Dietetics and Nutrition

Conditions of suffering, tasks of the pathologist, cell changes, respiratory disorders, circulatory disorders, vascular diseases, high pressure, varices and coagulation disorders, circulatory disorders, embolism and consequences, hemorrhage, shock, inflammation, tissue replacement and wound healing, immunopathology, hypersensitivity reactions, infectious diseases, neoplasms, carcinogenesis.

The students gain an insight into the profession and responsibilities of dietitians as well as the specific workflows in the relevant organisational units.

Reflection on career exploration as part of an open discussion session in small groups.

Exercises in speaking about nutritional trends and nutritional issues in society;
Vocabulary related to human anatomy, physiology, and pathology related to the digestive and metabolic systems; Improving English skills related to reading strategies and linguistic foundations of academic English

Literature procurement and research in the library and relevant online literature databases, clarification of the concept of "scientificity" in dietetics, identification of various types of literature, methodology for proper citation, and practice using selected examples, composing short scientific texts.

Deepening knowledge of menu preparation in a health-promoting and preventive context, community catering and related minimum standards, calculation of menus, sustainability in community catering, estimation of kilocalories, grams, carbohydrate, fat and protein amounts, modification of recipes.

Basics of sensory physiology and taste formation, methods of sensory analysis, practical application of sensory analysis.

General advertising psychology. Effect of advertising in the nutrition sector. Application of social media in the nutrition sector. Target group-specific advertising

Background to the development of self-image and external image in relation to physical perception; Perception of attractiveness and the factors influencing it; acceptance of one's own body; - Psychological basis of body dysmorphic disorders; Effects of changing the perspective of people with eating diso

Basics of communication and the most important communication models with the following focuses:
-Training to enhance clarity in dialogues
-Explaining the functioning of perception and information dissemination
-Theoretical knowledge in the areas of teamwork and conflict management
-Theories related to argumentation and discussion.
-Presentation techniques
-Voice and body language
-Reflection on specific topics within communication
-Content related to feedback formulation and acceptance

Nutrition for pregnant and nursing women, infants, children and adolescents.

Nutritional therapeutic interventions are taught in the subject areas Overweight and obesity, hyperlipidemia and diabetes mellitus with a focus on the following content:
• Diagnostic options, disease progression and prognosis
• Treatment options (e.g. pharmacological, surgical, psychological, nutritional therapy) and chances of success,
• Connection between clinical pictures, diagnosis, treatment options, possible approaches and the need for collaboration with other professional groups
• Interpretation of findings and understanding of the diagnosis
• Nutritional target parameters of nutritional therapy
• Processing of case studies based on the dietary process
• Effects of nutritional therapeutic measures on the overall nutrient supply,
• Creation of a nutritional therapy plan based on a medical diagnosis, relevant parameters for creating the nutritional therapy plan and implementing a diet.
• Application of quality assurance measures within the dietetic process.

The course conveys content and perspectives on various alternative diets, fasting methods, low-carbohydrate diets including basic principles of the ketogenic diet, current nutritional trends, aspects of vegetarian and vegan diets as well as the holistic approach to nutritional behavior as part of a sustainable diet.

Basics and aspects of sports nutrition and their influence on performance; Recommendations for various sports, depending on discipline, duration and physiological requirements; Check supplements for evidence and explain their usefulness; Basics of energy provision under different levels of physical stress/strain in connection with performance diagnostic examinations in theory and practice; health-promoting effects of exercise, sport and training

Metabolic processes and biochemical processes in the body at different levels, associated diseases, working out chemical issues.

Basics of procedural methods in the laboratory, reference ranges for relevant blood parameters incl. pathophysiology, practical examples with different biological media and methods in the laboratory.

Physiological processes in food intake incl. hunger and thirst, smell and taste, and digestion.

Basics of human physiology, functioning of the endocrine and nervous systems, sensory organs and brain, ageing processes.

The students acquire subject-specific vocabulary based on topics and texts related to the focus of the Dietetics and Nutrition degree programme. They enhance their English oral and written communication skills for working in international, multiprofessional and scientific contexts with the following key areas:
- Describing the interaction and processes between primary and specialist care in clinics and hospital departments.
- General and special medical vocabulary relating to patient case records, dietological process
- Communication with patients (taking diet history, nutritional advice)
- Practising using appropriate vocabulary when communicating with adult clients/patients
- Terminology and presentation: discussion practice on special topics from nutritional therapy and dietetics (CLIL)

Search strategies and systematic retrieval of scientific literature, evaluating search results based on defined criteria, criteria for assessing various types of media (academic journals, online platforms and websites, books, brochures) to assess quality, structure of scientific papers, models of empirical research (quantitative and qualitative), and study designs, practicing writing techniques and scientific expression.

- Specific menu design, nutritional value calculations, recipe creation. Collaboration or independent implementation of special dietary requirements with the kitchen as well as sensory control of the food and eating
o Participation/independent implementation of diet consultations, nutritional therapies, training courses, lectures…
o Case discussions with the dietician and/or in the interdisciplinary team
o Participation in examinations, therapies and operations
o Carrying out the dietetic process
o Getting to know the areas of activity of other professional groups in the multi-professional team

Reflection on the professional internship and discussion of open questions in small groups

The students acquire fundamental knowledge of individual counseling, practice in an individual counseling session, and can reflect on and apply these processes across a wide spectrum. By learning theoretical models and practical application recommendations, nutrition counseling can be conducted based on evidence.

