Professional Board for Dietetics and Nutrition · 9/8/2016 · Professional Board for Dietetics...

Additional information - Competencies for the new nutrition professional: 8 September 2016

Professional Board for Dietetics and Nutrition

ADDITIONAL INFORMATION ON THE TRAINING OF

THE ENTRY-LEVEL NEW NUTRITION

PROFESSIONAL FOR SOUTH AFRICA

8 September 2016

Feedback by 23 September 2016 (see page 4 for details)

Prepared by:

Prof E Wentzel-Viljoen PhD RD(SA); RNT(SA)

on behalf of the Professional Board for Dietetics and Nutrition


TABLE OF CONTENTS

PREAMBLE .......................................................................................................................... 3

1 THE NEW NUTRITION PROFESSIONAL ............................................................... 3

2 BACKGROUND INFORMATION............................................................................. 4

3 PROCESS FOLLOWED TOWARDS THE DEVELOPMENT OF THE

COMPETENCIES OF THE DIETITIAN-NUTRITIONIST .......................................... 4

3.1 FIRST TASK TEAM – FEBRUARY 2012 TO FEBRUARY 2013 ........................................... 4

3.2 THE PROFESSIONAL BOARD – FEBRUARY 2013 TO FEBRUARY 2014 ......................... 5

3.3 SECOND TASK TEAM – FEBRUARY 2014 TO FEBRUARY 2015 ...................................... 6

3.4 THE PROFESSIONAL BOARD – FEBRUARY 2015 TO FEBRUARY 2016 ......................... 6

4 SCOPE OF THE DIETITIAN-NUTRITIONIST .......................................................... 7

5 COMPETENCIES OF THE ENTRY LEVEL DIETITIAN-NUTRITIONIST ................. 8

NUTRITIONAL AND OTHER BASIC SCIENCES ............................................................................. 10

5.1.1 Nutritional science ................................................................................................. 10

5.1.2 Food science and food safety ................................................................................ 11

5.1.3 Food systems (FAO definition) ............................................................................... 11

5.1.4 Social science, sociology, economic, and nutritional anthropology......................... 12

5.1.5 Communication ...................................................................................................... 12

5.1.6 Governance ........................................................................................................... 13

SCREENING / NEEDS ASSESSMENT / SITUATION ANALYSIS .................................................... 14

5.1.7 Nutrition assessment, evaluation and diagnosis..................................................... 14

5.1.8 Community/population assessment, evaluation and diagnosis ............................... 16

NUTRITION PLANNING, IMPLEMENTATION, MONITORING AND EVALUATION .......................... 18

5.1.9 Nutritional care for individuals ................................................................................ 18

5.1.10 Nutritional care at community / population levels ................................................... 19

5.1.11 Nutrition service delivery ........................................................................................ 20

5.1.12 Inter- and intra-sectorial support and co-ordination ................................................ 20

FOOD AND NUTRITION SECURITY ............................................................................................... 21

FOOD SERVICE SYSTEM .............................................................................................................. 22


HEALTH PROMOTION, BEHAVIOUR CHANGE AND NUTRITION EDUCATION ............................ 23

5.1.13 Health promotion ................................................................................................... 23

5.1.14 Behaviour change .................................................................................................. 23

5.1.15 Nutrition Education ................................................................................................ 24

POLICIES, STRATEGIES AND GUIDELINES RELATED TO FOOD AND NUTRITION .................... 25

5.1.16 Policies .................................................................................................................. 25

5.1.17 Strategies .............................................................................................................. 25

5.1.18 Protocols, guidelines and standard operating procedures (SOPs) ......................... 25

5.1.19 Tenders specifications ........................................................................................... 25

5.1.20 Food labelling ........................................................................................................ 25

MANAGEMENT, LEADERSHIP AND ADVOCACY .......................................................................... 27

5.1.21 Management .......................................................................................................... 27

5.1.22 Leadership ............................................................................................................. 27

5.1.23 Advocacy ............................................................................................................... 28

RESEARCH ..................................................................................................................................... 29

5.1.24 Basic research ....................................................................................................... 29

5.2 CRITICAL CROSS-FIELD OUTCOMES / GRADUATE ATTRIBUTES ............................... 30

Additional information - Competencies for the new nutrition professional: 8 September 2016 3

PREAMBLE

At the Professional Board meeting held at the recent Nutrition Congress in Somerset-West

(3 September 2016) it was clear that there are major misconceptions, uncertainties, distrust

and incorrect information going around regarding the training of a new nutrition professional.

Accusations were made, not only at the Conference meeting, but also to individual members

of the Board and Task Teams. The perception of dietitians is that the training of the new

nutrition professional will not contain any or very little therapeutic nutrition or that it will be

‘watered down’, that the training will be of a substandard and not complying with

international standards. It also became clear that dietitians and nutritionists either do not

read documents or do not understand them, and do not go to the trouble of asking for

support or clarification at the resources at their disposal, such as universities and the

Professional Board for Dietetics and Nutrition

However, the majority of dietitians, nutritionists, public health nutritionists and other health

professionals support the change to train only one nutrition professional in the future and the

competencies as spelt out in the documentation.

The process was informed by a consultative process and decisions were made by either the

Task Teams or the full Professional Board comprising 10 members. All the documentation

was made available to all stakeholders and comments requested, discussed and decided

upon by the Professional Board.

The aim of this document is to provide a short version of the full process and the scope,

competencies and associated assessment criteria of the new nutrition professional as it

stands on 8 September 2016. The Board are currently awaiting the feedback from training

universities on the competencies and associated assessment criteria.

This document will be open for comments from any stakeholders other than universities, who

already have the documentation, until 23 September 2016 and should be communicated

directly to Prof SM Hanekom (Chair of the Professional Board for Dietetics and Nutrition) at

the following e-mail address: [email protected]

1 THE NEW NUTRITION PROFESSIONAL

The Professional Board approved the concept of a single general nutrition professional

cadre at entry level – starting from the needs of the population i.e. primary health care

perspective – and allows for advanced qualification(s) and accompanied registration to

address the tertiary level needs of the population.

The training of the new nutrition professional will be in line with the ‘NORMS AND

STANDARDS FOR DIETETIC PRACTICE IN SOUTH AFRICA’ that the National Department

of Health, Directorate: Nutrition is in the process of finalizing.

mailto:[email protected]


Discussions around the name of the new nutrition professional and register (a third one in

addition to the current dietetic and nutritionist registers) are still on-going and will not be

addressed in this document.

