Students will learn to tailor evidence-based messages using culturally responsive, person-centred approaches and apply counselling and behaviour change techniques to support dietary change. Emphasis is placed on critical reflection, communication theory, and professional practice. Practical opportunities will develop your ability as an engaging, ethical and culturally humble nutrition communicator.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Online learning activities including videos, quizzes and readings. | 1.5hrs | Week 1 | 12 times |
| Tutorial/Workshop 1 – On campus application learning activities | 3hrs | Week 1 | 12 times |
| Fieldwork – Nutrition communication market stall | 3hrs | Week 11 | Once Only |
| Information session – Students are required to attend this session on how to gather evidence towards the development of identified national competency standards | 1hr | Week 1 | Once Only |
Course Topics
- Goals of nutrition communication
- Foundational elements of effective nutrition communication (message, audience, medium)
- Media and modalities for communication
- Culturally responsive communication
- Behaviour change and adult learning theories
- Health literacy and associated tools to promote effective nutrition communication
- Ethical considerations and marketing principles for nutrition communication
- Critical reflection for professional development
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Dietitians Australia | |
| 1 | Demonstrate effective, evidence-based nutrition communication tailoring nutrition messages to diverse individuals, groups, and communities using appropriate media |
Engaged Communication |
2.1.2, 2.1.3, 2.1, 4.1.2, 4.1.3, 4.1.4, 4.2.1, 4.2.4 |
| 2 | Apply and evaluate culturally responsive, person-centred, and evidence-based strategies to enhance understanding and support health behaviour change |
Engaged Communication |
1.5.1, 1.5.2, 1.5.3, 1.5, 4.1.3, 4.1.4, 4.2.3, 4.2.5 |
| 3 | Utilise behaviour change and adult learning theories to support populations to achieve sustainable dietary changes |
Engaged Communication |
2.1.2, 2.1.3 |
| 4 | Critically evaluate and reflect on nutrition communication practice to identify strengths, areas for improvement, and implications for professional development | Creative and critical thinker |
1.1.2, 1.1.3, 1.5.1 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Dietitians Australia | |
| 1.5.1 | Demonstrates cultural safety and responsiveness: Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases, assumptions, privilege and power at the individual and systems level, and their influence on practice |
| 1.5.2 | Demonstrates cultural safety and responsiveness: Works respectfully with diverse clients in choosing culturally safe and responsive strategies to suit the goals, lived experiences and environment of clients |
| 1.5.3 | Demonstrates cultural safety and responsiveness: Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and doing |
| 1.1.2 | Demonstrates safe practice: Shows a commitment to professional development and lifelong learning |
| 1.1.3 | Demonstrates safe practice: Consistently demonstrates reflective practice in collaboration with supervisors, peers and mentors |
| 1.5 | Professional Practice: Demonstrates cultural safety and responsiveness |
| 2.1.2 | Adopts an evidence-based approach to dietetic practice: Applies a highly developed knowledge of nutrition science, social science, behavioural science, health, disease, food, food preparation methods, food systems, and sustainability to tailor recommendations to improve health of clients |
| 2.1.3 | Adopts an evidence-based approach to dietetic practice: Systematically searches for, evaluates, interprets and applies findings from food, nutrition, dietetic, social, behavioural and education sciences into dietetic practice |
| 2.1 | Expert Practice: Adopts an evidence-based approach to dietetic practice |
| 4.1.2 | Communicates appropriately with people from various cultural, socioeconomic, organisational and professional backgrounds: Uses a range of communication methods to communicate clearly and concisely to a range of audiences, adapting or co-creating communication messages for specific audiences where appropriate |
| 4.1.3 | Communicates appropriately with people from various cultural, socioeconomic, organisational and professional backgrounds: Engages in culturally appropriate, safe and sensitive communication that facilitates trust and the building of respectful relationships with Aboriginal and Torres Strait Islander peoples |
| 4.1.4 | Communicates appropriately with people from various cultural, socioeconomic, organisational and professional backgrounds: Translates technical information into practical messaging that can be easily understood and used by clients, other professionals, key stakeholders, partners, and members of the public |
| 4.2.1 | Builds capacity of and collaborates with others to improve nutrition and health outcomes: Shares information with and acts as a resource person for colleagues, community and other agencies |
| 4.2.4 | Builds capacity of and collaborates with others to improve nutrition and health outcomes: Applies the principles of marketing to promote healthy eating and influence dietary change |
| 4.2.3 | Builds capacity of and collaborates with others to improve nutrition and health outcomes: Displays effective active listening, interviewing and interpersonal skills to better understand perspectives of clients, other professionals, key stakeholders and partners to inform approaches and influence change |
| 4.2.5 | Builds capacity of and collaborates with others to improve nutrition and health outcomes: Empowers clients to improve their own health through engagement, facilitation, education and collaboration |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
NUT205 and (NUT300 or NUT202 or NUT203)
Co-requisites
Not applicable
Anti-requisites
NUT306
Specific assumed prior knowledge and skills (where applicable)
It is expected you will have a sound knowledge of food and nutrition science.
