This module provides a detailed examination of the nutrients required by humans throughout the life cycle, their sources in food and in the Irish diet, with a critical assessment of recommended dietary allowances (RDAs). It also studies biochemical aspects of nutrition, together with nutrient requirements, growth and development at key stages of the life cycle.

1. Understand the nature and contribution of diet and nutrition to maintenance of essential metabolic processes.
2. Understand the changing nutritional requirements through periods of growth, development and activity.
3. Explain the physiological and biochemical processes associated with digestion and metabolism of food.
4. Examine the protective roles of antioxidant and anti-inflammatory dietary components in health and chronic disease.
5. Interpret and critically evaluate the scientific literature.
6. Exhibit problem based learning skills and the ability to apply scientific knowledge to nutrition-related scenarios.
7. Apply the main biochemical, clinical and physical measures for assessing nutritional status and the signs and symptoms of micronutrient inadequacy and/or deficiency.

This physiology module proffers a captivating comprehension of how the human body functions. Building from the first-year anatomy & physiology module where six body systems were studied, this module will explore important physiological concepts of a further three body systems, the endocrine system, the renal system, and the reproductive system. Case studies will explore how all the physiological systems integrate in disease to give the student an in-depth appreciation of human physiology.

1. Explain how the hypothalamus and endocrine system function to maintain normal functioning of the endocrine glands of the body.

2. Explain how male and female reproductive anatomy is affected by hormones and contraception.

3. Explain how the kidney filters plasma, reabsorbs the filtrate, secretes molecules and controls the constituents of urine.

4. Illustrate how two or moreorgan system contributeto the malignance ofhomeostasis.

This theory only module covers major topics in cellular and molecular immunology, including antigen recognition, antigen processing and presentation to B and T cells, antibody structure and effector functions, the role of all major cells and cytokines in immune responses, the inflammatory response and the role of immunity in protection against pathogens. This module will also examine the effect nutrition has on the immune system.

1. Explain thehost defence mechanisms distinguishing innate and adaptive immunity.

2. Give an account of the primary and secondary organs of the human immune system.

3. Describe the cells and molecules involved in acute inflammation,and theimmune response in type 1 hypersensitivities(allergies) and autoimmunity.

4. Discuss the humoral and cell-mediated divisions of the immune system, identifying and differentiating the cells and mechanisms of activation involved including MHC.

5. Explain the relationship between nutrition and immunity.

Introductory module on DNA isolation, manipulation, and analysis from the perspective of clinical molecular biology.

1. Describe the structure and regulation of prokaryotic and eukaryotic DNA & RNA

2. Recognise the various DNA & RNA sequences that are relevant to clinical diagnostics.

3. Explain the modus operandi of DNA manipulation protocols.
4. Select the most appropriate DNA protocols to use in the diagnosis of hereditary, infectious, and pathological conditions.
5. Describe current & near-future applications of DNA & RNA technology in medical research.

6. Use appropriate reagents and equipment for the fundamental isolation, manipulation, and analysis of DNA.

This module has been designed to provide students with a detailed examination of the relationship between nutrition, physical activity, health and disease in humans. In particular, the influence of diet and physical activity on cardiovascular disease, diabetes, cancer and obesity will be considered along with counselling and goal-setting for diet, nutrition and exercise.

1. Explain the role of physical activity and nutrition in the prevention and treatment of disease and have a sound understanding of key research that underpins this relationship.
2. Explain, with an evidence-based argument, the dietary factors necessary to elicit an improvement in risk factors associated with a variety of diseases.
3. Provide a detailed explanation of the different nutritional and physical activity requirements for healthy living in humans, according to life stage, sex and health status.
4. Provide a detailed evidence-based description of the influence of genetic and environmental factors on the effectiveness of physical activity and nutritional interventions for healthy living.
5. Demonstrate autonomous use of specialist knowledge databases to develop novel approaches to challenges associated with physical activity and nutrition strategies for healthy living.
6. Evaluate the likely effectiveness of contemporary physical activity and nutrition recommendations to affect workplace or community health promotion interventions.

This module will introduce students to epidemiology and biostatistics as the core of population health and public health nutrition research and practice. Emphasis will be placed on a population view of health, nutrition and disease and the social determinants of health. A key focus will be the application of epidemiology and statistics in the assessment of disease in populations and the effects of nutrition interventions. This will include consideration of basic statistics, study design, quantitative and qualitative methods of inquiry and ethical issues related to research and population health interventions.