For the purpose of this document the term ‘dietitian-nutritionist’

will be used for the new nutrition professional

2 BACKGROUND INFORMATION

The registration of the dietetics profession with the HPCSA was promulgated in 1980 and

the first Professional Board for Dietetics was established in 1981 with Prof Elma Nel from the

then Natal University as the Chairperson. The first task of the Board was the development of

the minimum standards for the training of dietitians. Since then the competencies of the

dietitian have been revised by working groups in 1994 and in 2001. The most significant

development in the competencies of the dietitian during this period has been the extension

of the area of community nutrition from none in 1980, to about 5% in 1987 (then identified as

functions performed by Department of Health), to at least 25% in 2001.

After a long and interrupted process which started around 1980, momentum towards the

registration of a Nutritionist was gained again in 2000 with regular meetings and workshops

between 2000 and 2005 when the registration of this cadre was finally approved by the

Professional Board for Dietetics and documentation for promulgation prepared. The register

for nutritionists was eventually promulgated in the Government Gazette in 2008 with the

Grandfather clause registration process closing in March 2010.

Currently the training of both dietitians and nutritionists is of high quality and a number of

registered dietitians and nutritionists are working outside the country in for example the UK

and Australia.

3 PROCESS FOLLOWED TOWARDS THE DEVELOPMENT OF THE COMPETENCIES

OF THE DIETITIAN-NUTRITIONIST

Following is a short description and time-line of the processed followed up to date.

3.1 FIRST TASK TEAM – FEBRUARY 2012 TO FEBRUARY 2013

At a (stakeholder1) meeting of the Professional Board with all training institutions, National

Department of Health, nutrition provincial managers of all nine provinces, the South African

1 Stakeholders represented at these meetings include: with all training institutions, National

Department of Health, nutrition provincial managers of all nine provinces, the South African Defence


Defence Force, the Association for Dietetics in South Africa (ADSA) and the Nutrition

Society of South Africa (NSSA) on 23 February 2012 it was recommended that a Task Team

be appointed to address the scopes and competencies for dieticians and nutritionists. The

following people were appointed:

• Prof E Wentzel-Viljoen (Chair of the Professional Board)

• Ms L Moeng (Chair of the Education Committee of the Board)

• Prof A Dannhauser (HESA representative on the Professional Board)

• Prof R Blaauw – Stellenbosch University

• Prof SM Hanekom – North-West University

• Mr D Matthews – Department of Health, Limpopo Province

• Prof R Swart – University of the Western Cape

• 1 Representative from ADSA

• 1 Representative from NSSA

The appointment and mandate of the Task Team was confirmed by the Education

Committee of the Professional Board meeting on 24 February 2012. Subsequent to the

appointment of the Task Team the Education Committee recommended that a facilitator be

appointed to facilitate the process. The meeting of the Task Team was held on 17 – 18

October 2012, at the HPCSA, Madiba Street, Pretoria.

The following people attended the meeting:

• Prof Edelweiss Wentzel-Viljoen (Convenor)

• Mrs Lynn Moeng

• Prof Grieta Hanekom (HESA representative on the Professional Board)

• Prof Reneé Blaauw (Stellenbosch University)

• Mr Daddy Matthews

• Prof Marius Smuts (Representative from the NSSA)

• Ms Berna Harmse (Representative from ADSA)

• Mr Emmanuel Chanza (Professional Board manager)

• Mr Sibusiso Nhlapho (Committee co-ordinator)

• The workshop facilitator: Prof Leon Coetsee

The Task Team reported back to the Professional Board with a Report dated 26 October

2012. This Report was tabled and discussed at the Stakeholder meeting of 27 February

2013.

3.2 THE PROFESSIONAL BOARD – FEBRUARY 2013 TO FEBRUARY 2014

From February 2013 to February 2014 the Professional Board considered and discussed the

comments received from stakeholders after the meeting of 27 February. In May 2013 the

Board resolved, based on the comments received, to mandate members of the Board to

conduct an in-depth situational analysis, to define a comprehensive framework for the

Dietetic and Nutrition Professions in South Africa. This situational analysis would include the

Force, the Association for Dietetics in South Africa (ADSA) and the Nutrition Society of South Africa (NSSA)


following: Government (DoH, Agriculture, Social Development); NGOs; Human Resources

needs in the Republic of South Africa; Health Care System and policies; Higher Education

and Training Framework; Implications for registration, International trends; How to deal with

the current registers; Legal implications; Overview of the current registers; Defining of

conceptual framework on articulation; International comparisons.

3.3 SECOND TASK TEAM – FEBRUARY 2014 TO FEBRUARY 2015

The Situation Analysis Report of the Professional Board was tabled and discuss at the

(stakeholder) meeting of the Professional Board with the heads of training institutions and

provincial managers on 26 February 2014. At this meeting it was recommended that the First

Task Team be expanded to include wider stakeholder representation and that a staff

member of the University of Venda should also be included. The following people were

appointed to the Second Task Team:

• Prof R Blaauw – Stellenbosch University

• Prof SM Hanekom - Board member: HESA representative

• Ms C Julsing-Strydom - Representative of ADSA

• Mr D Matthews – Department of Health, Limpopo Province

• Ms V Mbhatsani – University of Venda

• Ms L Moeng - Board member: Chair of the Education Committee

• Ms P Sepoloane (Malibe) – National Department of Health

• Prof M Smuts - Representative of NSSA

• Ms Lenore Spies – Department of Health, KwaZulu-Natal

• Prof R Swart – Board member: Representing Nutritionists

• Mr G Tshitaudzi – Board member and National Department of Health

• Prof E Wentzel-Viljoen - Chair of the Professional Board and Chair of Task Team

The Second Task Team was mandated to further work on the existing situation analysis and

presents to the Board a comprehensive overview and a suggestion on the way forward.

During 2014 the Second Task Team obtained information from current and potential

employers of a nutrition professional, ADSA and NSSA on the perceived competencies

needed to function optimally in the different settings.

The findings and recommendations of the Second Task Team were contained in a separate

document named ‘THE ROLES AND COMPETENCIES OF THE NUTRITION

PROFESSION IN THE WELL-BEING OF THE SOUTH AFRICAN POPULATION’.

3.4 THE PROFESSIONAL BOARD – FEBRUARY 2015 TO FEBRUARY 2016

During this time the Board considered and discussed the feedback and comments received

from stakeholders and updated the competencies of the dietitian-nutritionist.

The term of office of the members of the Professional Board who initiated the process came

to an end and new members were appointed by the Minister of Health. The new Professional


Board co-opted Prof Edelweiss Wentzel-Viljoen on 27 October 2015 to complete the

process.