The students strengthen their knowledge in the field of metabolic disorders such as obesity, diabetes mellitus, hyperlipidemia, in the area of simple gastrointestinal conditions like intolerances and constipation, as well as in the areas of communication, conversation, and counseling techniques. They practice nutritional counseling in the context of multiple counseling sessions (face-to-face and tele-counseling) with patients and learn how to plan, conduct, document, and further develop nutrition consultations in a quality-assured manner through reflection. They apply the phases of the Dietetic Process Model (Dietetic Assessment, Dietetic Diagnosis, Dietetic Goal Setting, Dietetic Intervention, Outcomes Evaluation) for this purpose.

Dietary process steps: dietary assessment, dietary diagnosis, PES-FB-Statement, dietary goal setting (long-term dietary assessment goal, dietary intervention goal), dietary intervention (dietary action and client-centred intervention goals), documentation and therapy report, interface management, clinical reasoning

Nutritional therapeutic interventions are taught in the subject areas Hypertension, hyperuricemia/gout, insulin-dependent diabetes mellitus, gastroenterological diseases and bariatric surgery with a focus on the following content:
• Diagnostic options, disease progression and prognosis
• Treatment options
• Connection between clinical pictures, diagnosis, treatment options, possible approaches and the need for collaboration with other professional groups
• Interpretation of findings and understanding of the diagnosis
• nutritional target parameters of nutritional therapy,
• Processing of case studies based on the dietary process
• Creation of a nutritional therapy plan based on a medical diagnosis, relevant parameters for creating the nutritional therapy plan and implementing a diet.

Nutritive value calculation programme nut.s, practical and cross-linking application of the teaching contents from Nutritional Therapeutic Intervention, Dietary Process, scientific work and counselling technique by means of case studies, carbohydrate units, food form catalogue and VESTA, creation, preparation and tasting of recipes with a focus on metabolic diseases and gastroenterology, menu preparation and calculation, sensory protocol, application of the Dietary Process.

(Legal) basics pharmacology, effects, side-effects and metabolism of drugs, common pharmaceutical preparations, Handling of drug package leaflets, drug interactions, food interactions, hazard pictograms, generics and biosimilars, fundamentals of complementary medicine, food toxins

Pathophysiological organ-alterations affecting the whole body, clinical correlations, cross-connections to the dietetic practice

o Specific menu design, nutritional value calculations, recipe creation o Collaboration or independent implementation of special dietary requirements with the kitchen as well as sensory control of the food and eating
o Participation/independent implementation of diet consultations, nutritional therapies, training courses, lectures…
o Case discussions with the dietician and/or in the interdisciplinary team
o Participation in examinations, therapies and operations
o Carrying out the dietetic process
o Getting to know the areas of activity of other professional groups in the multi-professional team

Reflection on the professional internship and discussion of open questions in small groups.

In the course, counseling techniques and counseling skills will be further developed and expanded based on Counseling Techniques 1, as well as experiences from the supervised internship 1 and mandatory internships through reflection and practical exercises. Acquiring an extensive repertoire of methods in counseling techniques and communication allows them to gain an awareness of the tools that are individually optimal for each situation and strengthens counseling competence for a wide range of counseling settings. The development of various counseling material creates a deeper understanding of reaching target groups using appropriate language and format. The concepts and methods of Rogers, DeShazer, and Motivational Interviewing (MI) according to Miller & Rollnick serve as basic concepts.

The students consolidate their knowledge primarily in the field of nephrology and other nutrition-related conditions. Additionally, the students enhance their competencies in counseling techniques and communication. They practice nutritional counseling in the context of multiple counseling sessions (face-to-face and tele-counseling) with patients and learn how to plan, conduct, document, and further develop nutrition consultations in a quality-assured manner through reflection. They apply the phases of the Dietetic Process Model (Dietetic Assessment, Dietetic Diagnosis, Dietetic Goal Setting, Dietetic Intervention, Outcomes Evaluation) for this purpose.

Periopterative nutrition, significance of malnutrition in surgical patients, immunonutrition, carboloading, fluid and food abstinence, post-operative nutrition, use of enteral and parenteral nutrition, indirect calorimetry, surgical clinical pictures.

Nutritional therapeutic interventions are taught in the subject areas of
Nephrology, geriatrics, malnutrition, neurology, oncology/hematology, allergies, diseases of the skeletal system with a focus on the following content:
• diagnostic options, disease progression and prognosis
• treatment options
• connection between clinical pictures, diagnosis, treatment options, possible approaches and the need for collaboration with other professional groups
• interpretation of findings and understanding of the diagnosis
• nutritional target parameters of nutritional therapy,
• processing of case studies based on the dietary process
• creation of a nutritional therapy plan based on a medical diagnosis, relevant parameters for creating the nutritional therapy plan and implementing a diet.

Analgesics, local anesthetics, psychotropic drugs, sleeping pills and anesthetics, drugs that affect the nervous system, drugs for the treatment of cardiovascular diseases, cytostatics, drugs for the treatment of stomach and intestinal diseases, drugs in old age, drug administration for enteral nutrition.

