Dietetics

Historical development of dietetics and the profession; development of dietetic schools, academies and today's Universities of Applied Sciences - dietetics; development of the professional law and the professional title; legal foundations MTD law, job description, registration of health professions; national and international professional associations;

• The students know the development of the profession and are able to classify the profession in today's health care system and to distinguish it from other health care professions.

• The students are familiar with the legal principles specific to their profession and can interpret their relevance for professional practice.

• The students know national and international associations and can describe their tasks and goals.

Lecture, group work tasks, presentations, discussions

Continuous assessment

History of the development of modern social and health systems (markets and non-markets);

Types of health systems ("Health in all policies" and the dissolution of traditional system boundaries);

The role and functioning of health economics;

Structures and indicators in health systems;

Healthcare reform: goals, measures and status quo;

Medical sociology - sociology of the professions (the role of the liberal professions in the conflict area between state and market);

The Austrian Healthcare System - fundamentals and definitions of business administration in hospitals;

Organization and resources in hospital operations;

The hospital as an expert organization;

• The students are able to present the main features of the goals and structures of health care systems in general and, in particular, the structure of the Austrian health care system, including the projects of the current national health care reform.

• Students are able to describe the organization of hospital operations.

• The students can describe and discuss the basics of financing and costs in health care systems - especially in the national health care system.

Lecture, group work, presentations, discussions

Continuous assessment

Basic concepts of project management, project management processes and methods; planning of a project and documentation by means of a project manual on the basis of a concrete task within the scope of group work.

• Students can plan a project using selected project management methods.

• They can briefly and precisely explain their project and give a reasoned representation.

• The students are able to describe basic concepts, processes and methods of project management as well as their interrelations.

Lecture, exercises and group work tasks

Moodle course (self assessment)

Continuous assessment

Introduction to the energy and nutrient calculation of recipes with corresponding tables and IT-supported.

Implementation of the energy and nutrient calculation in daily plans in the area of whole food and light whole food.

• The students know the methods of energy and nutrient calculation and apply them in the context of recipe and menu design.

• The students analyze, compare and interpret the results and their nutritional relevance.

Guided exercises, individual work and small group work

Lecture

Continuous assessment

A wholesome diet for healthy people; practice-oriented implementation of scientific criteria in everyday life.

Menu design for communal catering taking into account regional, seasonal and intercultural eating habits as well as institutional framework conditions.

• The students derive practicable recommendations from the scientifically justified requirements for a wholefood diet for healthy persons and prepare weekly meal plans taking into account the design criteria.

Lecture, individual work, small group work, presentation, self-organized learning

Continuous assessment

Hygiene regulations for canteen kitchens, health care kitchens and comparable communal catering establishments, including personal hygiene and occupational health and safety and their practical implementation; cooking procedures in theory and practice; organization of operating procedures and catering systems; basic recipes of Austrian cuisine, in particular dough and masses, and their practical implementation; guidelines for purchasing, storage and preparation of foodstuffs, waste disposal, including practical implementation; kitchen machines, appliances and utensils in theory and practice

• The students know and apply the basics of the hygiene regulations for canteen kitchens and kitchens of the health care system and comparable institutions of communal catering.

• The students know the basic recipes of the Austrian cuisine, particularly masses and dough.

• The students know the correct handling of kitchen machines, appliances and various kitchen utensils and use them in practical lessons.

guided exercises, individual work, group work, lecture

Continuous assessment: final cooking examination

Thermodynamic basics of metabolism, basic sections of metabolism, basic molecules, chemical structure of nutrients, biological oxidation, interaction mechanisms in metabolism, basics of molecular biology: DNA, RNA, PCR, transcription, translation

• Students are able to explain basic biochemical processes in the human body, in particular nutritionally relevant chemical cycles.

Lecture

Final exam

Basics of anorganic chemistry; periodic table

• The students can explain the basics (basic concepts) of chemistry, in particular the periodic table of the elements, the types of chemical bonds and the relationships between formula, structure and properties.

Lecture

Final exam

Basics of dietetics, definition of terms; energy/energy requirements; amino acids, protein requirements; lipids, fat requirements; carbohydrates and requirements, dietary fibers and requirements; national and international reference values;

• The students can show the composition of food at the micro and macro levels.

• They determine the required amounts of energy and nutrients for different target groups.

• They analyze, assess and interpret national and international reference values.

Lecture, self-organized learning

Final exam: Final examination

Alcohol;

Water balance;

Fat-soluble vitamins;

Water-soluble vitamins;

Bulk elements;

Trace elements;

Secondary plant constituents;

Anthropometric measurement methods, determination of nutritional status

• The students can present and justify the nutritional components in their chemical composition, their nutritional relevance as well as the recommended requirements.

• They assess different recommended requirements and analyze them according to scientific criteria.

• They know anthropometric measurement methods, apply them to people and interpret the data.

Lecture, practical exercise on anthropometric measurement methods.

Elearning

Continuous assessment: Final examination

Basics of infection science and epidemiology; basic concepts and tasks of infection, hospital, food, environmental and water hygiene; measures of infection prevention and control;

Basics of microbiology; overview of the most important pathogens of food- and water-induced infections; nosocomial infections

• The students describe the technical terminology and the fields of application of hygiene.

• They explain occupational hygiene measures and are able to apply the basic knowledge regarding hygiene in the hospital with special attention to occupational infections.

lecture, film

Final exam: final examination

Commodity knowledge of plant and animal foodstuffs in accordance with the Austrian Food Codex; basic principles for the process technology of food production; introduction, definitions of terms, tasks and objectives of food technology, reasons and possibilities for the processing of food; explanation of the technology of various foodstuffs and the associated chemical, physical or microbiological changes; Addressing topics such as risk treatment, quality assurance and ecology.

• Students can explain the food groups, their ingredients and labeling.

• They analyze, compare and evaluate the composition of foods and assess their nutritional relevance.

• The students develop awareness for nutritional-ecological and -economic connections.

• The students are familiar with food technology processes and can describe them.

• The students assess the shelf life of food based on the knowledge of its production and the associated risk reduction.