At the Professional Board meeting of 25 February 2016 with the stakeholders, the university

representatives requested that the associated assessment criteria is added to the

competencies. This was done by first updating the competencies based on decisions taken

at the meeting and by deleting duplications. The associated assessment criteria for each of

the competencies was added based on the current SGB documents for the training of

dietitians and nutritionists as well as other training documents (for example the Australian

and USA competencies), articles and books, to also keep international standards in mind

A small working group was formed to discuss and improve the competencies and

assessment criteria. The small working group met for two days at the University of the

Western Cape (25 and 26 July 2016). The small working group members were:

Prof Rina Swart (member of the Professional Board)

Dr Ernie Kunneke – UWC

Prof Reneé Blaauw – US

Ms Chantell Witten – NWU

Prof Edelweiss Wentzel-Viljoen – Duly co-opted to act on behalf of the Professional

Board

The working group also made suggestions on competencies that could be moved to the

post-graduate level for example a Masters/diploma/etc.

4 SCOPE OF THE DIETITIAN-NUTRITIONIST

The scope of the dietitian-nutritionist is formulated as:

Optimizing the nutritional well-being of individuals, groups, communities and the population

in different settings by:

Utilizing (critically appraise and apply) a comprehensive body of evidence-based food

and nutrition theory and principles

Assessing the nutritional status, food and nutrition situation(s) and concomitant health

risks of clients/patients, groups, communities and the population using relevant

methodologies

Advocating for the nutrition professionals, services and programmes

Conceptualizing, planning, implementing, managing, monitoring, evaluating and

documenting appropriate nutritional prescriptions for patients/clients with specific

nutritional needs

Conceptualizing, planning, implementing, managing, monitoring, evaluating and

documenting appropriate nutrition interventions programmes, nutrition policies,

strategies and guidelines for individuals, groups, communities and the population with

specific needs

Taking responsibility for using/applying/implementing appropriate nutrition policies,

strategies and guidelines


Influencing the national food systems/environment to enable all individuals to have

access to affordable, nutritious and safe food

Applying information, communication, education and counselling skills and social

mobilizing to empower individuals/groups/communities/populations to change their

food/nutrition behaviour to make safe, healthy food choices to prevent nutrition-related

diseases and to improve quality of life

Planning and executing an effective food service system based on the specific food and

nutritional needs of the healthy and ill

Planning, implementing, managing, evaluating, monitoring and documenting procedures

and policies relating to human, financial, operational and other resources

Managing human, financial and other resources to ensure optimal and equitable delivery

of nutrition services at all levels of service delivery including PHC and population level

Conceptualizing, formulating, implementing and communicating nutrition related

research

Applying critical and creative thinking in working effectively within a multidisciplinary and

multisectoral environment, the community and stakeholders in contributing to the

personal, social and economic development of society in an ethical and professional

manner.

5 COMPETENCIES OF THE ENTRY LEVEL DIETITIAN-NUTRITIONIST

The competencies of the dietitian-nutritionist are based on the work done by the Second

Task Team (and include some of the current competencies of a dietitian and nutritionist) as

well as discussions with and comments received from stakeholders.

NOTE: The exit level outcomes and associated assessment criteria in this document refer to

that of an entry level dietitian-nutritionist and are not always in line with the scope of the

dietitian-nutritionist. In house training and experience will add to the development of the

dietitian-nutritionist to be able to deliver on the full scope, only after a period of time where

these additional development, experience and training took place.

The competencies are organised under the following domains:

Nutritional and other basic sciences

Screening / needs assessment / situation analysis

Nutrition planning, implementation, monitoring and evaluation

Food and nutrition security

Food service system

Health promotion, behaviour change and nutrition education

Policies, strategies and guidelines related to food and nutrition

Management, leadership and advocacy

Research

Critical cross-field outcomes / graduate attributes

The following practice areas are indicated in the document where it fits in


Therapeutic nutrition

Community nutrition

Public health nutrition

Food service

Additional information - Competencies for the new nutrition professional: 8 September 2016 Page 10

COMPETENCIES OF THE ENTRY LEVEL DIETITIAN-NUTRITIONIST

After successful completion of the training the entry level dietitian-nutritionist should:

NUTRITIONAL AND OTHER BASIC SCIENCES

EXIT LEVEL OUTCOMES ASSOCIATED ASSESSMENT CRITERIA

NQF LEVEL 5 - 8

PRACTICE AREA

5.1.1 Nutritional science

Know and understand the science and principles of human

nutrition, the relationship between nutrients found in food and their

influence on human physiology, nutritional assessment and the

application to health

Understand other basic sciences (e.g. physiology, biochemistry,

microbiology, pathophysiology, pharmacology) for a better

understanding of the science of human nutrition and its relationship

with growth, development, health and ill-health and recovery

Understand the factors determining the nutrient requirements in

different stages of the life cycle

Understand the influence of different factors in promoting healthy

eating during the life-cycle

Have an understanding how to conduct in-depth cause analysis of

nutrition-related health issues based on appropriate conceptual

frameworks and scientific and contextual information

Understand factors contributing to nutritional well-being and the

multi-causality of nutritional problems (causal processes and risk

factors)