Menu preparation and calculation, dietetics in the kitchen for nephrology, consistency-defined food forms from a speech therapy and kitchen technology perspective, IDDSI level, sensory perception in old age from a kitchen technology perspective, preparation of food for nephrology, dysphagia, malnutrition, sensory perception protocol, application of the dietetic process.

In the course, students learn the theoretical basics of project management and apply this knowledge in practice within the framework of small projects - workshops for different target groups: Methods of teaching and learning, didactics, planning and implementation of nutrition workshops for different target groups.

The course unit provides the students with the fundamentals of professional writing with a special focus on nutrition communication, the storytelling approach, the significance of images, the significance and use of Web tools, writing of press releases, preparation for interviews and dealing with journalists. Furthermore, students will become acquainted with methods and tools related to the impact of images, image editing, as well as the creation and editing of videos. Additionally, they will gather relevant knowledge about blogging and social media in the field of nutrition and create their own content for social media.

In this lecture students are introduced to the fundamentals of quality and risk management and consolidate their knowledge through exercises.

Planning and composition of a scientific concept following the basic structure of academic papers, writing exercises to enhance language requirements, creating a summary (abstract) of a scientific work in both German and English, current research areas in the field of dietetics, comprehensive research and evaluation of scientific literature in both German and English, GDPR (General Data Protection Regulation).

Basic statistical concepts, fundamental quantitative statistical methods and their application, inferential statistics, significance tests, simple statistical calculations using the statistical software SPSS®, interpretation and presentation of statistical results, critical assessment of academic literature and studies by critically evaluating selected statistical methods.

o Specific menu design, nutritional value calculations, recipe creation o Collaboration or independent implementation of special dietary requirements with the kitchen as well as sensory control of the food and eating
o Participation/independent implementation of diet consultations, nutritional therapies, training courses, lectures…
o Case discussions with the dietician and/or in the interdisciplinary team
o Participation in examinations, therapies and operations
o Carrying out the dietetic process
o Getting to know the areas of activity of other professional groups in the multi-professional team

Reflection on the professional internship and discussion of open questions in small groups

The course provides knowledge and tools for dealing with various target groups and challenging situations in the nutritional counseling setting. In this context, students will learn counseling techniques, for example, for counseling children and adolescents, counseling people with physical, psychological, and cognitive impairments, as well as "difficult" clients. Furthermore, they will become familiar with interacting with clients from different cultural backgrounds and religions, working with seriously ill clients, and the topic of addiction prevention, while deepening their knowledge in Motivational Interviewing.

This course unit provides basics and recommendations for action in the field of sustainable nutritional: Health, social, economic, environmental compatibility of diets; world nutrition; climate change and nutrition; measures for implementation in the setting of dietetics

The course unit provides basic knowledge and skills in the fields of public health nutrition and nutrition sociology: Health determinants, epidemiology, health promotion and prevention, projects, workplace health promotion (nutrition during shift work)

Paediatric nutritional medicine: congenital metabolic diseases, inflammatory bowel disease, coeliac disease, cystic fibrosis, pancreatitis, fructose/lactose malabsorption, parenteral nutrition and vascular access, enteral nutrition and access, tube bags, refeeding syndrome, short bowel, phenylkentonuria, type 1 diabetes mellitus, chronic renal failure, dialysis, practical examples.
Nutrition and dietetics in childhood and adolescence: in healthy people, in dystrophy, in cystic fibrosis, in coeliac disease, in carbohydrate transport defects, in short bowel syndrome, in Chrohn's disease; fat-defined diets, in type 1 diabetes mellitus, protein-defined diets, dietetics in inborn errors of metabolism, ketogenic nutrition therapy.
"Eating right from the start" (ÖGK project).
Preparation and tasting of meals for PKU and coeliac disease.

Oral examination in accordance with the requirements for final examinations in university of applied sciences bachelor's degree programs as mentioned in the FHG, current version.

Addressing research questions in a scientifically correct and empirical manner within a predetermined timeframe. Structuring a scientific paper, proper collection of empirical data with a conscious adherence to ethical and data protection principles. Conducting basic statistical analyses, critically reflecting on the obtained results in relation to the research question.

Critical reflection of the individual creative process in writing the bachelor's thesis by presenting work progress in small groups with supervisors.

Students:
• can identify current nutritional trends and examine and work on them based on the latest scientific findings
• can understand the emergence and effects of individual nutritional trends from both an individual and a societal perspective
• can apply the knowledge acquired in a job-relevant issue
• can apply the subject-specific, scientific and social-communicative skills they have acquired so far to practically deal with a problem from professional practice

Interprofessional collaboration, international approaches to health care, vulnerable populations, health promotion and prevention in international and interprofessional settings, project management.

o Specific menu design, nutritional value calculations, recipe creation o Collaboration or independent implementation of special dietary requirements with the kitchen as well as sensory control of the food and eating
o Participation/independent implementation of diet consultations, nutritional therapies, training courses, lectures…
o Case discussions with the dietician and/or in the interdisciplinary team
o Participation in examinations, therapies and operations
o Carrying out the dietetic process
o Getting to know the areas of activity of other professional groups in the multi-professional team