Lecture, media-supported lecture, presentation, group work

Product analyses and comparison and tasting of selected food groups

Self-organized learning

Final exam: Final examination and term paper on a selected food item

General principles and concepts of food law at European level (e.g. EC Basic Regulation, 178/2002/EC) and in Austria (va LMSVG);

Obligations of food business operators, control possibilities of the authorities as well as possible sanctions and measures;

Labelling law, general labelling provisions, with special regard to the EC Food Information Regulation; special labelling provisions,

Special rules on individual foodstuffs, in particular GMOs

Hygiene regulations as well as the ÖLMB and the worldwide codex 

• The students are able to explain the legal requirements and regulations, as well as the legal possibilities concerning food, cosmetic products and commodities.

Lecture

Final exam: Final examination

Research in databases, introduction to literature management programs and their application; guidelines of good scientific practice; writing an abstract

• Students are able to systematically query the dietetically relevant databases PubMed/Medline, Cochrane Library, CINAHL and Sciencedirect for a scientific question.

• The students are able to export a database output into a literature administration program (e.g. CITAVI), to insert quotations into a text and to flexibly create a literature list according to the specifications of a journal (e.g. American Journal of Clinical Nutrition).

• The students are familiar with the guidelines for good scientific practice (OeAWI) and can apply them.

• The students are able to quote scientific literature without committing plagiarism.

• The students know the requirements and criteria of a scientific abstract according to the rules stipulated by a journal (e.g. American Journal of Clinical Nutrition).

Lecture, exercise

Continuous assessment: Seminar

Systematic search in databases, narrative reviews, scoping reviews and systematic reviews; PRISMA statement; evidence classification

• Students are able to distinguish between narrative reviews, scoping reviews and systematic reviews on the basis of their methodology and presentation of results.

• Students are able to define criteria for a systematic search (search terms, filters) and screening (inclusion and exclusion criteria) of scientific literature.

• The students are able to apply criteria for the systematic search and screening of scientific literature and to present them in a flow chart (PRISMA statement).

• Students are able to assess the veracity of a statement in a systematic review based on evidence classification (Oxford Centre for Evidence-based Medicine) and a risk-of-bias assessment (e.g. Cochrane Risk of Bias Tool).

• The students are able to draw on findings from systematic reviews in further applications with regard to nutrition-relevant topics.

Lecture, group work, research tasks

Continuous assessment

Basic terminology, direction and position descriptions, general definition of cells, tissues, organs and organ systems, structure, morphology.

• The students know and can explain the basic anatomical terminology.

• Students can describe the direction and position of the organs.

Lecture

Final exam

Cell physiology, compartments and transport, neurophysiological basics, sensors, synapses, reflexes, smell, taste, muscle physiology, vegetative nervous system, thermoregulation, cardiovascular physiology, respiratory physiology, energy turnover, gastrointestinal tract, liver, pancreas, kidney; water and electrolyte balance, acid-base balance, endocrinology, hematology; genetics

• The students can explain general, physiological basics and processes.

Lecture

Final exam: LV final examination

Grammar: speaking hypothetically, comparisons
Skills: speaking about character traits; discussing career prospects
What we eat; text comprehension; using words / phrases relating to food products; writing a formal report; using appropriate linking words; understanding and documenting film materials; critical analysis of eating habits and fast food products
The body : Parts of the body, Functions of the body , The gastrointestinal system, Talking about your physical condition; medical terminology
Patient communication
Food and nutrients
Illnesses and digestive disorders

• The students are familiar with the professional vocabulary in the field of dietetics and medicine and conduct discussions in English.

• The students read and understand English studies and professional literature and can discuss them.

lecture, discussions, pair work, group work, presentations, writing tasks, film material, role plays

Continuous assessment

Practical implementation of the theoretical teaching and learning content from the course "Fundamentals of Nutrition Education/Pedagogy".

Application of digital and analog pedagogical-didactical methods in nutrition education.

Implement health literacy nutrition initiatives linked to SDGs and Austrian health goals in a guided way.

• Students are familiar with learning theories and consider them in a target group-specific manner in different settings relevant to their profession.

• The students develop professional concepts and learning goals for topic- and group-dependent seminars/trainings in the context of nutrition education.

• They visualize, present and reflect on nutrition-specific content by getting to know, critically reviewing and specifically applying the digital and analog method diversity.

• The students plan and design target group-specific nutrition initiatives in terms of health literacy with a focus on the Austrian health goals.

Researching, presenting, visualizing, documenting

Collaborative and participatory teaching/learning methods.

Continuous assessment

Definition of the four pillars of pedagogy as a foundation for client and patient education.

Transparent presentation of the national and international education sector with focus on nomenclatures like ISCED, ECVT, ECTS in EQF and NQF.

World education situation and nutrition education in the Sustainable Development Goals.

Health Literacy in the context of SDGs and the Austrian Health Goals.

• The students know the four pillars of pedagogy (schooling, socialization, education and learning) and utilize this knowledge in client and patient education.

• Students will understand the national and international education sector and compare on the basis of nutrition-related education using internationally recognized nomenclatures (ISCED, ECVT, ECTS),the EQF and NQF.

• Students are aware of the world education situation and independently make a connection to nutrition education and discuss it in light of the SDGs.

• Students will substantiate and argue health literacy with the Sustainable Development Goals and will be able to sift through and evaluate national nutrition initiatives and relate them to the Austrian Health Goals.

Lecture, individual work, group work, discussion, reflection, presentations

Continuous assessment

Growth curve; microorganisms and food; internal and external growth factors; food spoilage;

Selected food poisoners: enteritis-causing Salmonella, Campylobacter jejuni, Staphylococcus aureus, Listeria monocytogenes, Clostridium perfringens, Bacillus cereus;

Kitchen technology and kitchen hygiene in communal catering: workplace allocation; preparation of food (washing, crushing, mixing); preparation of food (seasoning, acidification, garnishing, heating, portioning and slicing); intermediate storage of food (keeping hot, cooling); serving food (keeping hot, cooling down); storage of raw products (refrigeration, deep-freezing); cleaning and disinfection; personal hygiene

HACCP in the canteen kitchen

• The students identify and justify the basic concepts of food microbiology, good hygiene practice in the large kitchen.

• They are able to identify and avoid hygiene problems in the work processes of canteen kitchens.

Media-supported lecture

Final exam: Final examination

Introduction to psychology, general definition; general psychology, learning, memory, motivation; developmental psychology; clinical psychology, mental disorders; health psychology and stress; eating disorders; nutritional psychology and eating behavior;

• The students have a basic understanding of psychology, can describe parts of psychology as science and reflect on the relevance of different theories and models for everyday working life.

• The students can describe the basics of health and nutrition behavior, eating disorders and mental disorders.

