| Effective Term: | 2026/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Nutrition Analysis |
| Unit ID: | SCBFN3004 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 069901 |
| Other Change: | |
| Brief description of the Unit |
This unit develops practical consultation skills for students preparing to work as nutritionists. Building on prior nutrition and lifespan knowledge, students learn to gather and synthesise client information, interpret dietary assessment data, and document findings using professional frameworks (e.g., ADIME). Students translate assessment outcomes into client-centred, evidence-informed recommendations aligned with Australian dietary guidelines, and practise communicating advice clearly and safely. Ethical, culturally safe practice, scope-of-practice boundaries and referral decision-making are embedded throughout low-risk case scenarios.
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| 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 Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand how dietary assessment sits within a broader clinical nutrition framework |
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| K2. | Explain how professional documentation frameworks (e.g., ADIME) support clinical reasoning, scope boundaries and referral pathways in nutrition care. |
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| K3. | Describe how nutrition assessment and recommendations are adapted for different low-risk populations and settings and identify red flags requiring referral. |
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| Skills: |
| S1. | Conduct and interpret a structured nutrition assessment using appropriate dietary, anthropometric, biochemical and psychosocial data |
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| S2. | Accurately document, interpret and communicate nutrition assessment findings using professional frameworks and terminology. |
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| Application of knowledge and skills: |
| A1. | Integrate multiple data sources to assess nutrition status and make evidence-based recommendations aligned with Eat for Health Guidelines. |
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| A2. | Demonstrate professional, ethical and culturally safe practice in case taking, documentation, communication, and referral within the nutritionist scope of practice. |
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| Unit Content: |
Topics may include: 1. Introduction to Nutrition Assessment & ADIME Framework 2. Applying NRVs and Guidelines in 1:1 Client Contexts 3. Data Collection for Dietary Assessment 4. Dietary Analysis - Foundations 5. Dietary Analysis -Interpretation & Integration 6. Applying Dietary Analysis to Low-Risk Populations 7. Applying Dietary Analysis to Low-Risk Populations 8. Application to Professional Practice in Nutrition Assessment
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| 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.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2 | Online quiz on foundational concepts | Quiz | 10-20 | | 2. | K3, S2, A2 | Case study analysing dietary intake and provision of recommendations | Report | 30-50 | | 3. | K3, S1, S2, A1, A2 | Simulated clinical interaction to communicate dietary recommendations to a client | Oral Presentation | 30-50 |
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