1. Interpret the demographics of the Irish population including minority and disadvantaged groups.
2. Summarise the Irish health system and the political system and its operation at a national and local level and outline the major bodies that provide government with scientific advice relating to food and health.
3. Identify and describe the main socio-cultural, economic, environmental and political determinants of health.
4. Define public health and discuss the origins and nature of public health as a discipline.
5. Explain and compare the main study designs used in population health and nutrition research and explain the findings of key population health studies on the relationship between diet and chronic disease.
6. Explain common methods used to survey the nutrient intake and the nutritional status of populations.
7. Search the scientific literature related to common questions on nutrition and health and perform basic methods of qualitative and quantitative data collection and analysis.

This module will study the structure and analysis of major biochemicals from living cells, training students in the basics of structure and analytical quantification methods commonly used with macromolecules such as proteins, polysaccharides, lipids, nucleic acids and vitamin chemistry. Also covered is the theoretical basis of enzyme action. It will describe the theoretical basis for chromatographic and electrophoretic techniques applicable in the biopharmaceutical/medical/nutritional health area and expose the student to their experimental and practical use for the first time. It will also introduce the student to basic metabolic processes.

1. Describe the basic structure and chemistry of the major constituents of the living cell, identify their presence and function (where relevant) and quantify them experimentally.

2. Operate a range of analytical instruments and equipment for analysis of biomolecules, in a safe and efficient manner. Prepare and use standards in qualitative and quantitative analysis. Determine the composition of unknown samples by reference to standards ( graphs and / or calibration curves).

3. Interpret the results of biomolecular analyses.Evaluate the accuracy and precision of the chosen method. Evaluate the limitations of the chosen procedure.

4. Demonstrate a critical understanding of biomolecules in the maintenance of normal bodily function.

5. Produce clear, concise, accurate and objective documentation relating to experiments carried out in the practical component of the course, using appropriate software.

6. Execute experiments/analyses in the laboratory in compliance with relevant and current health and safety legislation and guidelines, and understand the relevant biological, chemical and physical hazards associated with the practical component of this course, applying appropriate standards and procedures for risk containment.

7. Proceed to more advanced studies in biochemistry, biotechnology, molecular biology, genetics,immunology and other related subjects.

This module will provide the learner with the basic theoretical knowledge on physical and chemical characteristics of food, the fundamentals principles of food science, which underpin processes and operations in food manufacturing and in professional catering operations.The module will also investigate the scientific principles behind traditional and novel practices in food preparation, processing, preservation, packaging.

1. Demonstrate an understanding of the scientific principles applied to food transformations and food processing

2. Demonstrate the knowledge of the basic concepts of chemistry and physics applied to food

3. Evaluate the effects of food processing and technology on chemistry, flavour and nutritional attributes of foods

4. Explore the current and future trends in food science and technology

5. Explain the concept of quality control and its importance in the context of food production

6. Describe the key microbiological aspects impacting food safety in a food manufacturing and catering environment

This module focuses on health behaviours, growth and development, physical activity and nutritional requirements for groups across the lifespan from infancy to old age. It will focus on normal nutrition, physiology, physical activity and growth and development for lifespan groups and vulnerable groups.

The module will draw on principles from psychology that will allow students to understand how health beliefs, illness and other factors impact on actions. Concepts of health education and promotion will enhance students' knowledge and ability to communicate nutrition messages effectively to groups. The module will incorporate elements of personal and professional development, such as cultural competency, social justice, translation of technical information into practical advice about food and eating, communication skills, reflection and teamwork.

1. Discuss and apply a sound understanding of the physiological and biochemical reasons for the varying nutrient requirements of specific groups within the population.
2. Develop skills in integrating knowledge into practice consistent with best available evidence in nutritional needs and health education of groups.
3. Understand how psychological, cultural, personal, economic and social factors influence health behaviours.
4. Critically evaluate the principles behind the recommended nutrient requirements.
5. Apply the knowledge of health education, nutrition and human behaviour to describe, develop and evaluate education resource material.
6. Appraise and review published work in nutrition and evaluate sometimes conflicting information and investigate and identify reasons for the conflict. Construct and present a reasoned argument.

In this module, the roles, responsibilities and expectations of students as public health nutritionists will be outlined. This module will commence students on the pathway to becoming experts in food (knowledge and application) and culturally competent, self-aware public health professionals.

