Dietetics

The student ▪ knows the difference between nutrition, eating and drinking and diet. ▪ scientifically defined standard values for the requirements of energy, macro and micronutrients depending on the The effects of age, gender and life circumstances can be interpreted. ▪ recognises the relationship between food intake, digestion, absorption and metabolism and knows theories about the regulation of hunger and satiety. ▪ is able to determine the quantity of the value-determining components (macro-/micronutrients, secondary plant constituents). materials, energy) of the products. ▪ knows about the raw materials, origin and extraction of foodstuffs, ▪ understands the manufacturing processes of the products as well as biological, chemical and physical processing methods. possibilities. ▪ Commercial forms, quality levels and current common product names as well as basic ingredients of the food. The effects of food are known. ▪ knows the raw materials, origin and extraction of foodstuffs, as well as the manufacturing processes of the products and biological, chemical and physical processing options. ▪ is able to determine the quantity of value-determining components (macro-/micronutrients, secondary plant substances, energy) of products and foods. ▪ can recognise the basics of chemistry, in particular the periodic table of the elements, the types of chemical bonds and the relationships between formula, structure and properties. ▪ knows about the chemical composition of macro-nutrients and in what context These related to nutrition and food intake. ▪ understands the basics of organic chemistry, which are essential for understanding biochemical processes in the material flow change of the human body are required. ▪ understands the molecular biological principles of reproduction and cell metabolism. ▪ is able to use modern investigation techniques and models of experimental nutrition research for to interpret the practice.

The student ▪ understands the biochemical background of the metabolism of various foods. ▪ understands biochemical terminology and can analyse and discuss practical problems from the perspective of biochemistry. ▪ is able to understand the reasons for professional recommendations and advice from the perspective of biochemistry and interpret them. ▪ understands the different scientific approaches of nutritional psychology and knows methods of nutritional psychology. ▪ can combine findings from psychology, nutritional medicine and communication. ▪ has basic knowledge of clinical laboratory testing methods and can analyse the results for the Interpret a diaetological diagnosis ▪ can recognise nutritionally relevant information from laboratory findings. ▪ is able to consult with the responsible physicians about missing medically relevant information. ▪ knows the range of action of medicinal products in selected areas and can use them in the context of nutrition. draw appropriate conclusions from the results of the therapy. ▪ has the linguistic basics for dealing with English-language, scientific literature. ▪ understands specialised English terminology specialised subject areas.

General anatomy and physiology The student ▪ knows the morphological and functional relationships of the healthy body. ▪ is familiar with medical terminology. ▪ has basic knowledge of the development and structure of the human organism. ▪ knows the basics of physiology. ▪ explains the function of organ systems and their interaction.General Pathology The student ▪ has knowledge about the development of diseases. ▪ knows about the causes and effects of deviating cell and tissue structures and functions. the organism.Hygiene The student ▪ knows standards of hygiene, infection prevention and epidemiology and derives prophylactic measures from these. phylactic measures. ▪ takes account of hygiene requirements and recognises the importance of hygiene in the workplace. health care system.Health promotion and prevention in the healthcare professions The student ▪ explains the basic concepts of health promotion within and outside its own division, Resilience, health literacy, climate literacy, health literacy, prevention. ▪ describes the importance of health-promoting measures both for themselves personally and for the clients/patients. ▪ is familiar with the basic principle of primary care in Austria and its tasks in combination with with public health and health promotion.Emergency management The student ▪ recognises life-threatening conditions and provides the appropriate first aid. ▪ creates the basic monitoring and interprets these basic values. ▪ Carries out initial measures in airway management. Legal bases 1 and healthcare The student ▪ knows the job profiles and areas of expertise of the healthcare professions in Austria. ▪ recognises the limits of the independent exercise of professional responsibility and establishes the relationship corresponding legal regulations. ▪ knows the organisational structures and the political spheres of influence of the Austrian