Definitions: Clinical psychology; demarcation between psychotherapy, psychiatry,
health psychology; Health vs. disease
Relevance of mental health
Stress – psychological perspective
Addiction, eating disorders
Affective disorders
Psychosomatics, neuropsychological disorders
Personality disorders, psychotic disorders, trauma, crises
Self-care in advisory professions

Nutritional therapeutic interventions are taught in the subject areas of psychiatry, eating disorders and pulmonology with a focus on the following content:
• Diagnostic options, disease progression and prognosis
• Treatment options
• Connection between clinical pictures, diagnosis, treatment options, possible approaches and the need for collaboration with other professional groups
• Interpretation of findings and understanding of the diagnosis
• nutritional target parameters of nutritional therapy,
• Processing of case studies based on the dietary process
• Creation of a nutritional therapy plan based on a medical diagnosis, relevant parameters for creating the nutritional therapy plan and implementing a diet.
• interventions such as ketogenic diet, initiative diet or the relevance of nutritional supplements"

This integrated course provides information about the freelance work of dietitians and experience from practice.

The course unit provides fundamentals of accounting and cost-benefit analysis as well as practical knowledge for freelance work and nutrition management.

Introduction to health, labor and social law:
• Deepening of the MTD law
• Introduction to the Austrian healthcare system, its structures and
developments as well as performance documentation and cost accounting

The students - know the fundamentals of chemical terminology and the application of chemical terms and formulas - are familiar with the systematics of the structure of matter (periodic table) and essential laws and transformation rules - are able to name, write and classify chemical compounds - know the background of oxidation and reduction and the influence of substance concentration on equilibria - know the correlation between chemical transformation and the energy content of substances - can describe biochemical processes of human metabolism - explore chemical questions in web resources using English terminology

The students - are familiar with general terminology and key tasks of hygiene - have basic knowledge of bacteriology, virology and parasitology - are familiar with the most common infectious diseases - know the hygiene measures relevant for the profession - are familiar with measures of personal and institutional hygiene and the HACCP concept (food safety) - can select targeted measures for infection prevention in their role as dietitian - can apply the HACCP concept in their role as a dietitian - are aware of the necessity of their hygiene measures

The students - are familiar with the system and position of food law in general legislation as well as technical terms and definitions - are familiar in particular with the Austrian Food Safety and Consumer Protection Act (LMSVG) and food hygiene - are familiar with basic procedural provisions and competent authorities - are able to solve current legal questions related to the profession based on food law - are able to identify and derive applications of food law for their professional field of activity

The students - are familiar with foods rich in protein, fat and carbohydrates, vitamins and minerals and stimulant foods - are able to describe and assign foods to these groups - know and can describe basic processes of food production - know and can describe industrial and non-industrial food processing methods - know and can describe practical kitchen and dietetic uses of foods - are able to identify the physiological effects and ingredients of foods and critically examine and evaluate them for dietetic practice - are able to analyse and critically examine the ingredients and additives of foods based on a market analysis and derive recommendations for dietetic practice

Students acquire basic knowledge in the field of nutrition science. The students - know the terms and definitions in the field of nutrition science - are familiar with the nutritional situation in Austria and selected countries (Austrian Nutrition Report) and effects on dietary behaviour, repercussions and interactions - are familiar with measurement methods for nutritional status, anthropometry and food consumption - are familiar with micro and macro nutrients and other nutritional ingredients, including their occurrence, composition and biochemical effects in the human body - are familiar with current scientific recommendations for energy and nutrient intake for a healthy diet depending on age, gender and life situation - know the relationship between nutrition and the hunger-satiety mechanism, - know the relationship between nutrition and the acid-base balance - know the relationship between nutrition and the immune system …

Acquisition of professional vocabulary using subject-specific topics and texts related to the key elements of the course. The students • expand their oral and written communication techniques in English for work in a scientific, international and multiprofessional context • are able to describe the professional activities of dietitians in international comparison in English and name other health professions • can name foods, macro and micronutrients • are able to talk about forms of food preparation • are able to adequately use phrases and rhetorical techniques in presentations and discussions • are proficient in dictionary techniques

The students • gain an insight into the history, development and related sciences of dietetics and develop a comparative international perspective of the profession • are familiar with the tasks and competences of dietitians and are able to put them in relation to the key elements of their course • are familiar with the occupational profile of dietitians in Austria, the legal basis and relevant legal provisions of the Act on Allied Health Professions (MTD-G) • understand processes in the healthcare sector and interdisciplinary cooperation (interfaces, differentiation) • deal with national and international professional associations • gain an insight into the determinants of dietary behaviour • are introduced to the dietetic process as a method • are made familiar with different kinds of scientific literature and literature research in libraries and catalogues

The students - know the principles of food hygiene, especially food microbiology, reproduction conditions in food and bacterial food poisoning - are familiar with the relevant requirements in kitchen hygiene and disinfection - are familiar with the HACCP concept and can apply it in practice - are familiar with the hygiene guidelines in special facilities, e.g. sterile room, milk kitchen - know the principles of microbiological analysis and assessment criteria for food and can apply these in the lab under instruction - are familiar with the forms and causes of spoilage and methods of conservation - are familiar with the requirements for food packaging - are familiar with basic aspects of environmental hygiene and environmental protection.