Demonstrate knowledge and understanding of basic human

physiology, metabolism, biochemistry, microbiology,

pathophysiology and pharmacology and how it relates to nutrition

and health

Discuss the relationship between nutrients found in food and their

influence on human physiology and metabolism

Make and motivate appropriate food choices to ensure good health

and prevent the onset of nutrition-related diseases

Critically analyse the factors determining the nutrient requirements

in the different stages of the life cycle

Describe and apply nutrient requirements during the different stages

of the life cycle

Promote healthy eating habits

Identify foods which are rich sources of specific nutrients and

classify foods in terms of nutrient contribution to the diet

Critically analyse and assess the causes, symptoms and

consequences of nutrient deficiencies and excess intake and

discuss prevention in terms of nutrition

Use conceptual frameworks and scientific and contextual

information to critically analyse in-depth the causes of nutrition-

related health issues

Describe the effect of disease on nutritional status by explaining the

underlying mechanisms

Identify and critically discuss the potential cause(s) of nutrition-

related health issues in individuals and groups based on the

nutritional assessment data

Critically analyse the contributing factors to nutritional well-being

and the multi-causality of nutritional problems


Community nutrition


Food service




NQF LEVEL 5 - 8

PRACTICE AREA

5.1.2 Food science and food safety

Understand the science of food and the impact of food handling and

preparation methods on the nutritional value, quality and sensory

properties of food

Understand the principles of food technology, food preservation and

other processes and its impact on the nutritional value, quality, food

safety and sensory properties of food

Understand the role and optimal utilisation of organic foods and

genetically modified foods

Understand the role and optimal utilisation of functional foods and

nutrient and food supplements

Knowledge and advanced understanding of national and

professional regulations that govern the practice of food science,

food hygiene and food safety

Knowledge and informed understanding of the compendium of

additives used in food and as indicated on food labelling

Knowledge of the composition and role of carbohydrate, fat and

protein as a food ingredient and as a physiological component

Advanced knowledge and understanding of food quality standards

and procedures to monitor food standards with reference to

nutritional, sensory and microbiological aspects

Describe, discuss and give examples of the principles of food

production technology and ethical issues

Apply best practice in food hygiene and food safety

protocols/regulations

Give an evidence-based opinion on the role and optimal use of

organic and genetically modified foods

Critically discuss the role and use of food additives in food

processing and the possible impact on nutrition and health

Describe and discuss the effect of carbohydrate, fat and protein on

food during food production

Identify additives used in food preparation

Discuss and describe the principles of a sensory evaluation of food

products

Implement the food quality standards and procedures to monitor

standards with reference to nutritional, sensory and microbiological

aspects


Community nutrition


Food service

5.1.3 Food systems (FAO definition)

Understand the globalization of food systems and the impact on

developing countries

Knowledge and advanced understanding of national and

professional regulations that govern food systems

Understand theories of development and changes in food systems

Understand the factors that drive changes in the food system

Understand the influence of the food system on food and nutrition

security

Understand indigenous knowledge in food, nutrition and

development

Critically discuss the impact of the globalization of food systems on

developing countries

Apply best practice of global and national protocols/regulations in

food system

Critically analyse the theories of development and changes in the

food system

Critically analyse the factors that drive changes in the food system

in the local context

Describe and discuss the influence of the food system on food and

nutrition security

Critically analyse the use of and contribution of indigenous

Community nutrition


Food service




NQF LEVEL 5 - 8

PRACTICE AREA

knowledge in food, nutrition and development

Critically evaluate/assess environmental impact on food supply,

nutrition and health

5.1.4 Social science, sociology, economic, and nutritional

anthropology

Know and understand the concepts of a rights-based approach to

human rights and the right to food

Understand the social, political and social context of nutrition

Understand the underlying economic and social conditions as

related to food and nutrition security

Understand the social and cultural, religious factors which

affect/influences food preferences, food acceptance, food

preparation and food habits and eating behaviour

Understand the influence of local conditions (ecological, social,

political and economic) on the adoption and effectiveness of various

nutrition-related programmes

Understand cultural and religious influences on food preferences,

acceptance, preparation, etc.

Understand the contribution of social determinants and social

inequalities to nutrition

Describe, discuss and apply the principles of a rights-based

approach, international and national declarations and what the right

to food requires our government to do

Identify and discuss the underlying economic and social conditions

as related to food and nutrition security

Critically analyse the influence of local conditions (ecological, social,

political and economic) on the adoption and effectiveness of various

nutrition-related programmes

Reflect on own culture, values and beliefs and their influence on

practice

Identify and describe cultural and religious influences on food

preferences, acceptance, preparation, eating behaviour etc. and

apply this knowledge and understanding to develop healthy and

appropriate meals/eating patterns

Assess and interpret patient/client/group food preferences using

appropriate interviewing skills or valid questionnaires

Critically discuss the contribution of social determinants and social

inequalities to nutrition


Community nutrition


Food service

5.1.5 Communication

Have extensive knowledge and understanding of the principles and

basic theories of communication, the communication process,

inclusive of listening, speaking, interpretation and reading skills,

and the art and value of non-verbal communication

Understand the principles of how to communicate information,

ideas and opinions in well-structured arguments in the field of

health communication

Understand the factors that influence effective communication with

individuals and groups in different contexts

Understand the influence of cultural diversity on communication

Define and clarify concepts, theory and elements of communication

Explain the communication process, including how people listen,

talk and interpret messages

Display effective listening, speaking and writing skills in different but

specified contexts

Motivate the determinants, value and rules of effective interpersonal

communication

Differentiate between verbal and non –verbal communication and

motivate the role of each in the communication process

Critically discuss the art and value of non-verbal communication

Discuss classification and efficiency of communication channels


Community nutrition


Food service




NQF LEVEL 5 - 8

PRACTICE AREA

skills

Understand the principles of appropriate basic writing style in

academic discourse, including the skill to do basic report writing

Understand the key elements to develop good communication

material

Understand how to effectively communicate using oral, written and

electronic media

Understand the principles and concepts of different strategies and

techniques in persuading, informing and educating the public on

nutrition (communication for behaviour change)

Understand the principles of ethical and responsible use of social

media

Demonstrate skills in using different communication techniques in

nutrition

Communicate clearly and concisely to a range of audiences using a

range of media.

Deliver a two minute persuading talk on a nutrition related topic

Deliver an informing and educating the public talk on a nutrition

related topic to different target groups

Develop appropriate information, education and communication

material for nutrition in different settings

Constructive participation in a nutrition communication programme

or campaign

5.1.6 Governance

Understand the functioning of the health system and development

structures in South Africa

Understand the goals and importance of nutrition policy

Describe and discuss the functioning of the health system and

development structures in South Africa

Experience the functioning of the health system and development

structures in South Africa

Identify and discuss where nutrition is covered in the different levels

of government

Describe and discuss the goals and importance of a nutrition policy


Community nutrition


Food service



SCREENING / NEEDS ASSESSMENT / SITUATION ANALYSIS


NQF LEVEL 5 - 8 PRACTICE AREA

5.1.7 Nutrition assessment, evaluation and diagnosis

Know and understand the procedures and methodologies to assess

nutritional status and the concomitant health risk of clients/patients

and groups in communities/ institutions / schools by applying the

following parameters (only one or a combination): (WHO definition

of health)

Suggestion: Use S, A,B, C, D & E (environment/extra) and F for food

security as the full complement to assess nutritional status


Community nutrition

o Screening (S) Perform appropriate screening techniques/protocol

Interpret the outcome of the screening and make correct

recommendations


Community nutrition


o Anthropometric and body composition (A) Use the correct equipment, apply the correct techniques, and take

accurate measurements or correctly estimating length, height,

weight, head circumference, upper arm circumference, waist and

hip circumference, calf circumference, elbow width, and nutritionally

relevant skinfold thicknesses in children and adults

Critically interpret anthropometric measurements (in adults and

children) against relevant standards and propose interventions (if

relevant)

Measure or estimate body composition by means of various

practical techniques and correctly apply techniques and interpret the

results

Measure in a non-invasive method physical fitness and interpret the

results

Critically evaluate body composition analysis techniques by

describing the theoretical principles, uses and limitations of the

various techniques


Community nutrition

o Biochemical (B) Critically evaluate and interpret biochemical measurements in

relation to nutritional status across the life-span in health and

disease states


Community nutrition





o Clinical (C) Identify and describe the symptoms and signs of nutritional

deficiencies

Describe and apply the basic concepts employed in the clinical

assessment of nutritional status

Establish, practice and demonstrate a holistic approach to the

clinical evaluation of nutritional status

Perform and interpret routine screening for blood pressure, urine:

glucose and minerals, finger prick: haemoglobin, glucose and

cholesterol


Community nutrition

o Dietary (D) Discuss and describe the concept of quality assurance in the

development of dietary intake instruments (validity and

reproducibility) as applied in the development of such instruments

Identify and describe the most important sources of error in

assessment of dietary intake in terms of sampling bias, response

bias, coding errors, food composition data base, portion size,

memory, variation in intake, effect of survey method

Select the most appropriate instrument for assessing dietary intake

in individuals and groups taking in consideration age, gender,

literacy level, purpose, sample size, logistical matters

Develop and design instruments/tools (i.e. questionnaires) for

assessment of dietary intake making allowance for adequate

description of food items, time of ingestion, portions sizes and

frequency of intake

Assemble your own dietary assessment kit (every individual

student)