Fundamentals of quality and data management The student ▪ explains the basics of data and quality management in the healthcare sector. ▪ analyses and applies documentation standards in the various settings, reflects on these standards and supports quality-related activities (e.g. interface management, quality reporting, results quality measurement).Legal basis 2 The student ▪ knows and understands the basic principles of the legal foundations and laws specific to the profession. ▪ knows and understands the relevant job-specific aspects of data security.Family and patient education The student ▪ knows the basics of professional information and counselling sessions. ▪ recognises the importance of a basis of trust with clients/patients and their relatives. ▪ knows the relevant professional laws and the competences and responsibilities they contain.Digital Healthcare and Teletherapeutic Concepts The student ▪ recognises the potential applications of digital healthcare and teletherapeutic concepts. ▪ analyses the digital treatment concepts in the context of digital transformation. ▪ understands initiating change processes. ▪ develops a reflective attitude.

The student • knows about the scientifically defined standard values for energy, macro and micronutrient requirements depending on age, gender and life circumstances and can calculate the requirements. • can carry out a nutritional anamnesis • about nutritional survey methods. • knows about anthropometric methods and carries out appropriate measurements. • interprets data from the nutritional history and results from anthropometric measurements as part of the nutritional assessment and assesses the nutritional status. • knows about the nutritional principles of alternative diets and can assess their effects on health from a nutritional-physiological point of view. • is familiar with the theoretical and practical principles of catering management relevant to dieticians. • knows about the various distribution methods/catering systems and information logistics systems in communal catering. • knows about health hazards arising from microbiological and chemical hazards and common methods of food testing. • knows about hygienic measures when handling food and dishes as well as the guidelines for implementing the HACCP concept. • knows about different types of food and can create a catalogue of food types. • can create menus and meal plans taking into account nutritional, work-related and organisational requirements. • is familiar with the main components of recipes and knows the nutritional, technical and organisational requirements for menu and meal plan design. • can create a meal plan for individuals, groups and communal catering in accordance with healthy eating guidelines. • has an overview of the organisational forms of operational processes and can develop target-oriented structures. • can make targeted implementation strategies for the catering industry to develop a healthy offering. • knows about the most common nutritional value calculation programmes and can carry out nutritional value calculations supported by a nutritional value calculation programme. • knows the basics of nutrient-preserving supplementation. and can put this into practice.

The student ▪ knows about gastroenterological, endocrinological (especially diabetes mellitus), neurological and cardiovascular diseases. The patient will be informed about the different types of neurological diseases and their diagnosis, symptoms, course, prognosis and treatment options. ▪ knows about the nutritional principles of the various diets in connection with gastroenterological, endocrinological and cardiological diseases according to the Guidelines for Nutrition Therapy in Clinic and Practice (LEKuP). ▪ uses the assessment information to formulate nutritional problems and dietological diagnoses in the context of of gastroenterological diseases and derives corresponding dietary goals, interventions and monitoring and outcome parameters. ▪ documents, reflects on and evaluates the steps of the diaetological process and implements measures in the in terms of quality management/quality assurance. ▪ can be used to meet energy and nutrient requirements in the context gastroenterological, endocrinological and hereditary diseases. calculate illnesses. ▪ knows about suitable food and drink choices and special dietary products, and can create, analyse and modify recipes and menus in line with nutritional requirements. ▪ prepares appropriate meals for the respective diets and, if necessary, uses special dietetic products. products. ▪ is aware of the indications/contraindications for enteral and parenteral nutrition and prepares enteral and parenteral nutrition programmes. nutritional therapy concepts. ▪ understands the connection between gastroenterological clinical pictures, diagnosis and therapy options. and recognises the limits of nutritional therapy. peutical possibilities and the need for interdisciplinary cooperation

The student ▪ understands pathophysiological changes and clinical pictures in the fields of rheumatology, immunology and nology, gastroenterology, surgery, endocrinology and intensive care medicine and their complications. ▪ identifies the causes and effects of diet-related rheumatological, immunological, gastrointestinal and enterological, endocrinological diseases. ▪ can meet energy and nutrient requirements in the context of gastroenterological, endocrinological and cardiological diseases. ▪ is able to define nutritional therapy target parameters and derive dietary measures from them. The company's management takes into account the latest scientific findings. ▪ can compile or calculate optimised daily and weekly meal plans and determine the individual frameworks conditions of communal catering. ▪ He/she is aware of the indications and contraindications for artificial nutrition and is able to provide appropriate nutritional support. Create the corresponding build-up/sneak-out schemes.