Lecture, discussion, presentation

Continuous assessment

Fundamentals of the sociology of nutrition and eating; life styles; civilization and eating behavior; social-structural conditions of eating. 

• Students can utilize basic knowledge on the social determination of eating and nutrition.

• Students are able to explain the social significance and complexity of the phenomenon of nutrition.

• Students reflect on the social inequality in nutrition, the connection between migration - food - integration and consider questions of identity and lifestyle of social groups and milieus.

Lecture, discussion 

Continuous assessment

Basic pathological terms, pathology of diseases of individual organs and systems under consideration of nutrition-associated illnesses. 

• The students know and can enumerate the basic terminology of pathology.

• They understand the pathology of diseases of individual organs and systems and can derive their dietetic relevance.

lecture

Final exam

Basics of nutrient assimilation, hunger-saturation, assimilation of macronutrients, minerals, vitamins, essential trace elements

• The students are able to explain the basics of nutrient assimilation as well as the assimilation of macronutrients, vitamins, minerals and essential trace elements.

• They develop an understanding for possible positive and negative effects of nutrition on health.

lecture

Final exam: final examination

Anatomy and function of organ systems

• The students know the organ systems and can explain their functions.

Lecture

Final exam

Wholefood nutrition of healthy persons - Part 2; practice-oriented implementation of scientific demands in everyday life; critical examination of articles on specific nutritional issues in general and in particular with topics in the context of racist food designations as well as nutrition ecology.

• The students derive practicable recommendations from the scientifically justified requirements for a wholefood diet for healthy persons and prepare weekly meal plans taking into account the design criteria.

• The students know and interpret the national and international Food Based Dietary Guidelines.

Lecture, individual work, small group work, presentation 

Continuous assessment

Preparation of international dishes

Professional cooking and food styling

• Students develop an awareness of intercultural nutrition, dishes and their preparation. They understand the relevance for advising intercultural target groups.

• The students focus on professional cooking and kitchen technology, food styling, as well as presentation techniques for dishes.

Guided exercises

Continuous assessment

Familiarization with dietology as a field of action. Introduction into data protection law and data protection declaration. 

• The students know dietology and its fields of action in clinical and social areas.

• They focus on dietological key issues and derive the diversity of dietological work.

Internship

Continuous assessment

Instruction, work shadowing and information on data protection

Model of subjective relevance

Reflection on work shadowing

• The students are familiar with the field of action dietology in clinical and social fields. They focus on dietary topics and derive the diversity of dietary work.

Lecture, elearning: Moodle

Individual work - writing a training diary

Group work - reflection according to the model of subjective relevance

Continuous assessment

Preparation of meals for persons at different stages of life, light whole foods; portioning of meals, quality control and evaluation according to specified criteria, evaluation of energy and nutritional content; reflection of prepared meals with regard to their nutritional composition and acceptance.

• The students prepare food for people at different stages of their lives. They create recipes and can edit and modify them in both individual and communal catering.

• The students are familiar with the legal principles of hygiene and occupational safety and apply them.

Guided practical exercises, individual and small group work, excursion, lecture

Continuous assessment

Students will learn about the historical development of the Diatological Process model. Students will be able to describe the individual process steps of the DP. Students will know the Bio-Psycho-Social model of ICF /ICF dietetics . Students will learn Evidence Based Practice as it relates to the Diatological Process Model. Students will learn Clinical Reasoning in the context of the Diateological Process Model.

• Students are able to understand the historical development of the Austrian process model and discuss it in an international context.

• Students are able to name and define the individual process steps.

• Students are able to understand, describe and discuss the Bio-Psycho-Social Model of ICF/ICF dietetics.

• Students will be able to name the basics of evidence-based practice and clinical reasonin

Self-organized learning, lecture, discussion

Continuous assessment

Scaling level of data, introduction to SPSS; familiarization with descriptive central measures; prerequisites for application of univariate and bivariate test statistics; quantitative test procedures; calculating and interpreting epidemiological effect sizes

• Students are able to assign the scaling level of data (nominal, ordinal, metric).

• The students are able to calculate and graphically display descriptive central measures (mode, median, mean) and scatter measures (variance, standard deviation, interquartile distance) manually as well as with a spreadsheet (e.g. MS Excel) and a statistics program (e.g. SPSS).

• The students are able to test application requirements for univariate and bivariate test statistics (scaling, normal distribution, variance homogeneity) using a statistics program (e.g. SPSS).

• The students are able to test application requirements for univariate and bivariate test statistics (scaling, normal distribution, variance homogeneity) using a statistics program (e.g. SPSS). Students are able to perform and interpret CHI2 tests, rank correlation coefficient tests, measure correlation coefficient tests, Mann-Whitney U tests and t tests with a statistics program (e.g. SPSS).

• The students are able to calculate and interpret the epidemiological effect variables odds ratio and relative risk.

Lecture, exercises using SPSS

Continuous assessment

Introduction to qualitative methods; application of qualitative methods MAXQDA12, content analysis, computer-aided evaluation of a qualitative exemplary demonstration project; exemplary demonstration project with mixed method

• Students are able to describe qualitative methods relevant to dietology (e.g. narrative interviews, guideline interviews, group discussions) in terms of design and survey procedures.

• The students are able to code the script of a qualitative demonstration project.

• The students are able to perform a content analysis of a qualitative demonstration project (e.g. using MAXQDA12).

• The students are able to carry out a computer-aided evaluation of a qualitative exemplary demonstration project (e.g. using MAXQDA12).

• The students are able to understand an exemplary demonstration project with mixed-method design (qualitative-quantitative).

Lecture, exercises

Continuous assessment

Nutrition for pregnant and breastfeeding women, nutrition for healthy infants and children up to the age of 18

• Students know the energy and nutritional recommendations of the relevant target groups and can implement these in the context of individual and communal catering.

• Students are able to plan, compile, calculate and interpret weekly and daily meal plans for the relevant groups of people.

Lecture, small and very small group work, self-organized learning

Continuous assessment

Nutrition for healthy senior citizens, adapted whole foods

• Students know the energy and nutritional recommendations for older people and can implement these in the context of individual and communal catering.

• Students are able to plan, compile and calculate weekly and daily meal plans for older people.

• Students know the criteria of adapted whole foods and can implement these in the context of a daily and weekly meal plan for communal and individual catering.

