- Full tutor support included
- Make your own study schedule and take advantage of online tutoring hours
- Obtain a certified diploma once you finish the course.
Suitable for: SUITABLE FOR: This course is suitable for all students over the age of 17. Students can study on this course no matter where you are in the World. The course is made up of various units and each build up your knowledge base of the subject. Courses are all delivered in English.
BTEC (HND) in Health, Diet and Nutritional Studies
Subject code: L5HDN
Syllabus and Unit Specification:
BTEC Higher National Diploma in: Health, Diet and Nutritional Studies
Credit value: 240, contributing to the Higher Education (HE) Diploma outlined below
The purpose of this subject syllabus is to provide such part time and full time learners with an opportunity to study the principles and applications of Health, Diet and Nutritional Studies at an advanced higher educational level (HND), with sufficient focus and detail to achieve transferrable skills, knowledge, understanding and application, necessary for progression towards related programmes at Level 6.
The subject is unitised in order to provide flexibility of operation and study. Satisfactory completion of all 16 units within this syllabus results in the award of 240 credits at HND.
Each unit may be undertaken separately, and each will be assessed independently, however, it is a key requirement of the subject that all 16 units attached to the syllabus be completed at a satisfactory level in order to achieve the Diploma.
HE diplomas should be targeted at those learners who have the ability to benefit from the course and progress to Level 6. They should also have success at level 3. This is a prerequisite to undertaking the course, as is sufficient skills in English, Maths and ICT.
- Bachelor of Arts or Science
- Health professions
- Health and Social Care professions
- Allied Health professions
- Social care
- Vocational science
The HND subject
This HND subject is made up of a set of 16 units, which may be delivered and assessed independently. All units are assessed by coursework activities, and the compilation of an e-portfolio. The HND subject requires successful completion of all 16 units. Learners are able to complete units at a pace appropriate to their resources, commitments and study plans.
It is expected that a full set of subject units will be completed within 2 academic years of initial enrolment.
Credit is awarded for successful completion of each unit. Any units which are not successfully completed may be repeated but this is subject to the college's discretion and criteria. All the learning outcomes attached to each unit must be met in order for credit to be awarded. Each unit attracts a total of 15 credits. Coursework is subject to marking criteria which will be outlined within each unit.
Moderation and Assessment Responsibilities
This course is delivered entirely via the distance learning route and therefore there is no face to face element or requirement for centre based assessment.
Aims of the course
- To provide students with opportunities to develop academic skills in Animal Studies appropriate for a range of progression options.
- To enable students to develop an advanced knowledge and understanding of the subject area
- To encourage the learner to apply theoretical understanding and evaluation to complex content
- To encourage students to apply terms and concepts appropriately
- To enable students to apply a range of transferrable skills to subject related topics, issues and situations.
- To facilitate and foster the development of a range of presentation skills relevant and appropriate to the discipline and level of study.
- To encourage direct and indirect independent learning and the development of key skills in an effective and academic context for the purposes of personal development and progression.
- To develop an appreciation of the value and problems of interpretation of core concepts in Health, Diet and Nutritional Studies, together with related and relevant practices, methodologies and theories.
- To build an understanding of the core concepts within Health, Diet and Nutritional Studies in different situations and contexts
- To encourage students to apply their experience, knowledge and understanding, and skills to a range of course-related topics.
- To encourage students to develop study autonomy and be able to demonstrate planning, judgement and organisational skills.
- To advance the development of presentation skills appropriate to the discipline, level of study and delivery method.
- To encourage development of transferrable evaluative and analytical skills relevant to Health, Diet and Nutritional Studies
What the student needs to know
In order to undertake this course the student will require:
- Prior knowledge and understanding commensurate with enrolment criteria
- Access to computer system with internet access and capabilities to download and upload files
- Word processing ability and access to word processing package compatible with college requirements
- Good organisational skills in order to plan studies, manage workload and study time
Unit 1: Using ICT in Health, Diet and Nutritional Studies
Information, communication and technology (ICT) comprises core skills for learning. In this distance learning course utilisation of methods, tools and strategies of ICT is important in order to establish and maintain a sound working relationship with tutors and the college. Students will need to develop ICT skills in order to communicate effectively and maximise their study progression.