The student ▪ identifies the causes and effects of nephrological, oncological, pulmonological and allergological diseases. ▪ has the knowledge, skills and abilities to carry out nutritional medical therapy / dietetic therapy process in the field of nutritionally relevant nephrological, oncological, pulmonological and allergological clinical pictures, from nutritional history, assessment of nutritional status, dietary findings and assessment, planning, implementation including nutritional advice and training, quality assurance, evaluation, documentation and reflection. ▪ is able to identify the dietary requirements for nephrological, oncological, pulmonological and allergological clinical pictures, to create a diae tological therapy concept, to define therapeutic goals and suitable treatment measures and to plan therapy units. ▪ knows the appropriate technical kitchen methods for food preparation and can use them to prepare meals and communicate them in a target group-orientated manner. ▪ can apply new scientific findings in practice and develop individual, personalised nutritional concepts. ▪ is able to create optimised meal plans for nephrology, oncology, pulmonology and allergy patients. Patients, to adapt recipes accordingly and prepare them independently, as well as to prepare foods specifically with a view to nutrient-adapted nutrition.

The student ▪ identifies the causes and effects of psychiatric disorders. ▪ has the knowledge, skills and abilities to carry out nutritional medical therapy / dietetic therapy process in the field of nutritionally relevant psychiatric clinical pictures, including eating disorders, from nutritional anamnesis, assessment of nutritional status, dietetic findings and evaluation, planning, implementation including nutritional counselling and training, quality assurance, evaluation, documentation and reflection. ▪ is able to recognise the need for dietary action in psychiatric illnesses including eating disorders. define a dieatological therapy concept, set therapeutic goals and suitable treatment measures and plan therapy sessions. ▪ understands gender-specific differences in terms of energy and nutrient metabolism, nutritional status, and body composition ▪ can identify gender-specific differences in various diseases and nutrition-associated diseases. interpret diseases in terms of laboratory and diagnostics and make nutritional therapy deductions.Complex counselling situation II The student ▪ is able to grasp a complex counselling situation and ▪ to take responsibility for the nutritional therapy process of persons to be treated ▪ to design the counselling content with regard to needsbased and health-promoting nutrition. ▪ the dietetic diagnosis based on the currently applicable evidence-based guidelines and the nutritional cohort of the person to be advised. ▪ formulates complex counselling content in a language adapted to the patient. ▪ Reflects on the counselling provided, taking into account the theoretical process model. ▪ reflect on their own counselling skills and expand the techniques and skills they use. ▪ filter and present the essential contents of the diaetological process and initiate a case discussion. ▪ Integrates aspects of palliative care ▪ Integrates aspects of digitalisation and climate competence

The student ▪ the basics of project management and is able to manage a project within the framework of the Initiate, plan, implement and evaluate health promotion and prevention and present the results. ▪ the professional activity, in particular also a freelance activity by means of organisational, operational and legal principles. ▪ can position itself on the customer market and present itself confidently with its core competences. ▪ is informed about models nutrition communication and nutrition marketing ▪ uses media as a communication tool and can prepare nutritional information for specific target groups

The student ▪ is familiar with the basics of quality management and quality assurance in the field of nutritional medicine. rapy and is familiar with the legal scope of action for independent nutritional medical treatment and documentation from the MTD-Law. ▪ will fulfil the requirements of lifelong learning and the obligation to provide further training from the perspective of a The quality of the profession is guaranteed by continuous adaptation to medical and scientific findings. ▪ understands the purpose of evaluation methods and can categorise them in the professional field of dietetics. ▪ contributes to the further development of the profession.Presentation in a scientific context The student ▪ can use the selected and applied research methods and the collected data to answer the questions. ▪ can analyse the result from research-relevant questions from the profession-specific area in the scientific field. present their business environment. ▪ can research topic-relevant options for submission and prepares the Bachelor's thesis for presentation. The information is available in various formats (online, print, post, ...).