Lecture, individual work, small group work, self-organized learning

Continuous assessment

Global Nutrition Report, World Hunger Index, Global News - Austrian Development Agency (ADA) the agency of Austrian Development Cooperation; World Nutrition- World Hunger Relief; Diagnosis – Doctors without Frontiers; Development Aid Association with selected nutrition programs e.g. World Food Program, Sustainable Development Goals,

Interpret the results of the global nutrition report from a dietician's point of view and derive nutritional measures;

Undernourishment/ malnutrition/stunting/wasting; school meals in developing countries; nutrition terminology - assessment/screening; Nutrition Product Terms - Specialized Nutritious Foods (Treating Moderate Acute Malnutrition, Preventing Stunting, Preventing Acute Malnutrition)

World education in the context of world nutrition

SDG in a nutritional context

• Students are familiar with international nutrition reports, can interpret the results globally and derive sustainable nutrition measures.

• Students can select specialized nutritious foods for stunting/wasting/treating moderate acute malnutrition/preventing acute malnutrition and use them in appropriate quantities (programming for nutrition-specific interventions).

• Students are familiar with national and international organizations for development cooperation and link the world education situation with the world food situation.

• Students recognize and know the importance of the SDGs and in particular in the context of dietetics. Measures can be discussed and derived from the SDGs for dietetic practice.

Lecture, discussion, group work, presentation

Continuous assessment

Nutrition in world religions, with a link between Austria/Vienna and specific nutritional requirements in communal catering and individual care.

Special food science - analyzing staple foods, recipes, spices from different regions (Africa, Asia (Nepal)...), shedding light on eating habits in the social context and discussing them in the context of domestic food, eating habits and culture.

Excursions to different migration centers.

• Students are able to explain the cornerstones of the dietary rules of various world religions and take this knowledge into account when designing their menus.

• The students can consider world religion-specific rules of conduct in the context of client and patient education.

• Students can name staple foods, recipes, eating habits of different regions and peoples.

• Students are able to recognize, discuss and reflect on basic nutrition-related problems in the setting of social institutions.

Researching, presenting, visualizing, documenting

Collaborative and participatory teaching/learning methods.

Continuous assessment

Planning and independent implementation of a prevention project including reflection, evaluation and documentation
Holding a project controlling session
Presentation of the project incl. Lessons learned

• The students know the basic project management terminology and can use project management methods.

• They can plan, carry out, control, steer and successfully complete a nutrition prevention project as well as document and present it.

Project method, coaching of the independent conception (incl. elaboration of project plans in small groups), implementation and completion of the project

Continuous assessment

Introduction to sports nutrition taking into account different sports;

Alternative diets and trend diets

• The students explain the energy and nutrient recommendations for different sports.

Talks,  lecture, group work

Continuous assessment: Partial performance reviews

Designing recipes and menu plans, energy and nutritional value calculation of selected clinical pictures as well as practical implementation

• The students know about the preparation and modification of dietary food and nutritionally relevant kitchen techniques and put them into practice.

• They know the sensory qualities and use them in applied dietetics.

• The students are familiar with the theoretical nutritional requirements of selected clinical pictures and can network and link these with practical implementation.

• The students are capable of transferring the practical knowledge within individual and communal catering.

Exercise in the practice kitchen

Continuous assessment: Practical final examination with reflective discussion

Implementation of the acquired theoretical knowledge in the fields of endocrinology, metabolism, rheumatic forms, gastroenterology, hepatology and enteral/parenteral nutrition in practice.

Collecting dietetically relevant patient data for writing the dietetic processes.

• Students can make a targeted contribution in the field of dietetics in the areas of endocrinology, metabolism, rheumatic forms, gastroenterology, hepatology and enteral/parenteral nutrition under the guidance of the internship instructors.

• The students build on the basis of their evidence-based, professional, practical skills competence.

Internship

Continuous assessment

Instruction Clinical Internship 1 and data protection information; model of subjective relevance; reflection of Clinical Internship 1; dietetic processes; training protocol

• The students generate new action methods through the application of the model of subjective relevance.

• The students write a training protocol with reference to Clinical Internship 1.

• The students write the dietetic processes as prescribed by law.

lecture, elearning on Moodle

individual work - writing a training protocol

group work - reflection in accordance with the model of subjective relevance

Continuous assessment

Basic terms in the context of analytical methods, blood count, blood groups, hemostasis, enzymes in general and their diagnostic significance using selected liver enzymes as examples, parameters of carbohydrate and fat metabolism, parameters for testing organic functions, e.g. pancreatic function (amylase, lipase, chymotrypsin), renal function parameters (Crea, BU), cardiac function parameters (CK-MB, troponin T, LDH and isoenzymes, ASAT, myoglobin), Fe metabolism, uric acid as the purine metabolism end product, urinary strips and sediment.

• The students develop a basic understanding of the significance of a laboratory finding, know about subject-specific markers and are able to recognize and interpret the dietetically relevant information from the laboratory findings.

Lecture, presentations - depending on level of knowledge and interest of students; working with case examples

Final exam: Final examination

Basics of pathogenesis and diagnostics of diseases: gastroenterology, hepatology, pancreatology, immunology, diabetes mellitus, nephrology, cardiology and oncology, thyroid gland (endocrinology), lung, and rheumatism

• The students can explain aspects of clinical physiology (pathophysiology) with a focus on gastroenterology, hepatology, pancreatology, immunology, diabetes mellitus, nephrology, cardiology and oncology, thyroid gland (endocrinology) and lung, rheumatism and derive nutritional-therapeutic approaches.

Lecture

Final exam: Final examination

planning, implementing and describing the results of an exemplary qualitative research project

• The students are able to formulate a research question and hypotheses with regard to a qualitative research project.

• Students are able to determine a priori the methods of collection (e.g. narrative interviews, guideline interviews, group discussions) and evaluation of an exemplary qualitative research project.

• The students are able to conduct an exemplary qualitative collection procedure (e.g. narrative interview, guideline interview, group discussion).

• The students are able to evaluate an exemplary qualitative research project (e.g. with MAXQDA12).

• The students are able to present the results of an exemplary research project in an extended abstract.

lecture, exercise

Final exam: Continuous assessment with seminar paper

Conduct a simple quantitative research project on a current topic in nutrition research as a group (including data collection and analysis).

Comply with the standards of good scientific practice (e.g. ALLEA European Code of Conduct for Research Integrity).

Present the results and write an abstract.

• Students formulate a research question and operationalized hypotheses for a research project on a current topic of nutrition research and critically reflect on standards of good scientific practice in study planning.