Apply techniques in assessing dietary intake of individuals and

groups

Discuss the value of various standard techniques used for

assessment of dietary intake by describing the characteristics, uses

and limitations of the different instruments

Convert household quantities to gram of food

Dietary analysis utilising the SA food composition tables computer


Community nutrition





software programme

Critically analyse and interpret dietary intake data using appropriate

standards/reference intakes/ guidelines and scores

Make recommendations to improve dietary intake for individuals,

clients/patients and groups in communities/ institutions / schools

o Psycho-socio-demographic / Extra / Environment (E) Assess the psycho-socio-demographic status of individuals and

groups by identification and critical analysis of the indicators of

health, demographic and socio-economic status

Compile a community profile by incorporating all indicators of

health, demographic, governance and development structures and

socio-economic status


Community nutrition


Understand how to integrate, analyse, classify (where appropriate)

and interpret nutritional assessment data to identify nutrition and

related health risks and problems

Summarise the nutritional status of patients/clients in health and

disease by integration and interpretation of all the relevant data

from the dietary, anthropometric, clinical, biochemical and socio-

economic assessments


Community nutrition

Understand how to assess and predict types and severity of

nutrition-related health issues, based on the appropriate methods of

nutritional assessment, which may occur in individuals

Critically assess the type and severity of nutrition-related health

issues in individuals and communities for nutrition intervention Therapeutic nutrition

Understand how to integrate and diagnose, based on the

appropriate methods of nutritional assessment, the type and

severity of the nutritional disorder or special nutritional needs of

individual patients/clients

Compile and interpret a nutritional diagnosis based on the

integration of nutritional assessment data Therapeutic nutrition

Understand how to assess patient/client/group food preferences Describe and apply social and cultural factors which affect food

preferences and eating behaviour

Assess, analyse and interpret patient/client/group food preferences

using appropriate interviewing skills or valid questionnaires


Community nutrition

5.1.8 Community/population assessment, evaluation and

diagnosis

Know and understand the principles and components of a

comprehensive nutrition situation analysis or community diagnosis

Know and understand to identify, characterize and prioritize

nutrition-related problems in different socio-economic, occupational,

Plan, conduct, compile, interpret and document a community

situation analysis and diagnosis

Critically assess and analyse the demographics, socioeconomic

features and services e.g. water & sanitation, PHC services etc.)

and the impact thereof on nutritional status and on the processes of

improving the nutritional status of the community

Community nutrition






age, cultural and religious groups in communities and populations

Understand that risk groups are vulnerable to malnutrition

Understand nutrition indicators relevant to health, development and

management systems and participate in operation of information

systems

Apply appropriate nutritional assessment techniques (A, B, C, D, E

& F)

Critically analyse the interrelationship between food, nutrition, food

systems and sociocultural determinants and health

Assess dietary intake as it apply to a community setting

Critically assess the type and severity of nutrition-related health

issues in communities for nutrition intervention, based on the

application of standard screening tools


After successful completion of the training the entry-level dietitian-nutritionist should:

NUTRITION PLANNING, IMPLEMENTATION, MONITORING AND EVALUATION


NQF LEVEL 5 - 8

PRACTICE AREA

5.1.9 Nutritional care for individuals

Know and understand how to select, plan, implement, monitor,

evaluate and document appropriate nutrition care and

education for individual patients/clients with specific disease

conditions or special nutritional needs in different settings.

Know and understand that the patient/client should be

motivated to comply with the nutrition care plan and take

appropriate action after monitoring and evaluation, if needed

Understand that a holistic approach is needed to optimally

care for the patient/client

Understand that some patients could need home nutrition

support / supplementary feedings

Understand the concepts and principles of normal and

therapeutic menus based on a specific disease

Understand drug-nutrient interaction

Select, plan, implement, monitor, evaluate and document an appropriate

nutrition care and education plan for individual patients/clients with

specific disease conditions or special nutritional needs in different

settings

Prescribe appropriate enteral feeds for patients / clients

Collaborate with the different members of the health care team to select,

plan, implement and evaluate the nutrition care and education plan of

individual patients/clients with specific disease conditions or special

nutritional needs

Participate in multidisciplinary / interdisciplinary ward rounds /

discussions and provide nutritional recommendations for managing the

patient nutritionally

Promote and monitor patient/client compliance with the nutrition care

plan

Identify relevant patients and plan home nutrition support /

supplementary feeding

Provide home-based nutrition support (tube feeds and targeted

supplementary feeding for patients) by educating patients and monitoring

progress

Compile normal and therapeutic menus to comply with patient / client

and/or group nutritional needs and food preferences

Apply evidence-based dietary measures as part of managing patients

nutritionally, including critically ill patients and patients with multiple

diagnosis requiring complex medical care

Take drug-nutrient interaction into consideration when planning the

nutritional plan of a patient/client


Food service





NQF LEVEL 5 - 8

PRACTICE AREA

5.1.10 Nutritional care at community / population levels

Understand the principles and concepts underlying the

process to conceptualise, plan, implement, monitor, evaluate

and document appropriate intervention strategies/

interventions to address nutrition and related health issues of

groups in communities and/or the population and to improve

wellness

Have integrated knowledge and clear understanding of the

concept, theory and end goals of community nutrition

programmes within national and international contexts;

Understand the factors for the success of nutrition

programmes

Understand how to engage and collaborate with relevant

stakeholders (multidisciplinary/ interdisciplinary/ inter- and

multi-sectoral) in the process to address nutrition and related

health problems of groups in communities and/or the

population

Understand how to facilitate and monitor community or public

participation in the selection, planning, implementation and

evaluation of appropriate intervention strategies

Understand how to adapt the intervention strategy/nutrition

care plan / food service based on feedback from continuous

monitoring of the quality of nutrition service delivery

Understand nutrition indicators relevant to health, development

and management systems and participate in operation of

information systems

Understand the referral system within the public health system

Understand the principles of providing support in a community

Have knowledge of support and developmental support

programmes in the community

Develop skills to reflect on the values, ethical conduct and

justifiability of decisions appropriate to the planning and

Define, clarify and critically analyse the underlying principles and

concepts of a nutrition strategy / intervention plan to address nutrition

problems and improve wellness

Conceptualise, design, implement, monitor, evaluate and document

appropriate intervention strategies to address nutrition and related health

issues of groups in communities and/or the public

Apply critical analytical thinking skills in the assessment of demographic

and socioeconomic features of a particular community

Measuring the effectiveness of programmes in improving nutrition of

individuals (for example, by checking the anthropometric measurements

of beneficiaries before enrolment to the programme and continued

monitoring progress)

