CQUniversity Unit Profile.

You are required to critically evaluate the case below and submit a case study report of 1500 words +/- 10%. 

Case study for this assessment:

Hannah is a 43-year-old woman living in a regional area of Northern Queensland. Her recent blood test and anthropometric measures are as follows:

She works at the local bakery. Her diet and lifestyle routines are as follows, with not many day-to-day changes:

You are required to critically evaluate Hannah’s health, dietary intake and habits, nutritional intake and potential deficiencies. You will need to provide applicable evidence-based dietary recommendations for managing and improving her nutritional intake and health.

In your report, you are required to include all of the following sections:

Section A): Identify the best possible diagnosis based on her measurements and blood tests (hint: it is a cluster of conditions), define the condition, and explain relevant statistics and prevalence.   
Section B): Explain the physiological factors influencing the risk of heart disease and diabetes in this condition.
Section C): Critically evaluate scientific literature and discuss how Hannah’s current diet contributes to the risk of her condition and poor health outcomes.
Section D): Critically evaluate scientific literature and discuss what nutritional deficiencies Hannah may have following her current diet and how they impact her overall health and wellbeing from a physiological point of view. 
Section E): Discuss applicable evidence-based dietary recommendations to help Hannah improve her nutritional intake, improve her health and manage her condition.
The scientific literature and evidence used for your arguments need to be cited under each section. Section headings and in-text references are included in the word count but the reference list under each section is not included in the word count.

Level of Gen AI use allowed:

Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you 
have developed and refined these ideas.

Marks for this assessment task will be awarded according to the marking criteria included in the unit Assessment Guide. Accordingly, your Written Assessment will be marked on:

• Identify the best possible diagnosis based on her measurements and blood tests, define the condition, and explain relevant statistics and prevalence, 20 marks
• Explain the physiological factors influencing the risk of heart disease and diabetes in this condition, 20 marks
• Critically evaluate scientific literature and discuss how Hannah’s current diet contributes to the risk of her condition and poor health outcomes, 20 marks
• Critically evaluate scientific literature and discuss what nutritional deficiencies Hannah may have following her current diet and how they impact her overall health and wellbeing from a physiological point of view, 20 marks
• Discuss applicable evidence-based dietary recommendations to help Hannah improve her nutritional intake, improve health and manage her condition, 20 marks
• Quality, quantity and formatting of the resources, 10 marks
• Grammar, sentence construction, spelling and formatting requirements, 10 marks

Please refer to the Assessment Guide available on the unit Moodle page for further information on marking criteria.

Generative Artificial Intelligence

Students are permitted to use Generative AI for this assessment in the following ways:

• developing literature search strategies
• compiling suitable literature sources and locating data
• guidance for structuring the assignment

If Generative AI is used in any way, it must be cited as per the CQU Guidelines (Academic Learning Centre). If students choose to use generative AI, the following statement must be completed and included on the front page of the uploaded assessment: "I have used (insert technology) to (insert how you used this) in accordance with the requirements of this unit. The reason I used this was to (explain why you used it). The details of how I used it as (insert how). I hereby declare that the submission is an appropriate representation of my individual skills and abilities to meet the requirements of the task/s."

As per academic writing requirements and assessment criteria; citations of information should be of the primary source (i.e. statistics returned by AI must be fact-checked and referenced from their original source as well as the AI source).

Failure to cite primary sources as well as AI sources could be considered a breach of academic integrity.

Your use of Generative AI must be clearly outlined in an appendix as a separate file which includes the prompt used and Generative AI response (in line with marking rubric). Failure to include an appendix may result in academic integrity investigation.

Information is available on the Academic Learning Centre website on how to use referencing in relation to artificial intelligence. Additional information is available here. 

This assessment task includes 2 parts:

1. Submission of an individual report based on your group discussion; should be submitted by Monday of Week 11
2. Submission of an individual information booklet; should be submitted by Monday of Week 11

Individual Report based on group discussion (5% of the assessment task mark)

At the beginning of Week 4, you will be allocated into groups of 4-6 students. Each group will be required to discuss the following THREE (3) nutrition-related conditions/diseases:

• Hypertension,
• Cancer (any type), and
• Osteoporosis

It is expected that ALL THREE conditions/diseases are discussed by ALL members of each group. 

You should research these conditions/diseases individually and refer to the latest literature to be able to discuss them with your group. Each student is expected to make a MINIMUM of three (3) contributions (one on each of the three topics) to the group discussion. Each contribution should be AT LEAST 150 words and consist of your own ideas rather than simply agreeing with statements other students have made. Each student is also expected to make a MINIMUM of one (1) follow-up contribution of AT LEAST 100 words that respond to the comments and contributions of other group members. The follow-up contribution may be on any of the three topics. If statistics or similar are shared within the group discussions, your sources must be cited and shared with group members. Referenced sources are not included in the word counts for any of the contributions. All interactions with fellow group members must be courteous and professional. 