• Students define the statistical methods of a research project on a current topic of nutrition research (e.g. bivariate comparisons of means, correlations) a priori.

• Students process data (import, coding, review) of a research project on a current topic of nutrition research in a statistical program (e.g. SPSS, R).

• Students carry out statistical analyses (e.g. bivariate comparisons of means, correlations) in a statistics program (e.g. SPSS, R).

• Students present the results of a research project on a current topic of nutrition research and summarize them in the form of an abstract.

Lecture, exercise (in supervised small groups), presentation and writing up of the results (in small groups)

Continuous assessment: Immanent examination character with assessment of 1) implementation according to milestone plan, 2) presentation of results, 3) written submission (abstract)

Students will be able to practically apply the individual process steps of the DP. Students will be able to apply the Bio-Psycho-Social Model of ICF /ICF Dietetics in the context of the corresponding process steps. Students will be able to apply Clinical Reasoning in the context of the Diateological Process Model. Students will be able to apply Evidence Based Practice in the context of the Dietetic Process Model.

• Students are able to apply the individual process steps of the DP in the context of practical examples.

• The students know the Bio-Psycho-Social Model of ICF/ICF dietetics. Students will identify the components from the Diaetological Assessment and map them to the Bio-Psycho-Social Model of ICF/ICF Dietetics.

• Students will be able to formulate the Diaetological Diagnosis based on the assessment data from the BPS model using the (PES)FB - model and determine indicators for goal setting and evaluation based on the Diaetological Diagnosis.

• Students are able to independently integrate Clinical Reasoning into the individual process steps, implement Evidence-Based Practice within the framework of the Diaetological Process and apply the model to ten required Diaetological Processes.

Self-organized learning, lecture, group work, discussion.

Continuous assessment

Development of nutritional counseling. Familiarization with theoretical consulting concepts. Client-centered consultation. Solution-oriented short-term therapy. Anamnesis, question techniques, goal setting according to SMARTE criteria, practical exercises, distance learning: research and reflection of topic-related specialist literature, creation of an anamnesis questionnaire.

• The students conduct nutrition consultations (partly) independently.

• The students are familiar with counseling techniques and methods and apply them adapted to the situation.

• The students create target group specific counseling documents.

• The students train parts of the diaetological process (anamnesis interview...) and can give constructive feedback.

Lecture, group work, individual work, distance learning, role play

Continuous assessment

Working with groups, creating a group training concept, revision of counseling structure, preparation and documentation of nutrition counseling, evaluation of nutrition protocols, follow-up counseling, dealing with special situations (interpreting counseling, seriously ill persons). Independent nutrition counseling, observation and reflection of counseling interviews.

• The students carry out nutrition consultations independently and in a structured manner. They use the appropriate counseling technique according to the type of patient.

• The students prepare suitable counseling documents and know methods for imparting knowledge, which are adapted to the level of knowledge and education of the patients and are used in a targeted manner.

• The students independently carry out group training programs.

Lecture, group work, individual work, role play, video analysis

Continuous assessment

Theoretical basics of communication and conversation management
Introduction to nutrition-specific counseling documents, counseling preparation, group training programs

• The students know the theoretical basics of communication and conversation management and apply them to and for specific target groups.

• Students review counseling materials for applicability and adapt as needed.

• Students know the first steps of counseling preparation and can adapt them to the given framework.

Lecture, discussion, presentation

Continuous assessment

Areas and tasks of clinical psychology; classification systems of mental disorders: DSM IV and ICD 10; detailed discussion of the most common mental disorders (anxiety disorders, depression, post-traumatic stress disorder, schizophrenia, addictions, personality disorders): origin, appearance, therapy and case studies as well as dealing with mentally ill people in the dietary counseling situation.

• Students can explain the basics of the most common mental illnesses.

• They can give reasons for the particularities of dealing with mentally ill persons in the context of a counseling situation.

• The students recognize leading symptoms and the limits of their professional actions and refer clients to the corresponding health professions.

Lecture, discussion

Continuous assessment

Development of behavior patterns in nutrition through socialization, culture and biology; modification of behavior patterns in nutrition in children (imprinting in the womb, behavioral control through logic and emotion, categorical prohibitions, knowledge transfer, exemplary effect); behavioral control through internal and external stimuli (strength of effect of needs and social rhythmization; behavioral development and risks in eating disorders; external intervention and modification of behavior in eating disorders).

• The students are familiar with behavior modification models and can describe and discuss them.

Lecture, practical exercises, role plays

Continuous assessment

Identification of various forms of malnutrition, oral therapy options, enteral and parenteral nutrition therapy (technique and access routes in medical nutrition therapy, types of nutrient solutions/composition, energy, nutrient and micronutrient requirements, mode of administration, monitoring and interpretation of findings, possible complications and dietetic procedures, implementation of dietetic processes on the basis of the acquired knowledge

• The students are able to develop a nutritional therapeutic concept within the framework of the dietetic process for enteral/parenteral nutrition.

Lecture, exercise, case studies

Final exam

With reference to the dietetically relevant main topics of the course Clinical Dietetics and Dietetic Process within the ranges of endocrinology, metabolism, and rheumatism, nutritional status, nutrition principles nutrition-therapeutic goal parameters are provided, the effects of dietetic measures on the total supply are judged critically and scientifically founded; also, recipes of daily and weekly meal plans are calculated and optimized.

• The students can determine and interpret the nutritional status.

• The students determine nutritional therapeutic target parameters, derive dietetic measures from them, taking into account scientific findings, and are able to assess these.

• Students create, calculate and optimize daily and weekly meal plans, taking into account the institutional framework or individual resources.

Lecture and discussion, small group work, literature studies, presentation of results (justifying, assessing, optimizing)

Continuous assessment: final examination

With reference to the dietetically relevant main topics of the course Clinical Dietetics and Dietetic Process within the ranges of gastroenterology and hepatology, nutritional status, nutrition principles, nutrition-therapeutic goal parameters are created, the effects of dietetic measures on the total supply are judged critically and scientifically founded; also, recipes of daily and weekly meal plans are calculated and optimized.

• The students can determine and interpret the nutritional status.

• The students determine nutritional therapeutic target parameters, derive dietetic measures from them, taking into account scientific findings, and are able to assess these.

• Students create, calculate and optimize daily and weekly meal plans, taking into account the institutional framework or individual resources.