Monitoring nutritional indices in the community and other levels of

governance

Collaborate with relevant stakeholders (multidisciplinary/

interdisciplinary/ inter- and multi-sectoral) to address nutrition and related

health problems of groups in communities and/or the public

Facilitate and monitor community or public participation in the selection,

planning, implementation and evaluation of appropriate intervention

strategies

Operationalize plans for nutrition and integrate within the provincial,

district and local authority contexts

Identify and recommend nutrition indicators to measure nutrition

performance and outcomes

Evaluate, analyse, interpret and act upon appropriate nutrition indicators

Critical analysis of the impact of nutrition intervention strategies on the

community’s health

Establish links and a referral system to community support groups and

health facilities

Provide technical support to support groups focusing on diseases of

lifestyle, breastfeeding, etc.

Identify vulnerable individuals (children, orphans, women and /or elderly)

Community nutrition


Food service




NQF LEVEL 5 - 8

PRACTICE AREA

implementation of community nutritional programmes and the

management thereof to the benefit of target populations

and enrol them to appropriate programmes

Reflect on the values, ethical conduct and justifiability of decisions

appropriate to the planning and implementation of community nutritional

programmes and the management thereof to the benefit of target

populations

5.1.11 Nutrition service delivery

Have the skills to assess the need for nutrition services of

patients/clients/groups/institutions

Know and understand how to develop and implement nutrition

services (both at facility and community settings)

Know and understand how to monitor patient / client/ group/

institution satisfaction with nutrition service delivery

Identify the nutrition service needs of patients/ clients/ groups /institutions

Monitor patient/client/group satisfaction with nutrition service delivery

Support the implementation of nutrition services in institutionalized

patients/ clients/ groups


Community nutrition


Food service

5.1.12 Inter- and intra-sectorial support and co-ordination

Understand the composition, protocols and working

relationships of the different sectors involved in nutrition

Build a good rapport with the different sectors involved in /

dealing with nutrition

Understand the principles and concepts of Private Public

Partnership (PPP)

Liaise with and provide technical support to relevant stakeholders at

various levels and sectors in the implementation of nutrition programmes

Initiate and strengthen Private Public Partnership, e.g. to create demand

and supply for nutritious foods

Provide technical support and monitor and evaluate nutritional services

provided in community centres (e.g. ECD centres, community nutrition

centres, old age homes, etc.)


Community nutrition


Food service



FOOD AND NUTRITION SECURITY


NQF LEVEL 5 - 8

PRACTICE AREA

Understand the concepts of food and nutrition security

Understand the pillars of food security namely availability,

accessibility, utilization and stability; the factors affecting them and

the consequences on communities and the population

Know and understand the national multi-sectoral policies on Food

and Nutrition Security (e.g. Dept of Social Development and the Dept

of Agriculture, forestry and fisheries)

Know how to develop and use appropriate tools to assess food and

nutrition security on a household and community level

Identify food and nutrition problems and factors influencing food and

nutrition security

Identify and understand the causes of food and nutrition insecurity at

household, community and national level

Understand the consequences of food and nutrition insecurity

Understand the principles and concepts of multi-sectoral approaches

(i.e. agriculture, water, sanitation, social development, etc) in

addressing food and nutrition insecurity

Understand the systems required as response mechanism to food

security, e.g. information management system, a centralized food

safety control system, food and nutrition risk management system,

agricultural research and technology development etc

Define and discussion he concepts of food and nutrition security

of individuals, groups, community and population

Develop and/or identify appropriate tools to measure food and

nutrition security on an individual, groups, community and

population level e.g. food balance sheets

Conduct food and nutrition security survey on individual,

household and community level

Critically discuss and analyse the implication of food and nutrition

security on the nutritional status of an individual, household, group

and community.