The students are familiar with the general accident prevention regulations and can explain them - are familiar with the different cutting techniques and are able to apply them in practice - are familiar with basic kitchen terminology and can explain and apply it in practice - are familiar with basic cooking methods (e.g. poaching, boiling, roasting) and can apply these in practice - are familiar with special preparation methods such as cook and chill and can explain and critically reflect on them - are familiar with the principles of quantity calculation for meals depending on the number and size of portions and can apply them in practice - are familiar with special cooking skills, e.g. flavouring, thickening, stocks and can apply them in practice - know simple basic recipes of doughs (e.g. sponge cake, shortcrust) and can apply them in practice - are familiar with the principles of meal planning and can apply them in principle in a practical meal/menu plan …

The students - are familiar with the general anatomical terms and directional terms - have a profound basic knowledge of the skeleton, muscles and nerves - are familiar with the anatomy of the kidney and the urinary tract as well as the male and female sexual organs - are familiar with the anatomic fundamentals of the cardiovascular system and the respiratory system - are able to present the anatomy of the digestive system and have subject-specific knowledge of the anatomy of the gastrointestinal tract - are able to describe the anatomy of the central and peripheral nervous system, the brain and the sympathetic/parasympathetic nervous system

The students - are familiar with cell functions, excitation, muscle and nerve physiology and regulation of physiological processes - are familiar with cardiac and respiratory functions at rest and during exercise - can describe the physiology of blood and circulation at rest and during exercise - are able to describe the fundamentals of heat balance - have basic knowledge of renal physiology and electrolyte balance - know about the functions and tasks of the digestive system - are able to describe sensory physiology

The students - acquire basic knowledge of pathology (definition of pathological conditions, role of pathologists) - know pathological processes within the human body - acquire knowledge of regressive, irreversible and progressive cellular changes - are able to describe principles of teratology and name examples - are able to describe respiratory and circulatory disorders - are familiar with vascular diseases, hypertension, varicous veins, coagulation disorders and peripheral circulatory disorders - are able to describe the terms haemorrhage and embolism and their consequences - are able to detect states of shock and inflammations - can describe the function and process of wound healing and tissue repair - have basic knowledge of immunopathology - understand the pathology of hypersensitivity reactions - are familiar with the principles of infectiology and carcinogenesis - are able to detect and describe both benign and malignant neoplasms

The students • are made familiar with the profession and responsibilities of dietitians • gain an insight into the focal areas of the profession under supervision, in particular cooperation with the kitchen, the wards and the doctors • gain an insight into the subject-specific workflows in the relevant organisational units

The students • are able to address open questions and experiences as part of a reflection process and exchange experiences with their fellow students • are introduced to reflection processes enabling them to identify the strengths and weaknesses of thought and action processes • learn to deal with different problems from professional practice, thus developing a professional identity • develop knowledge about themselves and their future therapeutic activity

Students acquire reading strategies and linguistic fundamentals of scientific English. They enhance their subject-specific vocabulary based on specific topics and texts related to the focus of the Dietetics and Nutrition degree programme. The students: - acquire and practise appropriate strategies for efficient literature research and for reading, summarising and paraphrasing scientific texts - describe the human body and its functions - read about and discuss nutrition trends

The students - practise conducting literature searches in the library and relevant online literature databases - are able to identify the literature types and assess their relevance for the professional field of dietetics - are able to explain the meaning of the term “scholarliness” in dietetics and the relationship between science and professional practice and are aware of the importance of a scientific work ethic in daily work - learn how to cite properly and practise the methodology using selected examples - are able to integrate and consolidate their knowledge of literature searching and proper citing in brief texts drawing on content from other modules

The students - are familiar with advanced kitchen terminology and the most common preparation methods and can apply them - are able to calculate quantities for recipes and meals depending on the number and size of portions - are able to develop meal plans for specific target groups in a preventive context and analyse them in principle - are familiar with different methods of energy and nutritional calculation and can apply them - are able to roughly estimate the energy and nutritional content of foods and meals without calculation - are able to prepare recipes and meals - are able to modify, adapt and recommend recipes and meals for specific target groups in a preventive context - are familiar with the requirements of individuals, groups and community catering for specific target groups in a preventive context - are familiar with the principles of the current rationalisation scheme

The students - are familiar with the fundamentals of sensory physiology and taste development - are familiar with the fundamentals of sensory analysis of food - are familiar with analytical sensory methods and can apply them - are familiar with hedonic methods (market research) and can apply them - are familiar with quality characteristics of foods and can analyse them from different perspectives (e.g. consumer, manufacturer) - know about the significance of sensory analysis in the quality control of foods - are familiar with the correct tasting technique and can apply it - are able to independently prepare and present samples - are able to select and apply the appropriate sensory analysis methods for different dietetic questions - gain an insight into the structure of panel training and the planning of sensory training and can practise these - are able to plan, prepare and carry out sensory analysis and training in practice for different target groups

The students - are able to explain the backgrounds of the development of self-image and public image in terms of body perception - are able to name potential mechanisms leading to a lack of congruence between self-image and public image - are able to explain the backgrounds of the development and perception of attractiveness and the associated influencing factors and become aware of their own perception of attractiveness (e.g. cultural and gender-specific dependence of attractiveness; who is perceived as attractive; attractiveness in relation to body proportions etc.) - are able to positively accept their own body - are able to present the psychological fundamentals of body dysmorphic disorders (selective attention etc.) - are able to describe the backgrounds and effects of changed perspective-taking of people with eating disorders (e.g. obesity)