The student ▪ records the eating habits, needs, expectations, attitudes and behaviour of certain groups of people. ▪ knows the medical principles of geriatrics and pathophysiological changes in old age ▪ is able to carry out anthropometric measurements and assess the nutritional status of geriatric patients and to assess them. ▪ Current screening tools for the assessment of malnutrition are known and can be used. ▪ is able to formulate adequate diaetological recommendations for action in relation to the target group and can provide nutritional recommendations for geriatric facilities. ▪ is able to interpret the nutritional and physiological requirements for specific groups of people and can explain the reasons for these requirements. ▪ knows the basic concepts of sports nutrition, current nutritional recommendations for training and competition and for mass sports. ▪ knows the optimal intake recommendations for macro- and micronutrients as well as fluid intake, in particular especially with regard to rehydration in sport. ▪ is able to assess the necessity and risk of dietary supplements and supplements in the sports sector. ▪ psychological aspects relating to nutrition and eating behaviour in elite and competitive sport are known.

The student ▪ explains the basic medical knowledge in the field of gynaecology. ▪ can define nutritional therapy target parameters for women and use them to develop dietetic measures. The aim is to determine and assess the quality of the products, taking into account the latest scientific findings. ▪ is able to create individual nutritional concepts in the field of gynaecology and obstetrics and also in the clinical setting. ▪ understands the metabolic relationships of the female cycle depending on the nutrient requirement. ▪ knows the nutritional peculiarities in special phases of a woman's life, including pregnancy, lactation and climacteric. ▪ is aware of possible pathophysiological changes in a woman's life and knows about nutritional and physiological changes. l▪ knows about the developmental phases from infancy to adolescence and is able to recognise the relationship to the corresponding nutritional and physiological requirements. ▪ can fulfil the energy, nutrient and fluid requirements of healthy and sick infants, children and adolescents and develop an appropriate nutritional therapy concept. ▪ knows about diseases in childhood and adolescence as well as their diagnosis, symptoms, course, prognosis and therapy options.

The student ▪ knows about the development of the occupational profile and understands the current legal and organisational requirements. framework conditions. ▪ understands the importance of the profession in the healthcare landscape and recognises current and future employment opportunities. and development opportunities.

▪ Diaetological process The student ▪ knows about the steps of the diaetological process and can work on case studies on the basis ofessentions. ▪ applies the Bio-Psychosocial Model and ICF categories as part of the dietetic process.▪ Basics of the counselling technique The student ▪ knows the structure of a nutritional counselling session. ▪ knows counselling materials and can use them in a targeted and goal-oriented manner in counselling. ▪ Can create appropriate advisory documents for analogue and digital settings in a target group-oriented manner.▪ Consultancy technology The student ▪ knows about the individual elements of nutritional counselling. ▪ can apply and implement communication and conversation techniques in nutritional counselling. ▪ plans, prepares and carries out a counselling session. ▪ performs energy and nutrient requirement calculations and compares them with the intake estimate. ▪ knows various questioning techniques and applies them. ▪ can consciously incorporate the nutritional expertise they have acquired into their nutritional counselling in a structured manner. ▪ observes and analyses individual consultations and Gives constructive feedback

Complex counselling situation The student ▪ is able to grasp a complex counselling situation and ▪ to take responsibility for the nutritional therapy process of persons to be treated ▪ to design the counselling content with regard to needsbased and health-promoting nutrition. ▪ the dietetic diagnosis based on the currently applicable evidence-based guidelines and the nutritional cohort of the person to be advised. ▪ complex counselling content in a patient-oriented language. ▪ reflect on the counselling provided, taking into account the theoretical process model. ▪ to reflect on their own counselling skills and to expand the techniques and skills used in a targeted manner. ▪ name and present the contents of the diaetological process and lead a case discussion. ▪ to incorporate aspects of palliative care ▪ introduce and apply the topics of digitalisation and climate expertiseCompulsory elective module: Qualitative data analysis The student ▪ is able to formulate a research question for a qualitative research project, ▪ can create research designs and apply qualitative research methods. ▪ knows the methods for collecting and analysing qualitative data (e.g. MAXQDA). ▪ knows the quality criteria of qualitative research and can apply strategies to achieve the quality criteria.Compulsory elective module: Quantitative data analysis The student ▪ is able to formulate a research question for a quantitative research project and apply methods of descriptive statistics and test statistics. ▪ knows how to create a data matrix and import and export it statistical software (e.g. Excel, SPSS, R) can be assessed. ▪ knows what a case number calculation is and why and how it can be carried out. ▪ understands the basics of medical/dietological and clinical research and knows the necessary research methods. expertise the field of nutritional medicine and dietetics ▪ covers good scientific and clinical practice as well as ethically relevant aspects of research, including the need for an ethics committee