PLEASE NOTE: The group discussion forum will close to new contributions on Monday of Week 10 at 5pm. You will NOT be allowed to contribute any new discussions to the forum after this due date.

Following group discussions, you must submit an INDIVIDUAL 1-2 page report on the group discussion that includes:

• The names of all students in the group (including the names of any students who did not contribute to group discussions) AND Group Name/Number
• Excerpts of three (3) of your own contributions to the group discussion (one for each of the topics listed above) that are at least 150 words each. Include quotation marks around your excerpts. If your contributions exceed 200 words, include the first 200 words only and indicate that your contribution continues.
• Excerpt of one (1) of your contributions to the group discussion of at least 100 words responding to the contribution of other students. If your contribution exceeds 150 words, include the first 150 words and then … to indicate that your contribution continues.
• A 300-400 word summary of all topics discussed by your group.

Individual Information Booklet (15% of the assessment task mark):

You must submit an INDIVIDUAL 2-3 page Information Booklet that discusses ONE (1) of the three nutrition-related conditions/diseases discussed in the Group Discussion (from the given list). You should review the literature and explain what this disease/condition is, the pathophysiology of how it develops, current and relevant statistics on the condition, risk factors and population groups at-risk of developing the condition/disease. The information booklet should be informative and aimed at educating lay persons/members of the public on the condition/disease (similar to the booklets available in outpatient clinics/hospitals).

It should include:

• Current Australian statistics on the nutrition-related condition/disease
• The pathophysiology of the condition/disease (i.e. the process of how the disease/condition develops)
• Nutrition, lifestyle and demographic risk factors of developing the nutrition-related condition/disease

The Information Booklet may include simple graphics such as icons, flow charts or tables, but the focus of the Information Booklet should be on your discussion of the key points outlined above. Any diagrams must be legible, relevant to your discussion and the source must be cited. All graphics included must not take up any more than one (1) page.

Please note: You must submit Report and Booklet separately through the links provided on the Unit’s Moodle page.

Level of Gen AI use allowed:

Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you 
have developed and refined these ideas.

Marks for this assessment task will be awarded according to the marking criteria included in the unit Assessment Guide.

Part A: Individual Report (5% of the task mark):

Your assessment will be assigned a mark for each of the following criteria. This mark will then be converted to a percentage to reflect the weighting of the assessment item.

• Excerpts of three (3) of the students' own contributions to the discussion of at least 150 words each, 15 marks (5 marks each)
• Excerpt of one (1) of the students' responses to other students' posts of at least 150 words, 5 marks
• 300-400 word summary of topics discussed in group discussions, 5 marks
• Grammar, sentence construction, spelling & formatting, 5 marks

Part B: Individual Information Booklet (15% of the task mark)

Your assessment will be assigned a mark for each of the following criteria. This mark will then be converted to a percentage to reflect the weighting of the assessment item.

• Current Australian statistics on the nutrition-related disease (prevalence, health-care cost), 5 marks
• The pathophysiology of the condition/disease (i.e. the process of how the disease/condition develops), 5 marks
• Nutrition, lifestyle and demographic risk factors of developing the nutrition-related condition/disease, 5 marks
• Quality, quantity and formatting of resources and level of evidence, 5 marks
• Grammar, sentence/paragraph construction, spelling and formatting requirements, 5 marks

Please refer to the Assessment Guide available on the unit Moodle page for further information on marking criteria.

Information is available on the Academic Learning Centre website on how to use referencing in relation to artificial intelligence. Click here. 

This portfolio assessment provides an authentic opportunity to demonstrate your ability to apply core concepts of nutritional physiology to a real-world case study across the lifespan.

You will select one (1) case study scenario, which will form the foundation for both Part A (Mind Map) and Part B (Interactive Viva). Across the two components, you will demonstrate your understanding of:

• normal physiological processes
• how these processes are altered by a specific condition
• the nutritional implications of these alterations
• the integration of theory into practice at both individual and population levels

Case Study Scenarios 

The following case studies represent conditions that affect the digestion, absorption, metabolism, and/or regulation of nutrients at different life stages.

You must select one (1) case study via the unit Moodle site (Assessment tile) by 5:00 pm Friday of Week 2:

• Type 1 Diabetes – Ella, 10-year-old girl
• Coeliac Disease – Mia, 3-year-old girl
• Dehydration risk – Hannahhn, 22-year-old male marathon runner
• Bariatric Surgery – Clare,  45-year-old morbidly obese female
• Crohn’s Disease – Siad, 14-year-old school boy

Once selected, the same case study must be used for both Part A and Part B of this assessment.

An example of Part A (based on cystic fibrosis in a 5-year-old child) is available on Moodle.
This example contains intentional errors for learning purposes and is not a model answer. It will be discussed during the Week 6 recorded tutorial.