The students are able to present the fundamentals of communication and the most common communication models (e.g. Watzlawick, Schulz von Thun) - are able to reflect on their own communicative behaviour and train their ability to communicate clearly and comprehensibly - are able to explain the functioning of perception and information transfer - are able to present theoretical knowledge in the fields of team work and conflict management and apply this knowledge in practical exercises - are able to present theoretical knowledge in the fields of argumentation and discussion and apply this knowledge in practical exercises - are able to apply presentation techniques in practice - develop an awareness of their own voice and body language - train the following communication skills: express their thoughts clearly, listen attentively, accurately recount information and things heard/experienced - are able to reflect on the following fields of communication: …

The students - are made familiar with the basic theoretical fields and different models of general psychology both theoretically and using examples from practice - are made familiar and explore different methodologies used in psychology - are able to detect and explain regularities and relationships in terms of human experience and behaviour - are able to present and discuss the above regularities and relationships - are able to present the fundamentals of perception, consciousness and awareness - are able to present the fundamentals of human memory and cognitive processes - are able to present the fundamentals of action control - develop a basic understanding of emotional and motivational aspects of action - are able to present the fundamental theories of learning and action planning and execution

The students - are able to present, explain and differentiate the fundamentals of PR, marketing, social marketing and nutrition marketing (e.g. definition and analysis of target groups and dialogue groups, corporate identity, rules of brand development) - recognise fundamental principles of marketing, advertising psychology and perception and explore and scrutinise them using practical examples (e.g. strategic layout of supermarkets) - are able to investigate and analyse aspects of advertising psychology and their effects on consumers (e.g. strategic layout of supermarkets) - increase their awareness of the profession of “dietitian” as a brand and recognise the steps required to maintain and develop the brand further

The course provides principles of nutrition for pregnant and nursing women, infants, children and adolescents. The students are familiar with the development from newborn to adolescent (with a focus on the development and function of the digestive tract) - are familiar with growth curves, anthropometry, growth charts, percentiles and their application - acquire knowledge of nutrition during pregnancy and for pregnancy disorders and complications - acquire knowledge of nutrition for nursing mothers and special needs - acquire knowledge of nutrition for healthy infants (national/international) and for special needs - are familiar with the composition of breast milk, formula, animal milks, vegetarian milk types and can evaluate them from the perspective of nutrition physiology - are familiar with special food types and their applications: hypoallergenic food, pre- and probiotics in formula - are familiar with strategies of allergy prevention…

The lecture provides content and perspectives on different alternative diets, fasting methods, current nutrition trends, nutrition myths, aspects of vegetarian and vegan diets and a holistic approach to nutritional behaviour within the scope of a sustainable diet. The students - know about religious and socio-cultural aspects of nutrition and eating behaviour - are familiar with alternative diets, fasting methods and nutrition trends and can evaluate and discuss them using the criteria of nutrition physiology, sustainability etc. - are familiar with nutrition concepts of vegetarian diets and know about the advantages and risk factors - are familiar with vegan diets, know about the advantages and risk factors and are able to implement relevant recommendations and prepare nutrition plans - are familiar with the principles of sustainable nutrition as part of a whole food diet (acc. to Leitzmann, Koerber et al.) - acquire basic knowledge of organic farming

The lecture provides an introduction to sports nutrition. The students: - are made familiar with the basic concepts of sports nutrition - are familiar with current nutritional recommendations for popular sports, training and competition - are able to evaluate and discuss the usefulness of dietary supplements in sports nutrition

The students - understand metabolic mechanisms at the cellular level - understand the process of food digestion and the associated chemical/biochemical terms - know about the central processes of food transformation, in particular the citrate cycle and respiratory chain - are familiar with the metabolism of polysaccharides and carbohydrates - are familiar with the metabolism of simple and selected complex lipids - are familiar with the metabolism of proteins and amino acids - are familiar with the metabolism of nucleotides - know about the fundamentals of molecular genetics - know the biochemical background of selected diseases caused by metabolic malfunctions - are able to assign biotransformations in the context of food metabolism - have an understanding of biochemical processes in the human metabolism - are able to find online resources for answering chemical questions using English technical terminology

The students - are able to carry out preanalytical steps and exercises on a photometer - are familiar with the basic methods (separation, photometry, measurement) and are introduced to the most common laboratory instruments - are able to apply POCT using capillary blood sampling and evaluate the analytical results - know relevant reference ranges and use them for dietetic diagnosis - are able to carry out quality control - acquire theoretical knowledge of urine analysis and carry it out in practice - acquire basic knowledge of clinical microscopy and are able to microscope urine sediments and a differential blood count - apply methods of hematological and hemostaseological analysis - are familiar with the screening tests relevant for dietetic practice - are able to assess the pathophysiology of the parameters

The students - can name and distinguish between afferent and efferent control mechanisms of food intake and describe the physiology of hunger/feeling of hunger, thirst and thirst regulation - acquire physiological knowledge of taste and smell, the associated disorders and resulting clinical consequences, gastrointestinal motility from the act of swallowing to the rectum including the associated control mechanisms - can describe the digestive physiology including liver, gall and pancreas - can present the physiology of digestion and resorption of individual food ingredients and their metabolism - are able to integrate the physiological knowledge acquired in practical case examples and use their physiological knowledge in dietetic diagnosis