The student ▪ recognises different types of behaviour and reflects on them in a professional context. ▪ can communicate appropriately with their counterpart. ▪ designs and reflects on communicative and interactive processes in heterogeneous, diverse and interprofessionally composed groups. ▪ interprets and reflects on what he/she has learnt, describes it to an appropriate extent and applies or takes feedback and feed-forward seriously and actively. ▪ can reflect independently on professional behaviour and explain it clearly and precisely to others.

The student ▪ applies technologies in the healthcare sector, taking into account a critical analysis. ▪ recognises the responsibility of other healthcare and other professions and works in a multi-professional team. ▪ analyses the public impact of one's own behaviour in everyday professional life. ▪ develops health literacy, i.e. the ability to find, understand and evaluate health information and apply them in order to be able to make appropriate health decisions in everyday life. ▪ integrates target group-specific climate communication in stakeholder dialogues ▪ transfers own decisions responsibly to the outside world. ▪ possesses social-communicative and self-competences, in particular the ability to communicate, criticise and deal with conflict as well as empathy, frustration tolerance, role distance, selfdetermination and self-reflection skills. ▪ recognises a professional self-image for the exercise of the profession and the active right to shape and codeterminationability in everyday working life.

▪ takes climate-sensitive health communication into account ▪ selects professional appearance (with his/her professional understanding), leads reflective responsibility. The professional group is responsible for its own professionspecific behaviour and represents its own professional group both internally and externally. ▪ develops problem-solving strategies for job-specific requirements. ▪ develops the communicative and organisational skills required to cope with complex interdisciplinary tasks. The communication is necessary or designs the communica tion for complex tasks in an interprofessional environment (incl. problem-solving strategies).

The student ▪ observes and interprets current developments on the global food market and relates them to the own dietetic action ▪ understands the importance of economic, ecological/climatic and social factors for food systems influence. ▪ acts sustainably in relation to the dietetic profession ▪ integrates the economic situation of clients into the dietetic programme. acting

The student ▪ selects relevant scientific research methods, prepares the data for answering the question The team analyses, evaluates and interprets them. ▪ has basic knowledge of statistical test procedures and carries out a descriptive data analysis using suitable tools. software. ▪ explains the most important components of resource planning and the organisational processes for the implementation of resource planning. ▪ describes the ethical and legal standards of clinical trials. ▪ selects the required study documents according to the scientific/international specifications and explains them. ▪ explains the methodological planning of studies on the basis of scientific standards. ▪ selects and applies relevant scientific research methods and prepares the collected data for answering the questions. ▪ makes scientific findings and phenomena available for professional and scientific development usable. ▪ participates in scientific discourse and understands and processes specialised literature and research reports. ▪ researches current scientific findings in the national and international field, in particular on the evidence-based reflection, evaluation and argumentation in the health professions in a fundamental form. ▪ formulates research-relevant questions and hypotheses from the profession-specific area.

On the basis of the health science question, the student can Search for and summarise literature on a specific topic. formulate a problem and derive the objective and research question. Plan the corresponding methodology taking into norms, standards, guidelines and directives. formulate a corresponding outlook.