Critical describe and discuss the response mechanisms to food

and nutrition security


Community nutrition


Food service



FOOD SERVICE SYSTEM


NQF LEVEL 5 - 8

PRACTICE AREA

Understand the principles and concepts to plan, execute and

control food procurement, storage, production, distribution,

and consumption of the final food product

Understand the principles and procedures to develop

normal and therapeutic menus to comply with patient / client

and/or group nutritional needs and food preferences

Understand the principles and concepts to develop and

standardise normal and therapeutic recipes for specific

needs of patients/clients and/or groups in communities

Understand the production and management principles and

practices of large scale food production

Know the underlying principles and understand any rules,

regulations and legislations regarding food quality standards

as well as procedures to monitor food standards with

reference to nutritional, sensory and microbiological aspects

Know and understand the specifications for food preparation

areas, space and equipment needed for optimal work flow

and production based on the menu and purchasing and

production policies

Know and understand the factors/ specifications / etc

influencing food and nutritional product specifications

Understand the integration of the food service system in

nutrition service delivery in the private and public sectors, as

well as community settings

Know and understand to change the food service based on

feedback from continuous monitoring of the quality of

nutrition service delivery

Know and understand the specifications for poverty relief

and emergency feeding programmes e.g. food parcels

Critically discuss the principles and concepts of food service

Compile normal and therapeutic menus to comply with patient/client and/or

group needs

Plan, execute and control food procurement, storage, production,

distribution, and consumption of the final food product

Develop and standardise normal and therapeutic recipes for specific needs

of patients/clients and/or groups in institutions and communities

Establish food quality standards and procedures to monitor quality

assurance with reference to nutritional, sensory and microbiological

aspects

Compile food and nutritional product specifications

Interpret and apply specifications for food preparation areas, space and

equipment needed for optimal work flow and production based on the

menu and purchasing and production policies

Integrate the food service system in nutrition service delivery in the private

and public sectors, as well as community settings

Integrate management principles and quality assurance in the food service

system

Monitor patient/client/group satisfaction with food service system delivery

Perform a plate waste study in an institutional setting

Adapt the intervention strategy/nutrition care plan/food service based on

feedback from continuous monitoring of the quality of nutrition service

delivery

Plan and implement drop-in centres/soup kitchens (select food items and

plan the menu, purchasing of products and overseeing the programme

Design poverty relief programmes such as food parcel distributions to poor

households and for emergency situations

Evaluate poverty relief programmes such as food parcel distributions to

poor households and for emergency situations


Community nutrition


Food service



HEALTH PROMOTION, BEHAVIOUR CHANGE AND NUTRITION EDUCATION


NQF LEVEL 5 - 8

PRACTICE AREA

5.1.13 Health promotion

Understand and apply the principles of health promotion

Have extensive knowledge and understanding of concepts,

theories/approach and developments related to the field of

health promotion

Have detailed knowledge and informed understanding of

strategies for health promotion in the private and public sector,

factors that influence the nature of, access to, and

effectiveness of health promotion

Knowledge and understanding of the critical elements that

underpin health promotion

Know and understand the global and national policies on

health promotion

Define Health Promotion fields of study

Critically discuss relevant theories/approaches and concepts,

development in the fields of health Promotion

Identify, evaluate and explain different intervention strategies and

approaches to health promotion in different health contexts

Explain the necessity of and the strategies for and health promotion

Critically discuss the global and national polices on health promotion and

offer advice for its enhancement

Identify and discuss factors that influence the nature of, access to, and

effectiveness of health promotion and solve health promotion case

studies using the critical elements of health promotion

Critically discuss the role of community profiles and mapping to inform

health promotion strategies

Develop a health promotion strategy based on the community needs

assessment/profile

Community nutrition


5.1.14 Behaviour change

Understand the concepts and different theories of behaviour

change communication (BCC)

Understand how to apply behaviour change communication in

nutrition

Understand the theories and elements of a successful

public/mass communication strategy for nutrition

Advanced knowledge and in-depth understanding of the

techniques used in effective counselling

Critically analyse the concepts and theories of BCC

Identify, evaluate and explain different intervention strategies and

approaches to BCC in different health contexts

Plan a mass communication strategy on a selected topic

Use appropriate counselling skills to negotiate, and facilitate nutrition,

behaviour and lifestyle change and empower patients/ clients with self-

management skills


Community nutrition



HEALTH PROMOTION, BEHAVIOUR CHANGE AND NUTRITION EDUCATION


NQF LEVEL 5 - 8

PRACTICE AREA

5.1.15 Nutrition Education

Understand the basic principles, techniques and elements of

education and training (Grieta to assist) e.g. age, gender,

sensitive- and specific

Understand how to assess the training needs of individuals

and/or groups in nutrition (see also Management)

Knowledge and understanding on how to provide (plan,

organise, implement and evaluate) nutrition education/training

to individuals/groups in different settings

Understand the process and elements of facilitation

Assess the needs for education and training in nutrition for

individuals/groups

Provide (plan, organise, implement and evaluate) nutrition education/

training to individuals and or groups / other health professionals &

stakeholders using appropriate techniques in different settings

Translate key nutrition information/concepts in appropriate education

materials for nutrition counselling and education in different settings

Use and disseminate developed information, education and

communication material for nutrition in different settings (newsletters,

pamphlets, publications, public relations and audio-visual material)

Conduct a training session on a nutrition topic in different settings e.g.

Training personnel on Growth Monitoring

Demonstrate facilitation in a group setting on a nutrition topic

Use the FBDGs to educate an individual/ group/ community on healthy

eating practices and adapt within socio-economic-cultural contexts


Community nutrition




POLICIES, STRATEGIES AND GUIDELINES RELATED TO FOOD AND NUTRITION


NQF LEVEL 5 - 8

PRACTICE AREA

5.1.16 Policies

Know and understand local, national and international

policies relevant to food and nutrition

Understand that policy in food and nutrition is a multi-

sectoral and multi-level process and outcome

Understand the process of policy development

Understand the process for policy legislation

Know and understand the difference between a legislated

and non-legislated policy

Know and understand how to apply and interpret food

nutrition policy and/or regulations in different settings

Understand the role of the nutrition professional in a multi-

stakeholder engagement process

Describe and discuss local, national and international policies relevant to

food and nutrition

Describe and discuss the multi-sectoral and multi-level process of policy

development

Describe the process of policy development and legislation

Differentiate between a legislated and non-legislated policy

Critically analyse and evaluate materials e.g. labels, adverts, etc. against

policies and regulations

Describe and discuss the role of the nutrition professional in a multi-

stakeholder engagement process


Community nutrition


Food service

5.1.17 Strategies

Know and understand strategies relevant to food and

nutrition (local, national and international)

Understand how to translate food and nutrition strategies

into implementation guidelines

Critically analyse and select an appropriate food and nutrition strategy on

different levels

Develop implementation guides for food and nutrition strategies

Implement a selected strategy using the developed guide

Therapeutic nutrition Community nutrition


Food service

5.1.18 Protocols, guidelines and standard operating

procedures (SOPs)

Understand the aim, content and elements of protocols,

guidelines and SOPs

Understand how to adapt policies for local application

Develop a nutrition protocol

Develop implementation guidelines based on a nutrition policies/strategy

Develop a SOP for a selected protocol

Therapeutic nutrition Community nutrition


Food service

5.1.19 Tenders specifications

Have an in-depth knowledge and understanding of food

related tender specifications

Understand compliance monitoring of tender specifications

Develop tender specifications and evaluate alignment thereof with latest

literature

Facilitate and conduct compliance monitoring


Community nutrition


Food service

5.1.20 Food labelling

Know and understand regulations that relate to the labelling

Design and construct a food label meeting all the appropriate regulations

Critically evaluate a food label in terms of nutritional information and health


Community nutrition


POLICIES, STRATEGIES AND GUIDELINES RELATED TO FOOD AND NUTRITION


NQF LEVEL 5 - 8

PRACTICE AREA

and advertising of foods

Understand the marketing of food-stuffs and the laws and

legislation thereof and nutrition-related claims and the

restrictions around these areas

and/or nutrition claims

Critically evaluate any advertising of foods

Formulate a complain about a food advertisement and food label to

appropriate stakeholders


Food service



MANAGEMENT, LEADERSHIP AND ADVOCACY


NQF LEVEL 5 - 8

PRACTICE AREA

5.1.21 Management

Know and understand the processes needed for

management using an appropriate system for

o Development of a business plan

o Human resource development and management

(including needs assessment)