The students - acquire basic knowledge of human physiology - know about the integrative functions of hormones and control mechanisms of the nervous system - are familiar with the complex functions of the sensory system and the brain - are able to describe the processes of ageing and the associated physical and social changes - are able to integrate the physiological knowledge acquired in practical case examples and use their physiological knowledge in dietetic diagnosis

The students acquire subject-specific vocabulary based on topics and texts related to the focus of the Dietetics and Nutrition degree programme. They enhance their English oral and written communication skills for working in international, multiprofessional and scientific contexts. Key areas: • Describing departments, staff and workflows in hospitals • General and special medical vocabulary • Communication with patients (diet history, nutritional advice) • Terminology and presentations: special topics from nutritional therapy and dietetics (CLIL)

The students - practise and consolidate search strategies, perform systematic searches for scientific literature and assess the search result based on defined criteria - are familiar with the criteria for assessing different media (journals, online platforms and websites, books, folders) and can apply them to provide a rough assessment of their quality - are able to explain the basic structure of scientific papers - are able to explain the key models of empirical research (quantitative and qualitative) and study designs and name their differences - are able to read and summarise studies and journal articles and adequately prepare and present them to colleagues - can consolidate the knowledge acquired in other modules in scientific texts and the dietetic process and enhance their writing skills

The students • learn to implement their theoretical knowledge in practice • are given an introduction to meal ordering systems and how to independently coordinate special dietetic requirements with the kitchen • perform the steps of the dietetic process with a focus on endocrinological, gastroenterological and renal diseases under supervision and independently • take part in courses and presentations or deliver courses and presentations independently under supervision

The students • learn to reflect on and assess dietetic processes carried out during the internship in terms of professional, methodological and social communicative competence and professional ethics • are able to address open questions and experiences as part of a reflection process and exchange experiences with their fellow students • are introduced to reflection processes enabling them to identify the strengths and weaknesses of thought and action processes • learn to deal with different problems from professional practice, thus developing a professional identity • develop knowledge about themselves and their future therapeutic activity

The students - are made familiar with different models of (nutritional) counselling in theory, apply them in practical exercises and observe the effects - gain a first insight into nutritional counselling by dietitians - discover the key elements of nutritional advice, e.g. definitions, forms, tasks and objectives of nutritional counselling and the job profile for dietitians - are able to outline the structured procedure of nutritional counselling based on the dietetic process and carry out their first one-on-one counselling sessions - are made familiar with basic verbal communication methods for one-on-one and group counselling and communication processes (e.g. active listening, empathetic inquiry, etc.) and can train and reflect on them

The students perform nutritional counselling and therapies on patients under the supervision and instruction of professional teaching staff - are able to apply and consolidate their specialist knowledge in the fields of dietetics for metabolic disorders (obesity, diabetes mellitus, hyperlipidaemia, etc.) and renal diseases, including dialysis - are able to apply their counselling and communication techniques in practice and practise them in counselling sessions with patients - are able to outline the procedure and phases of the dietetic process (diet history, assessment of nutritional status, dietetic diagnosis and assessment, planning, implementation, quality assurance, evaluation, documentation, reflection) and learn to take the individual needs of the patients into account - are able to perform the dietetic process in practice; this involves taking a diet history, carrying out a dietetic assessment, defining the treatment objective, …

The students • are familiar with the clinically relevant diets • are familiar with the following clinical conditions, including diagnosis, progression, therapy and prognosis: hypertension, hyperuricemia/gout, renal diseases, overweight/obesity, dyslipoproteinaemia, diabetes mellitus, gastroenterological diseases • understand the relationship between clinical condition, diagnosis, treatment and the necessity of cooperating with other professions • are able to identify the health problem of the patient and derive nutritionally relevant information from the diagnostic findings • learn to link dietetic knowledge and skills with knowledge from the fields of medicine and nutritional physiology • learn to prepare individual nutrition plans for the above clinical conditions and implement them together with the patient • are able to carry out the dietetic process according to § 2 (4) MTD-G, as part of the overall medical process

The students are able to prepare, analyse, modify and assess meal plans and recipes for dietetic problems (e.g. chronic metabolic disorders) - are able to independently carry out, analyse, modify and assess energy and nutritional calculations of dietetic meal plans and recipes - are able to integrate needs of specific target groups (e.g. individual, cultural, socio-economic needs) in the preparation of dietetic meal plans and recipes for both individual patients and community catering - are able to take into account economic framework conditions as well as seasonal and regional circumstances in the preparation of meal plans and recipes - are able to estimate the energy and nutritional content of foods and meals - are able to calculate quantities correctly - are able to prepare, adapt and assess dietetic recipes and meals independently - are familiar with the instrument of food tasting as a sensory analysis in the dietetic context and can apply it for assessing meals …

The students are familiar with the fundamentals of pharmacology and the legal basis for the handling of medicinal products; learn about the effects and side effects of medicinal products in healthy and sick individuals and know how medicinal products are metabolised in the body; are familiar with the pharmaceutical formulations including their advantages and disadvantages and know how to apply them; receive practical training in handling drug package leaflets (summary of product characteristics) enabling them to better understand the information contained therein; are familiar with different dosages of medicinal products and know how and why drug interactions occur; are aware of potential side effects of synthetic und herbal medicinal products; know about the interactions between specific foods and medicinal products; are familiar with applicable hazard pictograms; are introduced to generics and biosimilars; …

