This module aims to critically review the evidence base for health behaviour change related to nutrition. This evidence will be critically applied to the coaching context of facilitating people to make changes to their nutrition

1. Debate the evidence-based recommendations for optimal nutrients and portion sizes in obesity and prediabetes

2. Review the cause and clinical consequences of common nutrition-related diseases and the evidence linking nutrition and diet with the major chronic diseases

3. Review the evidence for the impact of nutrition on gut inflammation, probiotics, prebiotics and the microbiome

4. Evaluate the evidence-based nutrition approach to obesity

5. Evaluate interventions for individualised nutrition in metabolic syndrome

6. Evaluate interventions for individualised nutrition in cardiovascular disease

7. Apply coaching in the management of nutrition in prediabetes

8. Design a personalised nutrition plan and coach a client with risk factors for metabolic syndrome

The module is designed to enable students to explore the methodological issues and practical issues about research. It will assist students determine the right research design for their research questions in practice and provides an opportunity for students to debate, challenge and clarify research issues. This module provides students with the skills needed to source, evaluate, and implement evidence in practice. Students are also introduced to the many approaches used in synthesising evidence from primary studies. The module also prepares students to develop a research proposal/protocol in preparation to undertake a research study.

1. Demonstrate an understanding of the steps of the research process and evidence-based practice.
2. Critically discuss theoretical perspectives on research approaches and methodology across the qualitative, quantitative and evidence synthesis domains.
3. Formulate an answerable research/clinical question using the Population, Intervention, Comparison, Outcome and Time (PICOT) (or equivalent) approach and demonstrate the ability to systematically search for evidence.
4. Describe a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis.
5. Identify and discuss appropriate reporting guideline for research and discuss relevant application of guidelines with the chosen research approach.
6. Defend appropriate project plan and outcomes pertaining to the proposed study

The aim of the module is to provide students with evidence-based knowledge as it pertains to promoting positive mental health and psychological well-being. It also aims to support them in developing coaching strategies designed to foster positive mental health and psychological well-being.

1. Discuss definitions of psychological wellbeing, positive mental health and their related concepts

2. Evaluate and apply methods of assessing and measuring well-being

3. Debate evidence-based initiatives to increase positive mental health and psychological well-being and examine the impact of technology in this area

4. Explore the impact of stress on mental health and psychological well-being.

5. Evaluate other mindfulness-based interventions and their application to stress reduction and the promotion of mental wellbeing.

6. Explore the application of cognitive-behavioural techniques in a coaching context in assisting clients to overcome mental wellbeing challenges.

7. Examine and apply various models utilised in coaching to promote mental wellbeing in individuals and groups and describe how coaching can be utilised in the building of emotional resilience.

8. Describe the concept of recovery coaching and the application of the wellness recovery action plan (WRAP).

The aim of this module is to support and guide students in the practicalities of undertaking a research study so that their research question is answered in a rigorous succinct manner and that can contribute to the evidenced-based body of knowledge in their chosen subject area. It will provide students with a platform to work in an independent manner, while also being guided by a supervisor, to plan, undertake and evaluate a research study/systematic review.

1. Critically evaluate the theoretical underpinnings of the chosen research design and methodology.
2. Demonstrate coherence between the chosen research methodology and the search strategy process, sampling process, data collection and data analysis processes used.
3. Debate the challenges of real-world enquiry in relation to gaining access to data/participants and ethical approval processes as appropriate
4. Critically defend the choice of research design and data collection methods and data management and analysis mechanisms and the interpretation of results
5. Critically debate the appraisal, analysis, synthesis and interpretation of the research data
6. In a format suitable for publication in an identified peer reviewed journal OR in the format of a convention research dissertation, communicate their research findings clearly, critically, and objectively
7. Present a critical discussion/synthesis of their findings in relation to existing current literature and evaluate their study findings within the context of their practice discipline
8. Advance measurable and well supported recommendations for practice/ education/ research and or healthcare policy OR produce a summary of review finding table with robust assessment of confidence in evidence