This is a pivotal module on the course; it builds on level 4 foundations and provides the basis for all future modules on the programme. The module aims to provide students with strong underpinning knowledge of the aetiology and pathophysiology of disease to identify coherent physiological mechanisms leading to pathological states and reason for interventions to optimise health.
This is a pivotal module on the course; it builds on level 4 foundations and provides the basis for all future modules on the programme. The module aims to provide students with strong underpinning knowledge of the aetiology and pathophysiology of disease to identify coherent physiological mechanisms leading to pathological states and reason for interventions to optimise health.
The aim of this module is to provide students with knowledge of some of the key challenges facing nutrition professionals in the food industry. The module will explore the concepts of food quality and safety with links to health issues beyond acute food poisoning. The module will provide students with knowledge of the legal and regulatory framework for food production and marketing. The module will provide opportunity for students to explore how new developments in health and technology impact on food production and product innovation to offer foods with functional benefits.
This module further develops the ideas of critical enquiry introduced at level 4. The aim of the module is to further develop student understanding of the scientific method and the statistical approaches that underpin nutritional and biomedical research, patho-physiological reasoning and evidence based practice. This module also introduces systematic search strategies, critical appraisal forms, and the tools that can be used for the statistical analysis of research data.
This module aims to introduce students to major classes of pharmaceutical and nutraceutical agents and their impacts on physiology and pathophysiology. This module will draw on the learning from Applied Pathophysiological Reasoning (CND511) providing students with an opportunity to demonstrate understanding of synergistic action of nutrients and drug/nutrient interactions through the analysis of their mechanisms of action on and physiological processes and pathophysiology. This module will review food law governing nutrition products. The module is designed to support students consider the application of nutraceutical agents at both individual and population levels. Students will develop understanding of safety issues including: upper safe limits, drug nutrient interactions and augmenting effects of nutraceutical agents and know how to check known interactions to support safe nutrition practice.
The aim of this module is to help students understand how the nutrition profession has developed from its inception to date. The module will encourage students to explore the roles and influences of legislation, professional and regulatory bodies and politics in the context of nutrition practice. By the time students take this module they will have explored a number of different aspects of nutrition practice; this module enables students to engage 50 hours of online work experience; encourages them to draw on their own experiences and those of their peers; and to identify an area of nutrition practice of personal interest and consider what the future opportunities and challenges may be for that area of nutrition practice. The module aims to introduce students to an expanded range of models of reflection to further develop their reflective skills to help them explore the type of role they may take in nutrition practice.
Inflammation is central to most chronic illnesses. The aim of this module is for students to justify and evaluate personalised nutrition interventions including laboratory assessments for individuals with a range of chronic illness/es and co-morbidities, especially where inflammation is central to the process. Pivotal to this module are principles of psycho-neuro-immunology. This module enables students to produce and critique a Timeline for gathering and recording historic and current health history information and for establishing future goals for such individuals, for the purpose of intervening nutritionally. Deep reflection on a personalised nutrition approach to the management of chronic illness is integral to the module.
This module aims to enable students to justify and rationalise a person centred nutrition approach to promote healthy aging and longevity taking account of the health of the conceptus, pregnancy, infancy, childhood, adolescence and all stages of adulthood. The module takes a central focus on the potential impact of multiple gene effects and how diet, environment and lifestyle might impact on gene expression. An ability to deeply reflect on the efficacy of a person centred approach to promote healthy aging and to maximise lifespan is integral to the module aims.
Personalised Sports Nutrition not only relates to the 'elite' athlete but extends to the increasing number of individuals engaging in competitive sporting activities. A significant number of sporting individuals sustain injuries, train alongside other health problems and train in a way that puts their health under strain. The major aim of this module is for students to critically review the evidence base for tailored personalised functional nutrition interventions for the healthy 'competitive' athlete and the sporting individuals who are training alongside other health problems. This module is not aimed towards nutrition and exercise for rehabilitation following chronic illness.
This module aims to consolidate the development of professional skills in preparation for the workplace and to increase awareness of the context of nutrition in the workplace, which may be varied and controversial. Through development of a thorough understanding of the health and nutrition workplace environments, including corporate, clinical practice and community-based projects within local, national and international environments, the module will provide opportunities for students to evaluate the actions required to attain their professional goals. This will be supported through the generation of a professional portfolio to demonstrate a range of experiences, competencies and skills in preparation for the workplace and via formulation of a network of contacts and work opportunities to enhance career options.
This module develops from CND 513 Research Methods in providing the opportunity for students to progress from concepts and planning of scientific research including ethical and resourcing issues to the execution of a piece of novel research in the form of an individual project undertaken over the course of the year. Students are expected to produce an account of their project written in the style, format and discipline compatible with published work as found in a peer reviewed scientific journal. Working within an appropriate epistemology, students are welcome to research in areas that are practical or theoretical, experimental or literature based, qualitative or quantitative, objective or phenomenological. Students must seek ethical approval for their project if it involves human participants or human data before commencing their research.
This module aims to introduce students to the strengths and limitations of individuals applying nutritional interventions to maintain health and prevent disease based on evidence informing population guidance. The module will encourage students to apply their developing critical thinking skills and evaluate popular beliefs and behaviours across a broad-range of food and nutritional issues.This module provides students with the opportunity to begin to develop necessary skills for creating and presenting public-centred information about nutrition and health.
This module further develops the ideas of critical enquiry introduced at level 4. The aim of the module is to further develop student understanding of the scientific method and the statistical approaches that underpin nutritional and biomedical research, patho-physiological reasoning and evidence based practice. This module also introduces systematic search strategies, critical appraisal forms, and the tools that can be used for the statistical analysis of research data.
IMPORTANT! All students studying the Bioscience Entry Course (BEC) are given 12 months in which to complete it regardless of when their entry point for the degree programme is set. If you need additional time to complete the BEC, then an admin fee will be required in order to maintain access to the internal and external online resources.
Induction for students new to the postgraduate programmes:1) MSc in Personalised Nutrition 2) Postgraduate Diploma (PG Dip) in Personalised Nutrition 3) Nutrition Coach Diploma (NCD)4) Dietary Educator Certificate (DEC)
Induction for students new to the undergraduate programmes:1) BSc (Hons) Nutritional Science 2) Nutrition Coach Diploma (NCD)3) Dietary Educator Certificate (DEC)
Induction for students new to the undergraduate programmes: 1) BSc (Hons) Nutritional Science 2) Nutrition Coach Diploma (NCD) 3) Dietary Educator Certificate (DEC)
Induction for students new to the undergraduate programmes:1) BSc (Hons) Nutritional Science 2) Nutrition Coach Diploma (NCD)3) Dietary Educator Certificate (DEC)