The student ▪ has acquired knowledge in various areas of scientific work, which goes beyond the knowledge acquired in the knowledge imparted in the associated courses or exercises.Ethics applications The student ▪ takes into account the ethical requirements when conducting empirical studies. ▪ independently submits applications to an ethics committee, taking into account the respective quality criteria and submits it.Study planning The student ▪ has advanced knowledge of different study designs in clinical research. ▪ drafts a time, budget and resource plan for empirical work. ▪ plans a scientific empirical work according to international standards. ▪ plans the implementation of measurements and interventions depending on the chosen research design.Preparation of the questionnaire The student ▪ uses relevant validated questionnaires in a standardised way in an empirical study. ▪ selects suitable scale levels and formulations for specific questions. ▪ develops a questionnaire on the basis of a specific question and subjects it to a reability test. ▪ implements an analogue and digital survey.Literature research and evaluation The student ▪ creates a search protocol for a systematic literature search according to international standards. ▪ carries out and documents a systematic literature search in accordance with international standards. ▪ adapts the search syntax depending on the respective literature source. ▪ evaluates the articles found within a systematic literature search with the help of international assessments.Inferential statistics The student ▪ carries out re- levant hypothesis tests depending on the question and prerequisites. ▪ carries out the inferential statistical analysis with the help of selected software.Reading and Writing Scientific Papers The student ▪ identifies the general structure and the logical Structure of an English-language article. ▪ writes an English-language article in a structured and logical manner, depending on the respective requirements. ▪ recognises the specific structure of an English-language abstract. ▪ draws on various logical argumentation methods when writing a discussion, depending on the topic. chains. ▪ takes into account the special features of English writing when writing articles.Qualitative research The student ▪ draws up an interview or observation report on the basis of a question and depending on methodological requirements. The guidelines (according to the relevant criteria). ▪ plans to conduct qualitative surveys. ▪ takes expert information into account when conducting qualitative surveys. ▪ analyses the data collected in a qualitative survey.Specialisation in scientific work The student ▪ deals in depth with selected topics of scientific work. ▪ applies these findings when writing the Bachelor's thesis.

The student ▪ can, on the basis of their health-scientific questions ▪ write the introduction, the theoretical background and the problem statement. ▪ implement the appropriate methodology, taking into account norms, standards, guidelines and directives. ▪ analyse and discuss the results and draw conclusions and present these in written form.

▪ explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms). ▪ differentiates between selected types of literature on the basis of their characteristics and categorises them according to their research methodology and evidence. ▪ distinguishes between systematic and unsystematic searches and selects the appropriate search method for the project. suitable resources and search terms. ▪ has raised awareness of the need for an ethical, moral and responsible attitude and uses an example to explain how this is implemented in scientific work. ▪ obtains the electronic resources provided by the institution for the implementation of the programme. information and documents relevant to the preparation of scientific papers. ▪ can explain the process of evidence-based practice. ▪ can explain the possible applications and potentials of artificial intelligence in scientific work. rents. ▪ can recognise the risks and legal implications of using artificial intelligence in scientific work. The general conditions must be taken into account.

The student ▪ explains selected terms, concepts and principles in the context of science and research (e.g. evidence, evidence hierarchy, research paradigms). ▪ differentiates between selected types of literature on the basis of their characteristics and categorises them according to their research methodology and evidence. ▪ distinguishes between systematic and unsystematic searches and selects the appropriate search method for the project. suitable resources and search terms. ▪ has raised awareness of the need for an ethical, moral and responsible attitude and uses an example to explain how this is implemented in scientific work. ▪ obtains the electronic resources provided by the institution for the implementation of the programme. information and documents relevant to the preparation of scientific papers. ▪ can explain the process of evidence-based practice. ▪ can explain the possible applications and potentials of artificial intelligence in scientific work. ▪ can recognise the risks and legal implications of using artificial intelligence in scientific work. The general conditions must be taken into account.

The student ▪ The successful completion of the examination confers the professional qualification.