Lecture and discussion, small group work, literature studies, presentation of results (justifying, assessing, optimizing)

Continuous assessment: final examination

Recipe and food plan design, energy and nutritional value calculation of selected clinical pictures as well as their practical implementation

• The students know about the preparation and modification of dietary food and nutritionally relevant kitchen techniques and put them into practice.

• They know the sensory qualities and use them in applied dietetics.

• The students are familiar with the theoretical nutritional requirements of selected clinical pictures and can network and link these with practical implementation.

• The students are able to transfer the practical knowledge with regard to individual and communal catering.

Exercise in training kitchen

Continuous assessment

Congenital metabolic diseases with manifestation in childhood:; metabolic diseases in general; metabolic diseases of the intoxication type; metabolic diseases with disorders of energy metabolism; metabolic diseases with storage of macromolecules, diabetes, obesity, monogenic lipid metabolic disorders; diarrhea, constipation, celiac disease, cystic fibrosis; oncology in childhood

• The students can explain congenital metabolic disorders and their basic mechanisms.

• They are able to derive dietetic implications from the principles of medical therapy.

lecture, film

Final exam: Final examination

General pharmacology

Definition of terms, pharmaceutical law, development and approval of drugs, dosage forms, pharmacokinetics (administration, absorption, distribution, metabolization, excretion), pharmacodynamics (effects of drugs, side effects, interactions)

Special pharmacology

Nervous system, endocrine system, cardiovascular system, blood, gastrointestinal tract, kidneys, water and electrolyte balance, immune system and cancers

• The students can explain pharmacological basics, especially in the context of effective nutrition therapy in the medical and clinical field.

• They can relate the interaction of medicines with certain foods and nutrients.

Lecture

Final exam: Final examination

Formulating a research question; assessing the state of the art of research; ethical aspects in human studies

• Students are able to formulate research questions for observational and experimental dietetic studies as well as literary reviews.

• The students are able to assess the state of the art of research on a preliminary question on the basis of a search in scientific databases such as PubMed.

• Students know fundamental ethical aspects and processes in the performance of human studies.

• The students are able to create research questions within the scope of the exposé of their own bachelor thesis, in a specific and feasible way and with innovative character regarding the state of research.

Lecture, exercise

Continuous assessment

Research of best available evidence; differentiation of study types; classification of evidence

• The students are able to research a dietetic-therapeutic question according to the best available evidence.

• Students are able to distinguish between epidemiological and experimental study types (case-control studies, cross-sectional studies, cohort studies, RCTS) in terms of their designation, study design and outcome parameters.

• Students are able to understand the results of epidemiological and experimental study types as well as meta-analyses.

• The students are able to assess the results of epidemiological and experimental study types as well as meta-analyses on the basis of evidence classification (Oxford Centre for Evidence-based Medicine).

• Students are able to incorporate scientific evidence into the dietetic process.

Lecture, exercise

Continuous assessment

Conducting nutritional consultations independently on simulation patients. Preparation for counseling (select or create documents with regard to the clinical picture of the patient); independently formulating learning objectives, counseling reflection, creation of aids for counseling

• Students conduct client-centered, needs-oriented nutritional counseling and reflect on their own actions.

• The students design, create and adapt counseling documents.

Exercise with simulation patients

Continuous assessment: Partial performance

Definition of palliative medicine; possibilities and limits, objectives and measures of palliative medicine; getting to know the hospice movement; methods and application of validation; ethical principles within the framework of hospice and palliative care;

• The students discuss and reflect situations in the palliative medical setting in order to develop awareness in dealing with seriously ill and dying people.

• The students are familiar with the method of validation and practically apply it within the setting of the exercise.

• The students can identify the limits of acting in the professional and personal contexts.

Lecture, discussion, exercise, reflection

Continuous assessment

Fundamentals, definition, diagnosis and clinic of food allergies from a medical and dietetic point of view

Nutrition therapy concepts for the most frequent food allergies; emergency therapy

Allergen Labeling Regulation

• Students can describe the medical basics of food-induced allergies and their diagnostics.

• The students are familiar with the dietary measures and can conduct the therapy planning according to the latest scientific criteria in the context of the patient’s needs.

• The students are familiar with the legal regulations and apply them within the framework of communal catering and individual patient education.

Lecture, self-study, research in medical databases and internet search engines

Final exam

Introduction to the basics of surgical diagnostics, postoperative motility disorders and ERAS, surgical diet building, immunonutrition, perioperative nutrition management with clinical practice.

Explanation of currently relevant surgical methods of gastrointestinal surgery and bariatric surgery. The following surgical methods are discussed: esophagus resections, various gastrectomy methods, Hartmann surgery, enterostomata, extensive intestinal resections including short bowel syndrome including nutritional treatment. Bariatric surgery - explanation of sleeve gastrectomy, Roux-Y gastric bypass and Omega Loop gastric bypass and nutritional intervention.

• The students can determine and interpret the nutrition status.

• The students determine nutritional therapeutic target parameters, derive relevant dietetic measures, taking into account scientific findings, and are able to assess these.

• Students create, calculate and optimize daily and weekly meal plans, taking into account the institutional framework or individual resources.

Lecture and discussion, small group work, literature study, presentation of results (justify, assess, optimize)

Continuous assessment: Final examination

Introduction to geriatrics and gerontology, medical basics, pathological changes in old age; defined clinical pictures of old age; malnutrition, sarcopenia, frailty; aspects of palliative geriatrics
Nutritional therapy measures for wound healing disorders, nutritional therapy recommendations for dementia and how to apply them. Geriatric screening and assessment tools;

• Students can describe the medical basics of geriatrics and gerontology.

• The students know screening tools, interpret the results and derive the dietetic need for action. They carry out therapy planning according to the latest scientific criteria in the context of patient needs.

• Students can present nutritional recommendations and apply them in the context of communal and individual catering.

• Students are able to assess the limits of their professional activity in terms of adequate dietary intervention, taking into account ethical principles and individual circumstances.

Lecture, small and very small group work, self-organized learning

Continuous assessment

Nutritional status, nutritional principles, nutritional therapeutic target parameters are created for dietetically relevant main topics, the effects of dietetic measures on the overall supply are critically and scientifically assessed, and recipes of daily and weekly meal plans are calculated and optimized.

• The students can determine and interpret the nutritional status.

• The students determine nutritional therapeutic target parameters, derive relevant dietetic measures, taking into account scientific findings, and are able to assess these.

• Students create, calculate and optimize daily and weekly meal plans, taking into account the institutional framework or individual resources.