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Students will be given feedback on their team plan for their stall in week 3. They will use this feedback to enhance their practical experience and be able to use the feedback to guide their reflection for Task 1b. Students will also be given feedback on their pitches for Task 2 during week 6. Feedback on the 1st assessment will be given prior to the second assessment piece completion. Students will be able to apply learnings from task 1 to task 2.
Assessment tasks
| 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 | Activity Participation | Individual and Group | 30% | 1 market stall |
Week 4 | In Class |
| All | 1b | Written Piece | Individual | 10% | 600 words |
Week 5 | Online Submission |
| All | 2 | Artefact - Creative | Group | 30% | Minimum 2 minutes |
Week 7 | Online Assignment Submission with plagiarism check |
| All | 3 | Activity Participation | Group | 30% | 25 minutes |
Week 11 | In Class |
| All - Assessment Task 1a:Communication assessment | ||||||||||||||||
| Goal: | To communicate a clear nutrition message to a university audience via a nutrition promotion event. |
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| Product: | Activity Participation | |||||||||||||||
| Format: | In groups, you will plan and implement a market stall. You will apply principles of nutrition communication to develop a stall to communicate a clear nutrition message. Individually, you will plan and deliver an elevator speech and utilise open-ended questions and tailor your nutrition message to connect with your audience. You will showcase professionalism and skills in nutrition communication. |
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| Criteria: |
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| Generic Skills: | Communication, Collaboration, Applying technologies |
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| All - Assessment Task 1b:Reflection artefact | ||||||||||||||||
| Goal: | To critically reflect on the experience of preparing for and engaging the community through a nutrition promotion event and identify areas for ongoing nutrition communication practice development. |
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| Product: | Written Piece | |||||||||||||||
| Format: | You will write a 600-word reflection (inclusive of photo evidence) describing your nutrition communication experience, evaluate learning gained and create and action plan for future growth in nutrition communication as per assessment instructions. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving |
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| All - Assessment Task 2:Nutrition communication video | ||||||||||||||||
| Goal: | To create a strength based, evidence informed nutrition communication video for a selected audience and social media platform that integrates culturally sensitive communication, marketing and ethical practice principles. |
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| Product: | Artefact - Creative | |||||||||||||||
| Format: | You will produce a nutrition communication video suitable for an identified target audience. You will undertake a self-assessment of your video using the patient education materials assessment tool (PEMAT) to be submitted along with a rationale for your video. Refer to Canvas for submission information |
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| Criteria: |
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| Generic Skills: | Communication, Collaboration, Applying technologies, Information literacy |
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| All - Assessment Task 3:Group education workshop | ||||
| Goal: | Communicating science is a key skill for nutrition professionals and this workshop task will enable you to develop and demonstrate this. In this task you will pull together your research skills, knowledge of adult education theories, and principles of education in order to disseminate information to a small group of adults. |
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| Product: | Activity Participation | |||
| Format: | In a group you will develop a nutrition-related workshop as part of a provided scenario. The workshop will be for a small group of adults and 25 minutes in duration. In preparation for the workshop, your group will submit a one-page document that outlines your learning objectives and plan for the workshop. You will be provided with formative (ungraded feedback) on this. Refer to Canvas for submission information |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation |
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Directed study hours
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.
What resources do I need to undertake this course?
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.
Prescribed text(s) or course reader
Specific requirements
Not applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
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.
Assessment: Additional Requirements
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
Assessment: Submission penalties
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
SafeUniSC
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.
Study help
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.
Wellbeing Services
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.
AccessAbility Services
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.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
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.
General Enquiries
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In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au