Food and culture will provide the core content for students to apply, integrate and develop/extend personal and professional attributes and competencies, communication and interpersonal skills. Enhanced cultural awareness for students will be a key outcome of this module and this will be contextualised as students learn about food/food ingredients, eating patterns, why we eat what we eat and the Irish and European food supply system. Students will be introduced to reflective practice and commence a professional e-portfolio. The e-portfolio will showcase college projects e.g. blogs, essay summaries & include links to social media pages established as part of the module. The ethical standards and core competencies developed by the Association for Nutrition will be integrated and discussed throughout the module. Professional standards and codes of conduct will also be embedded throughout the module.

1. Recognise and begin to practice the professional attitudes and behaviours required as a healthcare professional student.
2. Identify the diverse roles of public health nutrition practice.
3. Collaborate in inter and intra-professional learning groups examining factors which determine effective teamwork and respecting diversity of opinion and approaches to tasks.
4. Identify key determinants of culture (for self and others), including cultural differences (with respect to food and eating patterns, communication, family relationships, time and space) and acknowledge own cultural assumptions and influences and the differences between cultural stereotyping and cultural generalizations.
5. Develop a perspective on issues of social equity and justice, demonstrating an awareness of self in relation to diverse and vulnerable populations and as a healthcare professional student.
6. Appreciate the core competencies of a public health nutritionist and the ethical standards of the profession.
7. Develop practice using the principles of effective basic communication skills, describe the benefits and challenges associated with giving and receiving feedback and practice feedback models and develop skills in reflective writing and reflective dialogue.

This module will focus on developing students as researchers. It builds on the knowledge and skills developed in year 2 on the role of evidence in nutrition science, statistics, epidemiology and research methods. Students will be supported to apply and practice research skills in a safe and supportive environment while applying real and relevant data analysis tools to current, pertinent and important research questions in nutrition.

1. Design a simple research study relating to a nutrition issue.
2. Develop a systematic review protocol.

3. Synthesise and communicate findings from scientific literature in the field of nutrition.
4. Manage a small pilot nutrition project.
5. Demonstrate an extension of communication skills and practice in the context of nutrition research.

This module introduces the program planning, policies, resources, and nutrition issues specific to community nutrition and provides an understanding of creating and implementing nutrition programmes for various groups (elderly populations, children, impoverished populations, etc.). The module delivers the core material important to those who will be active in solving community nutritional and health problems, including program delivery, nutrition education, nutrition assessment, and planning nutrition interventions. The module also covers the development of policy on Nutrition and Food within Ireland and the European Union and how that policy can be implemented to reduce the burden of non-communicable chronic disease through poor diet and inadequate food supply.

1. Describe appropriate community nutrition techniques for implementing nutrition policy.
2. Summarise the current Irish and EU policies on adult nutrition, infant nutrition and fortification of foodstuffs.
3. Relate nutrition and health needs to psychological and sociological aspects of food and nutrition behaviours.
4. Recognise individual responsibillities under Irish and European food legislation and outline the factors involved in the production and trade of foodstuffs on a global scale.
5. Identify nutrition problems in a community and propose strategies to overcome them.
6. Evaluate the practical differences in implementing food and nutrition policy and guidelines.

A supervised work-based learning experience in an appropriate organisation which leads to the acquisition and development of professional and/or technical skills. Placements must be approved by the programme coordinator prior to commencement and approval will only be granted to students who have successfully completed all stages.

This work-based placement will provide students with the opportunity to gain practical experience in real-life settings. Students will undertake approved projects for an employer, which will contribute to the organisation and facilitate the development of work place skills, fitness to practice and application of knowledge to a practical situation. Students will develop understanding and skills relevant to job planning, time management and the requirements of working with others in a position of responsibility. To receive academic credit, students must complete the work tasks assigned to them as part of their placement. They must also complete a series of academic assessment tasks under the joint supervision of a representative of the sponsor and an academic from the School.

1. Accept responsibility for and manage, implement and evaluate their personal and professional development and show a commitment to life-long learning.
2. Demonstrate insight and make plans for continuous professional development in collaboration with peers and mentors to advance learning in public health nutrition.
3. Critically evaluate relevant scientific evidence, communicate and apply findings to practice.
4. Adopt effective project management, teamwork, negotiation, problem solving and communication skills and work effectively within the placement organisation.
5. Adopt a questioning and critical approach in all aspects of placement and evaluate placement on an ongoing basis.
6. Organise, establish and document data, process and communication on a public health nutrition issue into written reports and oral presentations to acceptable professional standards.
7. Critically evaluate and reflect on learning, skills and knowledge gained in the work/community context, and their implications for future personal and professional development.