Part A Mind Map - Expectations and Instructions 

The purpose of Part A is to demonstrate your understanding of nutritional physiology by visually mapping how your selected condition alters digestion, absorption, metabolism, and regulatory processes, in comparison to normal physiology.

Task Requirements

Students are required to create a two (2) page maximum (A4 size) Mind Map that addresses the following components:

1.     Gastrointestinal and Metabolic Physiology

Explain how the condition alters normal physiological processes, including:

• Gastrointestinal structure and/or function relevant to the condition
• Digestion, absorption, and metabolism of key nutrients affected
• Differences between normal physiology and altered physiology due to the condition

2.     Appetite and Thirst Regulation

Analyse how the condition influences regulatory mechanisms, including:

• Hormonal and neural regulation of appetite and satiety
• Regulation of thirst and fluid balance, where relevant
• Comparison of normal regulation vs disrupted regulation associated with the condition

3.     Population-Level Implications

Demonstrate understanding beyond the individual by considering:

• Broader physiological or nutritional implications at a population level
• Life stage considerations, prevalence, or common nutritional challenges associated with the condition
• Implications for nutritional risk or long-term health outcomes

Presentation and Referencing

• The Mind Map must be clearly structured, legible and logically organised
• Use headings, arrows, links, and visual cues to show relationships between concepts
• Scientific terminology must be accurate and used appropriately
• Supporting evidence must be drawn from credible academic sources
• Use the CRAAP test to evaluate source quality
• A reference list must be included on an additional page and is not included in the two (2) page limit.

Any software may be used to create the Mind Map (e.g. Canva, Microsoft PowerPoint, Publisher). 

Scanned hand-drawn Mind Maps are also acceptable.

Academic Integrity (Part A)

This assessment must be your own original work. Mind Maps that replicate published diagrams or generative AI outputs without appropriate attribution may be investigated in accordance with the University’s Academic Integrity Policy. Generative AI may be used to support layout or brainstorming, but not to generate specific content.

Level of Gen AI use allowed:

Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you 
have developed and refined these ideas.

Part B expectations and instructions – Interactive Viva 

The purpose of Part B is to assess your ability to verbally articulate, apply, and synthesise concepts of nutritional physiology in relation to your selected case study. The oral viva provides an opportunity to demonstrate depth of understanding, physiological reasoning, and the ability to respond to discipline-specific questions in real time.

This component builds directly on Part A, requiring you to extend your analysis beyond visual mapping to verbal explanation and application.

Task Description

You will participate in an individual one and one oral viva conducted online via Zoom with a facilitator.

The viva will:

• Be recorded
• Occur during a 15-minute allocated time slot, including:

             o   Approximately 10 minutes of oral discussion

             o   Time for introductions and wrap-up

You are expected to draw on your Part A Mind Map to support your responses; however, you should not simply describe your Mind Map. Instead, you should demonstrate your ability to apply and integrate nutritional physiology concepts in response to targeted questions.

Viva Focus Areas

During the viva, you may be asked questions related to the following areas:

1. Physiological Mechanisms and Integration

You may be asked to:

• Explain key physiological mechanisms underpinning the condition
• Justify how and why digestion, absorption, metabolism, or regulatory processes are altered
• Integrate multiple physiological systems (e.g. gastrointestinal, endocrine, renal, neural)

2. Application and Reasoning

You may be asked to:

• Apply physiological concepts to the specific life stage of the case study
• Explain the functional consequences of altered physiology
• Respond to “what if” or scenario-based questions that test understanding rather than recall

3. Broader Implications and Synthesis

You may be asked to:

• Extend discussion beyond the individual case study to consider population-level implications
• Discuss potential nutritional risks or long-term physiological consequences
• Demonstrate synthesis of theory into practice, grounded in nutritional physiology

Please note: A list of possible questions you may be asked during the Viva is available on the unit Moodle site within the Assessment tile. 

Expectations for Performance

• Responses should demonstrate conceptual understanding, not memorisation
• Appropriate scientific terminology should be used accurately
• You are encouraged to speak clearly and concisely, using examples where appropriate
• You may refer to your Mind Map during the viva, but reading directly from notes is not expected or required

Preparation Guidance

To prepare for the oral viva, you should:

• Review your Part A Mind Map and ensure you understand all included concepts
• Practise explaining key physiological processes aloud
• Be prepared to compare normal physiology with altered physiology
• Anticipate questions that require application and reasoning, rather than factual recall

Academic Integrity

The oral viva is an individual assessment. Responses must reflect your own understanding of the content. Use of scripted or pre-prepared answers may limit your ability to demonstrate authentic understanding.

Level of Gen AI use allowed:

Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.

The 72-hour grace period does not apply to this assessment.

No Assessment Criteria