The first unit explains how to set up an ePortfolio which students will use during the lifetime of the course for storage of all their files including coursework, self-assessment activities, independent research notes and reflective journals. The ePortfolio may be requested from time to time by tutors and moderators. Students will be asked at various points in the course to upload files for this purpose. The ePortfolio will not only provide students with a structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.
Independent research is fundamental to level 5 study and also equips students with confidence to source and evaluate information relevant to the core course topics. In this first unit students are presented with tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.
The development of knowledge and understanding through writing skills is important for communicating ideas and arguments to tutors and other readers of written work. Therefore this unit reviews writing skills, and incorporates reflective writing into both the course and coursework activities. Reflective writing is a way that individuals can review their own approaches to learning and communication; and it also promotes pro-active implementation of skills enhancement through tutor feedback and self-assessment
Unit 2: Understanding health and wellbeing
There are many influencing factors which contribute to an individual's perceived or actual state of health. Within this section we will explore some of the key factors. The social sciences are usually concerned with the study of human patterns of behaviour, activities and experiences of groups and communities and how those groups are organized into societies . The aspects of the social sciences that we should be concerned with in our studies and relevant to those working within health fields are: lifestyle choices and activities that people choose and that affect their wellbeing, this is also related to ethnicity, gender and social class. In addition the individuals' personal development within their social group and community will affect their experiences, so this is a key factor as well.
The biological aspects involve understanding how the body works, health and disease and lifestyle; all these being related to what sort of care requirements they may need or seek.
Psychological aspects are concerned with the human mind, including thoughts and emotions that may influence actions, behaviours, and again, lifestyle choices. The following diagram shows how some of the social aspects of individuals are classified in groups. Many of these overlap and are certainly related to each other. All these factors are explored in the unit and relevant theories, models and legislation discussed
The quality of diet in general has deteriorated in recent years and more people are consuming highly processed foods, together with convenience meals in growing quantities. In addition the consumption of high sugar drinks and low fibre content foods is adding to the obesity problem amongst the general population. Portion size is becoming an increasing problem and contributing factor to obesity and the predisposition to chronic disease associated with being overweight such as coronary heart disease and Type II diabetes. Obesity also contributes to other serious health problems such as specific cancers, osteoarthritis, asthma, low back pain, sleep apnoea (not being able to breathe normally when asleep), fertility problems and a whole host of other conditions. This unit will explore factors which may affect diet such as socio-economic, demographic and ethnicity influences
Physical inactivity is known to contribute, not only to obesity but also to the risk of developing high blood pressure, cardiovascular disease, colon cancer, Type II diabetes, stress, anxiety states and depression. Exercise is also fundamental in maintaining health bones and in the prevention of osteoporosis and osteoarthritis in later life. This unit discusses many of the conditions related to inactivity as a risk factor
Smoking remains the single largest cause of preventable disease in the UK and is bereft of any healthy benefits; in fact it predisposes to development of cardiovascular disease and lung cancer because of the intake of carbon monoxide, nicotine and tar. Alcohol and drug use is a part of normal social life to some people, however taken in excess they will almost certainly result in detrimental health effects. Binge drinking is becoming a significant problem in modern life and impacts health and social care services to disproportionate levels. These three key addictions are briefly discussed and associated issues of health and wellbeing explored
Unit 3: Understanding disease processes
Defining health is a difficult and subjective issue; it could simply be an absence of disease or disease symptoms, to other individuals it may be a snapshot of how they feel at any given time and may even be when diagnosed disease exists. Disease likewise is just as difficult to define but in 2003 the World Health Organization introduced the 10 th revision of the International Classification of Diseases (ICD-10) which is a framework for disease categorization and statistical reference. Each disease is coded and grouped in one of 4 sub-categories. Another more simplistic way of categorization is to describe diseases as being physical, mental or social. In this unit we look at the classification of disease