A detailed study of the nutrition theory and practice within a clinical setting. This module will introduce the theory and practice of diet modification to prevent and treat non-communicable diseases, together with nutritional support for patients with chronic and acute illness. The general principles and processes that underlie most clinical cases will be outlined. Case studies will be sued extensively throughout the module to familiarise students with real life scenarios.

1. Discuss in detail the aetiology and the role of nutrition and diet in the development, prevention and treatment of common nutrition-related diseases.
2. Demonstrate a detailed understanding for the modification of nutritional requirements and therefore food intake in the treatment of nutrition-related diseases.
3. Discuss the principles of nutrition support and evaluate the nutritional screening tools available for the screening of malnutrition in various populations and clinical groups.
4. Understand the need for evidence-based practice and demonstrate an understanding of medical ethics.
5. Plan, calculate and prepare diets that meet the nutritional requirements of individuals with common nutrition-related diseases.
6. Interpret biochemical, anthropometric, nutritional, clinical and dietary data to determine nutritional status of individuals.
7. Critically review scientific evidence that supports the role of diet in disease aetiology and the nutritional management of chronic diseases.

This module provides an opportunity for students to consider some contemporary nutritional issues. Students will review nutrition related health problems in Ireland in the context of strategies and policies designed to tackle these and consider methods of nutrition education appropriate for specific groups within the population. Exercises used in the module are designed for students to gain a critical awareness of the range of approaches used and to develop skills in evaluating and formulating food, nutrition and health promotion programmes.

1. Demonstrate a critical understanding of the health promotion policies and strategies in place for nutrition and health education in Ireland.

2. Critically evaluate selected health promotion nutrition incentives and health education initiatives nationally and internationally.

3. Explain the influences and potential barriers that affect the success of nutrition health promotion and health education initiatives.

4. Devise, implement and critically evaluate a nutrition and health promotion education package for a target group.

5. Understand the need for and use of different approaches for various consumer groups in health promotion.

This module has been designed to provide students with the skills to evaluate current research and to provide them with the opportunity to review and referee published research papers in specific areas of study at the forefront of research in sport, exercise and nutrition. It will ask students to discuss complex and potentially contradictory research findings and to write critiques of this research.

1. Detail the scientific background and current consensus of opinion in a selected area of research in sport, exercise or nutrition.
2. Identify the major sources of scientific literature in a systemic way in order to collect information in a selected topic.
3. Critically evaluate the scientific evidence underpinning a selected area of research in sport, exercise or nutrition.
4. Formulate an opinion based on a critical review of the existing evidence for a specific topic in sport, exercise or nutrition research.
5. Engage in critical discussions on scientific topics and competently communicate scientific knowledge and understanding in oral and written formats.
6. Critically evaluate research papers, their merits, disadvantages as well as foreseeing where the research area needs to progress to in the future.

This module will provide the learner with an understanding of the chemistry and physics of food ingredients and their functionality in the context of food commodities and food products. This module will focus on the chemical composition and physical structure of major food commodities and will help to use this information to understand quality changes on storage, transport and primary processing.

1. Explain the function of food ingredients in selected food comodities and food products
2. Critically evaluate the physiochemical and techno-functional properties of food proteins, carbohydrates, fats and food additives
3. Describe the properties of food commodities including dairy products, meat, fruit and vegetables and cereals, and the factors affecting the quality
4. Design end product formulations using a selection of ingredients
5. Explain the role of enzymes and hydrocolloids in food manufacturing

Nutrition controversies will focus on developing a student's fundamental scientific knowledge and critical reasoning skills in the area of nutritional science. Building from earlier modules that taught principles relating to evaluation of evidence and advanced research methodologies combined with a solid background in physiology, immunology and biochemistry, this module will link diet and disease outcomes using available evidence.

1. Detail the scientific background and current consensus of opinion in a selected area of controversial research in human nutrition.
2. Identify the major sources of nutritional literature in a systematic way in order to collect information in a selected topic.
3. Critically evaluate scientific evidence underpinning a selected area of research in human nutrition.
4. Discuss scientific literature and draw reasoned conclusions.
5. Formulate an opinion based on a critical review of the existing evidence for a specific topic related to human nutrition.
6. Engage in critical discussions on the nutritional controversies assigned.
7. Competently communicate scientific knowledge and understanding in oral and written formats.

