Infant and Child Nutrition

Unit Outline (Higher Education)

   
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Effective Term: 2027/05
Institute / School :Institute of Health and Wellbeing
Unit Title: Infant and Child Nutrition
Unit ID: HEALM6306
Credit Points: 15.00
Prerequisite(s): Nil
Co-requisite(s): Nil
Exclusion(s): Nil
ASCED: 060303
Other Change:  
Brief description of the Unit

Upon completion of this unit, students will demonstrate comprehensive knowledge and clinical competence in infant and child nutrition, with a focus on supporting families from birth to six years of age. They will apply advanced assessment skills and evidence-based strategies to deliver tailored nutrition advice, education, and support within a family-centred care framework. Students will understand the significance of optimal nutrition in shaping long-term and intergenerational health outcomes, and will be equipped to advocate for breastfeeding and healthy eating practices in alignment with primary health care and public health policy. They will also apply family assessment models and tools to identify nutritional needs and challenges, enabling them to provide responsive, culturally appropriate care to diverse and vulnerable populations.

Grade Scheme: Graded (HD, D, C, P, MF, F, XF)
Work Experience Indicator:
No work experience
Placement Component:
Supplementary Assessment:Yes
Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment
Course Level:
Level of Unit in CourseAQF Level(s) of Course
5678910
Introductory                                                
Intermediate                                                
Advanced                                                
Learning Outcomes:
Knowledge:
K1.

Critically examine the role of health care practitioners in promoting and supporting breastfeeding and optimal nutrition within a family-centred care framework. 

K2.

Evaluate the relationship between nutrition and the health status of infants and children, integrating contemporary research to inform practice. 

Skills:
S1.

Conduct comprehensive feeding and nutritional assessments for infants and children up to six years of age, using appropriate screening tools. 

S2.

Demonstrate culturally responsive communication skills to collaborate with families and develop accessible feeding plans, including for complex feeding challenges. 

Application of knowledge and skills:
A1.

Advocate for infants, children, and families within the health care system, applying primary health care and public health principles to nutrition-related care. 

A2.

 Integrate contemporary research evidence to develop, implement, and evaluate nutritional care plans for infants and children. 

A3.

Assess infant's and children's nutritional status, identify deviations from expected development, and initiate appropriate referrals to health or community services. 

Other outcomes:
Unit Content:

The International Board of Lactation Consultant Examiners (IBCLE) International Board Certified Lactation Consultant® (IBCLC®) Detailed Content Outline (2016); WHO/UNICEF Ten Steps to Successful Breastfeeding (2006); WHO/UNICEF Baby-friendly Hospital Initiative (2009); WHO International Code of Marketing of Breast-milk Substitutes (1981); Australian National Breastfeeding Strategy: 2019 and Beyond (2019); 2010 Australian National Infant Feeding Survey (2010); NHMRC Infant Feeding Guidelines: Information for health workers (2012); ANMAC Midwife Accreditation Standards (2021); NMBA Midwife Standards for Practice (2018); NMBA Code of Conduct for the Midwife (2018), Code of Ethics for the Midwife (2014), NMBA Registered Nurse Standards for Practice (2016); NMBA Code of Conduct for nurses (2018), Code of Ethics for nurses (2012) and Maternal and Child Health Service Standards (2019); VAMCHN Professional Standards for Practice (2024) have substantially informed the syllabus/content of this unit.

  • Global perspectives of breastfeeding and nutrition
  • Early breastfeeding considerations
  • Breastfeeding throughout infancy and childhood
  • Common breastfeeding difficulties 
  • Breast milk substitutes
  • Developmental perspectives of nutrition
  • Introduction of solids
  • Nutrition for the infant and child
  • Complex feeding issues
  • Contemporary issues in nutrition
  • Health professional's role in nutrition
Graduate Attributes:
Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptorDevelopment and acquisition of FEDTASKS in the Unit
Level
FEDTASK 1
Interpersonal

Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.

Y - Present
FEDTASK 2
Leadership

Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.

Y - Present
FEDTASK 3
Critical Thinking and Creativity

Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.

Y - Present
FEDTASK 4
Digital Literacy

Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.

Y - Present
FEDTASK 5
sustainable and Ethical Mindset

Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life

Y - Present
 Learning Outcomes AssessedAssessment TasksAssessment TypeWeightingProfessional Standards
1. K2, A2, A3

Nutritional concept map.

Concept Map

20-40%

2. K1, K2, S1, S2, A1, A2, A3

Application of theoretical concepts to an infant or child feeding issue.

Written Task or Video Presentation

30-50%

3. K2, S2, A1, A2, A3

Theoretical concepts, knowledge and skills required to partner with families to provide evidence based information and assessment/management regarding infant and child nutrition.

Oral Test

40-60%

Adopted Reference Style:
APA  ()

Professional Standards / Competencies:
 Standard / Competency