Lecture and discussion, small group work, literature study, presentation of results (justify, assess, optimize)

Continuous assessment: Final examination

Medical Basics of Neurology and Psychiatry

Definition of "nutritional psychiatry"; effects of psychopharmaceuticals on energy metabolism; nutritional therapy options for reducing side effects of medication; knowledge of nutrients in connection with affective disorders and critical questioning of the current data situation; special features of counseling for patients with mental illnesses.

Eating disorders and dietetic interventions; swallowing disorders and dietetic interventions.

• The students can represent the medical basics of neurology and psychiatry.

• The students are familiar with the dietary measures and can carry out the therapy planning according to the latest scientific criteria in the context of patient needs.

• The students are familiar with the requirements of specific nutritional characteristics (consistency, enrichment, etc.) of neurological and psychiatric patients and can put them into practice.

lecture, tasting, case examples

Final exam

Nutrition for cancer prevention

Nutrition of oncological patients with malnutrition

Accompanying symptoms depending on the tumor disease and therapy

General facts about cancer (statistics, TNM staging,...) and tumor metabolism

Dietary process in oncological patients

Intensive Care Nutrition Therapy

• The students can determine and interpret the nutritional status.

• The students determine nutritional therapeutic target parameters, derive relevant dietetic measures, taking into account scientific findings, and are able to assess these.

• Students create, calculate and optimize daily and weekly meal plans, taking into account the institutional framework or individual resources.

Lecture and discussion, small group work, literature study, presentation of results (justify, assess, optimize)

Continuous assessment: Final examination

Rare congenital metabolic diseases, such as phenylketonuria, glycogenosis, disorders of beta-oxidation of fatty acids

Familial hypercholesterolemia and other rare congenital lipid metabolic disorders (such as chylomicronemia)

Treatment of childhood obesity (AGA guidelines)

Ketogenic diet

Cystic fibrosis

• The students can describe the medical basics of pediatrics.

• The students are familiar with the dietary measures and can carry out the therapy planning according to the latest scientific criteria in the context of patient needs.

• The students are familiar with the requirements of specific nutritional features (use of special products) in rare congenital metabolic diseases in pediatrics and can put these into practice.

Lecture

Learning with case studies

Practical exercises for calculating within the scope of case examples

Final exam

Implementation of the acquired theoretical knowledge in the fields of nephrology, hypertensiology, cardiology, oncology, intensive care medicine, surgery/bariatric surgery, allergology, geriatrics and gerontology, neurology and psychiatry as well as pediatrics.

Collecting dietetically relevant patient data for writing dietetic processes.

• Under the guidance of the internship instructors, students can make an in-depth and extended contribution to the field of dietetics in the areas of endocrinology, metabolism, rheumatic forms, gastroenterology, hepatology and enteral/parenteral nutrition.

• Students can make a targeted contribution to the field of dietetics in the areas of nephrology, hypertensiology, cardiology, oncology, intensive care medicine, surgery/bariatric surgery, allergology, geriatrics and gerontology, neurology and psychiatry as well as pediatrics under the guidance of the internship instructors.

• The students are able to contribute evidence-based, practical professional competence to dietetic practice.

Internship

Continuous assessment

Instruction clinical internship 2 and data protection information; model of subjective relevance; reflection of clinical internship 2; dietetic processes; training protocol

• The students generate new methods of action by applying the model of subjective relevance.

• The students are able to keep a training protocol related to the clinical internship 2.

• The students are able to write the legally prescribed dietary processes.

Lecture, elearning on Moodle

Individual work - writing a training protocol

Group work - reflection according to the model of subjective relevance

Continuous assessment

Nutritional therapy for COPD, nutritionally relevant dermatological diseases, HIV, dietetics in palliative care, dietetics in neonatology, nutrition and thyroid gland;

• The students are able to create nutrition therapy concepts for patients with COPD, HIV, thyroid diseases and dermatological diseases.

• The students know the special needs of premature babies and can intervene dietetically.

• The students are sensitized to the field of palliative care and can represent the field of activity of dieticians.

Lecture, case examples, literature assessment

Final exam

Formulating a research question; assessment of the state of research; ethical aspects in human studies

• The students are able to formulate research questions for observatory and experimental dietetic studies as well as literature survey projects.

• The students are able to assess the state of the art of research with regard to a preliminary question doing research in scientific data bases such as PubMed.

• The students know basic ethical aspects and processes for conducting human studies.

• The students are able to create research questions within the scope of the exposé of their bachelor thesis, in a restricted, feasible way and with innovative character regarding the state of research.

Lecture, exercise

Continuous assessment

Presentation of selected best practice models (e.g. diabetes training, gestational diabetes counseling)
Consulting situation with interpreter

• The students are able to state intercultural idiosyncrasies and can consider them in counseling practice.

• The students are able to describe, compare and reflect on best practice models of the dietetic practice.

Lecture, exercise

Continuous assessment

Theoretical knowledge acquired is put into practice in all areas. Collecting dietetically relevant patient data for writing the dietetic processes.

• The students can participate in all areas of the dietetic field of action and independently carry out parts of the routine dietetic process under the guidance of the internship instructors.

Internship

Module exam

Instruction of professional internship and data protection information; model of subjective relevance; reflection of the professional internship; dietological processes; training protocol

• The students generate new methods of action by applying the model of subjective relevance.

• The students are able to keep a training protocol related to the internship.

• The students are able to write the legally prescribed dietetic processes.

Lecture, elearning on Moodle

Individual work - writing a training protocol

Group work - reflection according to the model of subjective relevance

Module exam

Overview of the concepts of morality and ethics; intention, norms and their relationship to each other, man and human image and general criteria; dealing with ethical, occupation-specific aspects and experience and decision-making in everyday work;

Special professional ethics

• Students are able to make decisions using general (professional ethical) norms.

• They are able to present and justify their decisions in a transparent way.

Lecture, creative learning, working on professional topics and presentation; discussion

Continuous assessment

The focus of the International Synapse Week (ISW) is on promoting international exchange and interprofessional collaboration in a global context. Through direct contact with international lecturers and experts, students learn about global perspectives and develop their cultural sensitivity. The ISW teaches interprofessional skills that are required for teamwork in an internationally networked healthcare sector. Particular emphasis is placed on dealing with global health problems, international healthcare systems and the application of innovative technologies in order to prepare students for a globalized working world in the healthcare sector.