Accurate understanding of the causes, prevalence and severity of nutritional problems is essential to designing effective programmes for the alleviation of malnutrition and its associated adverse effects on health and developmental outcomes. This module relates to specific issues affecting populations in developing and transitional countries. The module focuses largely on the causes and effects of undernutrition on maternal and child health, including the inter-relationships with infectious disease. It also briefly addresses the growing issues surrounding having both under- and over-nutrition in the same country, as is increasingly common in transitional economies.

This module will provide students with an understanding of the global importance of nutrition, the main determinants of malnutrition, methods of nutritional assessment, and approaches to nutritional intervention in both developmental and emergency contexts. It will cover global nutrition epidemiology and policy, as well as focusing on more practical field issues, such as conducting surveys and running treatment programmes for severe acute malnutrition.

Students will work in small teams during lectures and coursework assignments and will develop their knowledge and understanding by working through practical examples of nutritional issues.

1. Describe and critically analyse current patterns and trends in nutritional problems in low, middle and high income contexts.
2. Appraise the impact of diet on both communicable and non-communicable diseases using epidemiological data and population based approaches.
3. Evaluate the key features of the governance, organisation and delivery of public health and nutrition services in low, middle and high income countries.
4. Discuss and design innovative solutions to overcome the impact of climate change, globalisation and other social, political, economic and environmental factors on the global food system.
5. Summarise and debate the evidence base for the current interventions implemented in low, middle and high income countries.
6. Critically discuss the ideas and concepts underpinning the importance of the use of qualitative and quantitative research methods in Public Health Nutrition in a local and global context.

The study of a specific topic in public health nutrition, involving original research. The choice of topic is by negotiation between the student and an appropriate member of teaching staff acting as supervisor. The project should, where possible, be original research, and include some elements of design and planning of some form of data collection, analysis of findings and development of new hypotheses. Data collection may be laboratory experimentation, questionnaires, social or behaviour observation.

1. Apply appropriate theoretical and practical methods to the analysis and solution of problems in public health nutrition.
2. Conduct appropriate research, and undertake design and development of a problem in public health nutrition and critically place the problem and its solution within the context of the body of knowledge of the selected topic area.
3. Generate new hypotheses for the selected topic area based on relevant research and own results.
4. Plan, organise, direct and control tasks and resources so as to accomplish project goals effectively within the allotted time.
5. Maintain accurate, accessible records of data collection, decisions made and their rationale in a reflective workbook and utilise suitable software packages for data manipulation and the preparation of typewritten documents.
6. Evaluate the experimental approach adopted and recognise its strengths and limitations, and compare and integrate the project findings with findings from previous work reported in the literature or elsewhere.
7. Prepare a structured, coherent project submission and engage in critical discussion of the conduct of the project and the significance of its findings.

This module focuses on the critical evaluation of studies examining the role of nutrition in health and how this can be applied to public health policy and the application of nutritional knowledge to public health strategy. It will investigate the role that diet and nutritional status play in influencing human health and disease. Whilst it is a relatively new area of study its implications and impact are of worldwide relevance. Nutritional epidemiology remains the scientific basis on which most public health nutritional policies are formulated. The first third of the module deals with general epidemiological principles, such as study design, quantifying disease and risk. It will introduce students to various forms of methodological bias that affect the interpretation and validity of published scientific papers and influence their impact on the scientific community. The module will then start to focus on specialist nutritional epidemiology skills, such as assessment of diet and nutritional status (including a detailed practical schedule) and management of the resulting data. The module will also include a series of group study proposals, which will reflect the content and principles learned throughout the module.

1. Critically evaluate methodologies in nutritional epidemiology and interpret and evaluate epidemiological data in relation to nutrition and health.
2. Demonstrate an ability to integrate the underlying nutritional principles with the aetiology of health and disease.
3. Demonstrate a clear understanding of the role of health promotion and public health strategies, particularly related to reducing incidence of nutrition-related diseases.
4. Demonstrate a critical approach to the analysis of national and international research on developments in nutritional health promotion.
5. Critically evaluate the social, economic and political influences on food choice and understand the impact of the media and social marketing.
6. Synthesise evidence in order to formulate hypotheses to test the origins of diet-related diseases.