CM61 - Bachelor of Nutrition / Master of Nutrition and Dietetics

Examples are:

• Demonstrating and being accountable for ethical behaviour in all academic and professional contexts in accordance with
• Dietitian Australia's Code of Conduct.
• Adhering to privacy and confidentiality requirements when handling sensitive information, including client data.
• Reflecting on ethical dilemmas and issues, and taking responsibility for maintaining awareness of ethical behaviour.
• Operating within one’s own role and responsibilities in the clinical setting.
• Demonstrating honesty and trustworthiness to facilitate safe and competent interactions and professional relationships.

Examples are:

• Reflecting on practice and responding appropriately to constructive feedback.
• Managing own emotions and behaviour effectively when dealing with individuals and /or groups in the academic environment, and clinical or health setting.
• Undertaking reflective practice and seeking personal and professional support and/or assistance when needed.

• Demonstrating competent practice to the standards described by the Dietitians Australia Competency Standards for Dietitians.
• Complying with all relevant policies, procedures, and frameworks applicable to delivery of professional practice in nutrition and dietetics, including those from CQUniversity (e.g. National Police Checks, immunisations, privacy and confidentiality agreements, internship learning agreements, confirmation of insurance notifications and working with Child Check (Blue Card).
• Complying with relevant child protection and safety, health and safety, and anti-discrimination legislation.
• Recognising and responding to any legal compliance issues that arise and bringing them to the attention of the appropriate partners.

Examples are:

• Constructing coherent written communication to an academic and professional standard as appropriate to the circumstances.
• Advocating for the needs of others and facilitating change and empowerment of health in others.
• Actively participating in group discussions e.g. case conferences and information discussions concerning patient or client care.
• Recognising and interpreting non-verbal cues of others.
• Demonstrating sensitivity to individual and cultural differences during all forms of communication; conveying sensitivity, empathy, and respect for others.

Examples are:

• Calculating measurements from data e.g. anthropometric measurements, nutritional requirements, enteral/parenteral feeding regimens and therapeutic prescriptions.
• Interpreting clinical, nutritional and health data to form a nutritional diagnosis and making priority nutritional management decisions
• Making safe, appropriate, and evidence-based decisions and recommendations in the clinical context.
• Producing accurate, concise, and clear documentation, which meets professional and legal requirements in nutrition and dietetics.

Examples are:

• Assessing client appearance, behaviour, posture, movement and speech.
• Monitoring the broader practice environment (including observing multiple clients and events simultaneously).
• Differentiating between foods using taste.

Examples are:

• Communicating respectfully with people of different gender, sexuality and age and from diverse cultural, religious, socioeconomic and educational backgrounds.
• Creating and developing rapport with peers, academics and professional staff conducive to effective working relationships.
• Cultural responsiveness, sensitivity and willingness to work with individuals in complex and diverse Australian education
• settings.
• Assessing patient/client/group reactions to facilitate appropriate nutritional care.

Examples are:

• Using reflection to process and generate action plans to support growth in knowledge and skills learnt during the course of study, including for situations that may be difficult or sensitive.
• Sharing and responding to reflections in a respectful and growth-oriented manner.
• Reflecting on personal values, beliefs, and biases and adjusting your approach to interactions and decision-making accordingly.
• Recognising when a practice issue is outside your scope or expertise and seeking appropriate avenues of support.
• Recognising when your practice may be negatively affected by personal experience and/or reactions and seeking appropriate avenues of support.

Examples are:

• Remaining focussed and providing consistent responses over the course of a professional placement.
• Performing multiple tasks in an assigned period with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately.
• Attending work-integrated learning in a range of settings and for the required number of hours, within a reasonable period.

Examples are:

Physically examine people of different genders (as part of a nutrition assessment or body composition assessment).

Cleansing hands and forearms using disinfecting products.

Examples are:

• Addressing all partners in a professional and respectful manner.
• Using effective communication skills to report on findings, activities and outcomes.
• Communicating with key policy and decision makers to influence decisions or reverse decisions.
• Advocating for the nutrition and health needs of individuals, groups, organisations or communities as appropriate.

• Demonstrating willingness to learn new technologies and adapt to evolving digital environments.
• Having sufficient technology skills to engage in the digital learning environment, which includes participating in online forums, completing relevant online assessments, preparing documents and presentations, and responding to emails.
• Having sufficient digital literacy skills to engage in the professional environment (e.g., documenting in an electronic health record, conducting telehealth sessions, using food analysis software, using current scientific literature databases).
• Troubleshooting basic technology issues independently and/or identifying appropriate avenues for support.
• Navigating ethical and effective use of artificial intelligence while recognising its limitations, including risks to academic integrity and clinical safety.