Diagnosis is normally done by assessing the signs, symptoms and clinical features that a person presents with and that fits the 'normal' aetiology or pattern of that particular disease. Early diagnosis is the most effective weapon against disease and the spread of disease. There are many common diagnostic processes, tests and procedures. This unit presents examples of common diagnostic tests and procedures
Gathering data is an importance process in the field of public health as it not only provides a snapshot in time of current health status of populations and communities but also identifies trends and potential problems. This section of the unit looks at how data are gathered and evaluated. It also explores the applications of this gathered data and how the outcomes might influence health and wellbeing
When people experience ill health, many of these facets are linked and therefore it important that they are treated holistically rather than concentrating on a set of symptoms. The medical model is seen as a rather negative approach but has remained a powerful view in society, probably due to its link to pathology of disease and 'scientific' basis. The holistic approach or view takes into account all aspects of an individual's life and therefore can give a more definitive view of someone's state of health. For example a person with a controlled disease or disability may consider themselves to be healthy; but according to the medical model of health status measurement, they would not be. The unit looks at the different models of health and disease
Unit 4: Promoting health
Health promotion is a collaborative process; as well as involvement by public health departments, the NHS and local provisions; there are many ways in which individuals can take responsibility for improving their own health and maintaining a positive status. This module examines the provisions and ways in which individuals can take this responsibility
Health promotion is delivered through a number of routes which can be formal or informal, for example we may attend a support group or take part in an organized campaign, or alternatively we may exchange or impart health education within and between family members. There is however, a great deal of collaboration between the different organizations and agencies who deliver health promotion in a formal way. Different health promotion models are examined and evaluated
As discussed previously in the course material, research is important in order to predict and establish trends, possible outcomes and health needs relevant to care service provision and disease control. In order to move or progress practice in health care forward, research based evidence in strategic areas is needed. High standards are expected when research is carried out which involves patients and members of the public, therefore research governance are a collection of crucial processes to ensure that these standards are met. They include: ethical approval, research and development approval, evidence of informed consent and where clinical interventions are taking place, evidence of appropriate safety procedures.
Psychology aims to help us understand and explain how individuals think, feel and behave. In many care settings you are trying to effect behaviour change of some sort, therefore it is important to have a basic understanding of behavioural concepts and psychological approaches that can be employed to help this process. This section explores the psychology of health, associated theories and concepts
Unit 5: Anatomy and physiology in health and disease part 1
In each of these following units, example illnesses and conditions will be presented and discussed alongside the core course material
The body's internal environment is rigidly controlled and this state needs to remain as constant as possible within certain ranges. The process of homeostasis is controlled by sophisticated mechanisms which are sensitive to changes that affect the body's internal environment, and they respond accordingly. This section will concentrate on homeostasis and look at feedback mechanisms
Blood consists of 55%
plasma, and 45%
cells. It accounts for approximately 7% of total body weight, or about 5.6 litres in an average 70kg (11 stone) man. Blood is a connective tissue, and a communication medium between the body and the external environment. Haemoglobin is a large protein containing a globular protein called globin and a pigmented iron complex called haem. Each haemoglobin molecule consists of four globin chains, four haem units with one iron atom attached to each. The iron atoms can combine with oxygen which means that each haemoglobin molecule has the capacity to carry 4 oxygen molecules. In turn there are approximately 280 million haemoglobin molecules in each red blood cell. The haemoglobin molecule is said to be saturated when all iron atoms or binding sites are full and it therefore becomes
oxyhaemoglobin. With the increased oxygen content the colour of blood becomes bright red, conversely blood low in oxygen content is a blue colour (unsaturated).