• Students will be able to recognize the roles and responsibilities of different healthcare professions in an international context and develop strategies for effective collaboration in multicultural and interdisciplinary teams.

• Students can recognize cultural differences and apply intercultural communication strategies to improve collaboration in diverse and interprofessional teams.

• Students will be able to compare the structure and functioning of different international healthcare systems and assess the challenges and best practices in global healthcare.

• Students are able to identify innovative approaches and technologies that address global health problems and evaluate their application in an international context.

• Students can identify and apply sustainable principles and strategies to promote environmental and social responsibility in different health contexts.

Interactive lectures, group work, case studies, simulations, workshops.

Continuous assessment

Apply the appropriate research method(s)/research design to answer the research question(s) of the bachelor thesis.

• Students will be able to apply the research method(s)/research design(s) appropriate to answer the research question(s) of the bachelor thesis.

• Students will present, justify, and discuss the selection of research method(s)/research design.

• Students will disclose the advantages, disadvantages, and limitations of the selected research method(s)/research design.

• Students will be able to adequately describe the selected research method(s)/research design.

• Students are able to adequately present the results generated according to the chosen research method(s)/research design in the bachelor thesis.

Self-organized learning, research work, group work, small groups

Discussion, reflection, presentation

Continuous assessment

Students learn the need for a standardized terminology of dietetics. The students get to know the basis of ICF/ICF dietetics. Students will be able to apply the classification of ICF/ICF dietetics in the context of the dietetic process.

• The students know the necessity of a uniform technical language in dietetics and implement it in the context of the Diaetological Process.

• Students will know and apply the structure and classification of ICF dietetics.

• Students will know and apply the structure and classification of ICF dietetics.

• The students are able to assign terms from the diaetological assessment to ICF-dietetics categories and link independently selected ICF- categories with a corresponding ICF-code.

• Students will define goals and establish indicators with ICF categories as part of the Diaetological Process.

Self-organized learning, lecture, group work, discussion. Prerequisites

Continuous assessment

Working on a research question of the action field of nutrition and dietetics.

• The students are able to independently apply scientific, evidence-based work within the action field of nutrition and dietetics.

• The students can independently compose a scientific paper, i.e. a bachelor's thesis.

Individual work

Final exam

Implementation of the acquired theoretical and practical knowledge in all areas into practice. Collecting dietetically relevant patient data for writing the dietetic processes.

• The students can get involved in all areas of the field of dietetics and independently carry out the routine dietetic process under the guidance of the internship instructors.

• They are able to collect dietetically relevant patient data for writing the dietetic processes.

Internship

Module exam

Instruction clinical internship 3 and data protection information; model of subjective relevance; reflection on Clinical Internship 3; dietetic processes; training protocol; review and quality assessment of the entire practical training; evaluation sheet "Model of subjective relevance in the context of practice reflections" for statistical evaluation.

• The students generate new methods of action by applying the model of subjective relevance.

• The students are able to keep a training protocol relating to Clinical Internship 3.

• The students are able to write the legally prescribed dietetic processes.

lecture, elearning on Moodle

Individual work - keeping a training protocol

Group work - reflection according to the model of subjective relevance

Module exam

Nutrition assessment, goal setting, client-centered counseling, empathetic communication
Skills: communications skills such as active listening, empathizing, asking closed and open-ended questions, using effective education language and strategies, giving non-judgemental feedback, evoking change talk, exploring importance of change, offering professional advice, promoting motivation

• The students know the dietetic terminology in English and conduct counseling in English.

Pratice

Continuous assessment

Electives in a dietetic context / interprofessional context

• Students can link the content of elective subjects with topics relevant to dietetics.

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Continuous assessment: Completion of electives; confirmation of participation

Definitions of terms for cooperation in health care professions; presentation of multidisciplinary/interprofessional teams and nutrition teams;.

• The students know the limits of self-responsible professional practice and are able to establish a reference to the corresponding legal regulations.

• The students recognize the responsibility of other health professions as well as other professions and can describe and discuss the work in interdisciplinary teams.

• The students are able to describe the composition and tasks of nutrition teams and committees and argue the positioning of dieticians.

Lecture, excursions, presentations

Continuous assessment: Excursion reports; Presentations

Fundamentals of Business Administration

Foundation of a dietetic practice

The way to freelance work: tax, social security, insurance; fee guidelines

• The students are familiar with the framework conditions for freelance practice and can create and calculate a business plan and interpret key figures with the help of business fundamentals.

• The students know about the general conditions of freelance work (tax, social insurance, insurance, fee guidelines) and can describe them as well as discuss the relevance and effects on setting up their own business.

Lecture, group work, presentations, independent case study

Continuous assessment: Creation of a business plan

Basics of the political system, in particular the health and social system; basics of lobbying; political work in national/international professional associations; 

• Students are able to develop and discuss an understanding of health policy contexts and networks at national and European level.

• Based on their understanding of health policy, the students recognize the relevance for the profession and the professional policy work of the professional associations and federations and are able to give reasons for this.

Lecture, discussion, group work, presentations

Continuous assessment

Fundamentals of marketing / health marketing. Marketing tools, marketing plan; the health market; profession-specific marketing - the brand of dietitian; brand development; basics of online media; quality journalism

• Students will know the basics of marketing and are able to apply them in the preparation of a marketing plan for dietetic practice.

• The students are able to describe the profession of dietician as a brand and to generate ideas for positioning in the professional field.

• The students are able to use online media and develop concepts for dietetic practice.

• Students are able to present professional media work and implement it in the form of exercise sequences, in particular in the form of interviews and journalistic contributions.

Group work, presentations, discussions

Continuous assessment: Creation of a marketing concept; writing journalistic articles

Legal foundations of quality in health care; structural, process and result quality in dietetic practice; presentation and discussion of case studies from practice;

• The students are familiar with the legal principles of quality assurance in the health sector and can derive appropriate measures for their profession.

• The students can apply the quality of structure, process and results in the field of dietetic action.

Lecture, presentations, group work

Continuous assessment

Discussion of the laws relevant to the profession; possibilities and limits in the profession; profession-specific legal questions from clinic and freelance work;

• The students are familiar with the legal principles relevant to their profession and can interpret them for dietetic practice.

• They recognize the limits of self-reliant professional practice and can make reference to the relevant legal regulations.

• The students are able to recognise the responsibilities of other health professions as well as other professions and to present these within the framework of interdisciplinary cooperation.

Lecture, discussion, case examples

Continuous assessment