o Financial management

o Time management

o Procurement (supply chain) management

o Operational management

o Programme management

o Project management

o Quality assurance management

Application of business management skills

Describe, interpret and apply human resource development and

management principles in a nutrition relevant setting

Prepare a budget in a nutrition relevant setting

Discuss the factors that influence cost control in a nutrition relevant

setting

Compile, implement, monitor, evaluate and document a business

plan/project in a nutrition relevant setting

Describe and discuss applicable legislation and policy (internal and

external) in management

Discuss and interpret quality assurance principles and systems

Apply quality assurance systems in a nutrition relevant setting


Community nutrition


Food service

5.1.22 Leadership

Know and understand the theories and principles

underpinning various leadership styles and identify how

particular styles can be chosen as an effective approach to

suit the situation

Know and understand how to engage with stakeholders

Know and understand the principles and value of networking

and the value of networking

Know and understand the problem solving and decision-

making process/approach

Understand the principles/approaches/techniques of building

a team to function optimally

Understand the principles and value of emotional

intelligence

Understand the difference between the three negotiating

strategies: win-lose strategy, win-win strategy, and lose-lose

strategy

Understand the dispute process

Develop and maintain a credible professional role by commitment to

excellence in all areas of practice

Provide leadership at all levels of the health care system, coupled with a

strong sense of responsibility and accountability for the development and

improvement of nutrition services as an integral component of the health

system

Be proactive and focus on development of solutions to problems

Establish effective networks and strong alliances

List and discuss the benefits of leadership and management skills and

appreciate when each is more important than the other

Identify what is delegation and delegate using a case study

Realise that motivation comes from within

Explain some of the theories that inform our current understanding of

motivation

Link motivation to leadership style

Develop a negotiation tactic plan of action

Identify why people resist to change

Identify what can a leader do to engage people with change


Community nutrition


Food service


MANAGEMENT, LEADERSHIP AND ADVOCACY


NQF LEVEL 5 - 8

PRACTICE AREA

Make a case for resources and prioritization of nutrition

actions

Source: Burke R & Barron S. 2007. Project management

leadership. Building creative teams. Burke Publishing

Examine ideas about how change happens

Recognise what constitutes a conflict situation at the workplace and

recognise that conflict in the workplace can be a good thing

Identify strategies to deal with workplace conflict

Identify the key features of coaching and mentoring

Identify a mentor for yourself and plan a simple coaching or mentoring

session including feedback

Source: Burke R & Barron S. 2007. Project management leadership.

Building creative teams. Burke Publishing

5.1.23 Advocacy

Know and understand the definition, theories, elements and

process of advocacy

Understand the difference between advocacy and lobbying

Understand what is social mobilisation and how to bring

together all feasible and practical inter-sectoral social

partners and allies and across the food system

Understand the challenges and opportunities of advocacy

Understand the process of using advocacy in effecting policy

formulation

Know and understand nutrition programmes that were

developed based on advocacy, for example SUN movement;

1000days movement

Define and critically analyse the theories, elements and process of

advocacy

Differentiate between advocacy and lobbying

Critically analyse a relevant advocacy programme/plan/movements and

identify the basic elements and process

Plan an advocacy programme to incorporate nutrition objectives into

development projects

Plan and implement nutrition-related campaigns


Community nutrition


Food service


After successful completion of the training the dietitian-nutritionist should:

RESEARCH


NQF LEVEL 5 - 8

PRACTICE AREA

5.1.24 Basic research

Understand and apply the principals of nutrition-related research

Understand and apply the principles of epidemiology of nutrition

Assess, critically review and apply relevant scientific information, in

order to identify research needs in the public health sector

Exposure to and/or participation in all aspects of the research process

using an evidence-based approach

o Conduct a literature survey/review to identify the research problem

o Formulate the research question

o Formulate aim(s) and objective(s)

o Formulate a hypothesis

o Understand and describe relevant methodologies i.e. quantitative

and/or qualitative including

Study design

Study population and sampling approach

Relevant methods

Quality control issues i.e. validity, reliability, trustworthiness

Data analysis approach

Understand and describe ethical issues

Participation in data gathering and/or exposure to an existing data set

Understand and apply data coding and data capturing

Presentation and dissemination of results

o Oral and written research paper report/scientific manuscript

Understand and describe the principle of conducting a systematic

review and meta-analysis

Understand how to critique a scientific (or lay?) publication

Compose a literature review on any nutrition-related topic,

critically evaluating and integrating using an evidence-based

approach

Correctly use and apply the FULL research process (using

quantitative and qualitative methodology)

Critically discuss and evaluate the findings of the research

study, integrate with similar studies and translate

Critically evaluate the findings of the research

Plan and present a scientific presentation for academic

purposes

Compose a research report and/or scientific manuscript

Describe and/or perform and interpret a systematic review and

meta-analysis

Critique a scientific (or lay?) manuscript/article


Community nutrition


Food service



5.2 CRITICAL CROSS-FIELD OUTCOMES / GRADUATE ATTRIBUTES


NQF LEVEL 5 - 8

Understand how to identify and solve problems using responsible decision making

processes, based on critical and creative thinking

Understand team dynamics and how to work effectively with others as a member of a

team (composed of the social, behavioural and health sciences/professions), group,

organisation and community

Understand how to organise and manage oneself and one’s activities demonstrating

accountability and responsibility

Understand how to communicate effectively using visual, mathematical and/or

language skills in the modes of oral and/or written persuasion

Know and understand and how to use science and technology effectively and

critically, showing responsibility towards the environment and health of others

Understand the world as a set of related systems by recognising that problem-solving

contexts do not exists in isolation

Understand your own value system and the responsibility towards the society at large

Understand the concepts and principles of ethical and professional behaviour and

conduct

Understand the importance and how to perform self-evaluation and maintain and

expand professional competence

Understand what a value system for nutrition work (tolerance and sensitivity for

different attitudes and values) means and how to apply it

Understand the principles of a human rights framework (embracing processes that

lead to community capacity development) and ensure ethical and professional

standards of conduct

Critically discuss the scope of the dietetics, nutritionist and dietitian-nutritionist

professions, their practices, and their regulatory bodies

Always act in accordance with professional and ethical requirements

Comprehend and apply standards of practice and ethics, as well as professional

conduct in the clinical and community set-up as well as in food service systems.

Comprehend and apply the principles of human rights in a nutrition context, in the

clinical and community set-up as well as in food service systems

Participate and work effectively in a team, group, organisation and community

Manage and organise his/her self and his/her activities, responsibly and effectively

Collect, analyse, organise and critically evaluate information

Communicate effectively using visual, mathematical and/or language skills in the

modes of oral and/or written presentation.

Be cultural and aesthetic sensitivity in dealings with clients, colleagues and

communities.

Solve problems in various contexts.

Act ethical and professional in the clinical and community set-up, as well as in food

service systems and in research

Value the principle life-long learning and on-going competency

Compile a learning portfolio on outcomes achieved

Perform self-evaluation and maintain and expand professional competence

Develop a value system for nutrition work (tolerance and sensitivity for different

attitudes and values).

Operate within a human rights framework (embracing processes that lead to

community capacity development) and ensure ethical and professional standards of

conduct.

Work effectively within organisational structure

Contribute to the full personal development and the social and economic development

of the society at large

Professional Board for Dietetics and Nutrition · 9/8/2016 · Professional Board for Dietetics...

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Transcript of Professional Board for Dietetics and Nutrition · 9/8/2016 · Professional Board for Dietetics...