The student ▪ understands connections between organisational units in clinical and non-clinical settings ▪ observes the importance of nutrition at the internship locations - both in catering management and also with , clients and employees ▪ records aspects of sustainability in relation to the catering offer at the internship locations ▪ has direct contact with patients, clients and employees and is in direct contact with them. Interacts and communicates in an adapted manner during the internship. ▪ captures process organisations in individual and communal catering and can analyse work processes from the understand purchasing, storage, preparation and distribution of food, meals and dishes

The student ▪ carries out dietetic processes under supervision ▪ plans a dietetic therapy concept under guidance, taking into account the health problems of the patient. The dietician assesses the patient's symptoms and the necessary findings based on the clinical picture, draws dietetic conclusions, sets therapeutic goals, determines suitable treatment measures and plans the therapy units ▪ implements the therapy concept under supervision, including quality-assured nutritional counselling process-orientated, continuously evaluates, adapts if necessary and documents the therapy concept and its implementation ▪ appreciates his/her own abilities in terms of professional, organisational, communicative and scientific skills. abilities realistically. ▪ represents the interests of the company on the basis of the professional, organisational, communicative and scientific skills acquired. We make decisions responsibly both externally and within the interdisciplinary team. ▪ Conducts educational discussions and dietary therapies professionally under supervision, takes into account cultural and religious needs, lifestyles and values and acts in accordance with professional, ethical, economic and ecological principles ▪ Documents and analyses under supervision the course of action and analyses the results.

The student ▪ carries out diaetological processes under supervision in accordance with the level of training ▪ plans a dietetic therapy concept under guidance, taking into account the health problems of the patient. The dietician assesses the patient's symptoms and the necessary findings based on the clinical picture, draws dietetic conclusions, sets therapeutic goals, determines suitable treatment measures and plans the therapy units ▪ implements the therapy concept under supervision, including quality-assured nutritional counselling process-orientated, continuously evaluates, adapts if necessary and documents the therapy concept and its implementation ▪ appreciates his/her own abilities in terms of professional, organisational, communicative and scientific skills. abilities realistically. ▪ represents the interests of the company on the basis of the professional, organisational, communicative and scientific skills acquired. We make decisions responsibly both externally and within the interdisciplinary team. ▪ Conducts educational discussions and dietary therapies professionally under supervision, takes into account cultural and religious needs, lifestyles and values and acts in accordance with professional, ethical, economic and ecological principles ▪ Documents and analyses under supervision the course of action and analyses the results.

The student ▪ carries out dietetic processes under supervision. ▪ plans a dietetic therapy concept under guidance, taking into account the health problems of the patient. The patient's problems and the necessary findings based on the clinical picture, draws dietetic conclusions, sets therapeutic goals, determines suitable treatment measures and plans the therapy sessions ▪ implements the therapy concept under supervision, including quality-assured nutritional counselling process-orientated, continuously evaluates, adapts if necessary and documents the therapy concept and its implementation ▪ appreciates his/her own abilities in terms of professional, organisational, communicative and scientific skills. abilities realistically. ▪ represents the interests of the company on the basis of the professional, organisational, communicative and scientific skills acquired. We make decisions responsibly both externally and within the interdisciplinary team. ▪ Conducts educational discussions and dietary therapies professionally under supervision, takes into account cultural and religious needs, lifestyles and values and acts in accordance with professional, ethical, economic and ecological principles ▪ Documents and analyses under supervision the course of action and analyses the results.

The student ▪ carries out dietetic processes under supervision. ▪ plans a dietetic therapy concept under guidance, taking into account the health problems of the patient. the problems of the patients and the necessary findings based on the clinical picture, draws dietetic conclusions, sets therapeutic goals, determines suitable treatment measures and plans the therapy units ▪ implements the therapy concept under supervision, including quality-assured nutritional counselling process-orientated, continuously evaluates, adapts if necessary and documents the therapy concept and its implementation ▪ appreciates his/her own abilities in terms of professional, organisational, communicative and scientific skills. abilities realistically. ▪ represents the interests of the company on the basis of the professional, organisational, communicative and scientific skills acquired. We make decisions responsibly both externally and within the interdisciplinary team. ▪ Conducts educational discussions and dietary therapies professionally under supervision, takes into account cultural and religious needs, lifestyles and values and acts in accordance with professional, ethical, economic and ecological principles ▪ Documents and analyses under supervision the course of action and analyses the results.