The students - have a basic knowledge of the pathophysiological changes associated with diseases of the cardiovascular system, the lung, the gastrointestinal tract (mouth/throat, oesophagus, stomach, intestine), the liver and gall bladder, the pancreas and the brain, the haematopoietic and lymphoreticular tissue, the urinary tract (kidney, bladder), the mammary glands and prostate, endocrinology and metabolism and the musculoskeletal system - are able to integrate the physiological knowledge acquired in practical examples and use their physiological knowledge in dietetic practice - reflect on their own experiences with health and sickness

The students • learn to implement their theoretical knowledge in practice • learn to independently coordinate special dietetic requirements with the kitchen • perform the steps of the dietetic process with a focus on endocrinological, gastroenterological, renal, surgical and oncological diseases under supervision and independently • take part in courses and presentations or deliver courses and presentations independently and under supervision

The students • learn to reflect on and assess dietetic processes carried out during the internship in terms of professional, methodological and social communicative competence and professional ethics • are able to address open questions and experiences as part of a reflection process and exchange experiences with their fellow students • are introduced to reflection processes enabling them to identify the strengths and weaknesses of thought and action processes • learn to deal with different problems from professional practice, thus developing a professional identity • develop knowledge about themselves and their future therapeutic activity.

The students are able to reflect on the counselling strategies acquired based on practical exercises, their experiences from the supervised internship and previous internships and consolidate and further develop these strategies in additional exercises - can use their tone of voice and body language for successful counselling - become familiar with additional counselling techniques for use in individual and group sessions (e.g. solution-focused approach, systemic approach and motivational interviewing), practise them and apply them independently - are able to provide nutritional advice based on the dietetic process in a quality assured manner using the appropriate counselling technique for the case in hand - are able to develop and design counselling media (e.g. written, audio-visual) by translating professional and scientific findings into a concise language and form appropriate for the relevant target group …

The students carry out nutritional counselling sessions and therapies on patients under the supervision and instruction of professional teaching staff - are able to apply and consolidate their specialist knowledge in the fields of dietetics for metabolic disorders (obesity, diabetes mellitus, hyperlipidaemia, etc.) and renal diseases, including dialysis - are able to apply their counselling and communication techniques in practice and practise them in counselling sessions with patients - are able to outline the procedure and phases of the dietetic process (diet history, assessment of nutritional status, dietetic diagnosis and assessment, planning, implementation, quality assurance, evaluation, documentation, reflection) and learn to take the individual needs of the patients into account - are able to perform the dietetic process in practice; this involves taking a diet history, carrying out a dietetic assessment, defining the treatment objective, …

The students • are familiar with methods for determining the nutritional status • are familiar with the indications and contraindications of enteral and parenteral nutrition and are able to select the appropriate nutritional therapy • are able to select the appropriate tube feeding and drinking preparations for enteral nutrition of the patients and indications at hand • are familiar with the feeding routes for different tube types, tube feeding options and applications and nursing care of tube-fed patients • are familiar with the structural setups and are able to carry out the relevant energy and fluid calculations • are familiar with application and interaction with drugs • are familiar with different preparations for parenteral nutrition and their indications, feeding routes and modes of administration • are familiar with the metabolism characteristics of patients in intensive care • have knowledge of perioperative nutritional concepts and homecare

This course unit covers the following topics: gastroenterology (cystic fibrosis); geriatrics; malnutrition; neurology; oncology/haematology; eating disorders; pulmonology; psychiatry; allergies; disorders of the skeletal system; conditions and disorders relevant to nutritional therapy and multiple manifestations; diagnostic options and requirements, progression and prognosis; treatment options (e.g. pharmacological, surgical, psychological, nutritional) and prospects of success; interrelation between symptoms, diagnosis, therapy, approaches and necessity of cooperation with other professions; interpretation of clinical and diagnostic findings; target parameters for nutritional therapy; evaluation of case examples based on the dietetic process; implications of nutritional therapy measures for overall nutritional supply; development of a nutritional therapy plan based on medical diagnosis, relevant parameters for the development of a nutritional therapy plan …

The students are familiar with drugs acting on the nervous system; are familiar with different analgesics and their effects; learn about local anaesthetics and psychotropic drugs as well as hypnotics and narcotics; are familiar with the most common drug classes and drugs for the treatment of cardiovascular diseases (heart failure, arrhythmia, coronary heart disease, hypertension, hypotension) and their action mechanisms; learn about the prevention and treatment of venous diseases and the role specific foods can play in this context; are introduced to the most common therapies for the treatment of malignant tumours and are familiar with the most important groups of cytostatics, individual cytostatic drugs and their action mechanisms; are familiar with the most common drugs for the treatment of gastrointestinal diseases; learn about the different drug effects in the elderly; are familiar with the PIM and Priscus list; …

The students are able to prepare, analyse, modify and assess meal plans and recipes for dietetic problems (e.g. nephrology) - are able to independently carry out, analyse, modify and assess energy and nutritional calculations of dietetic meal plans and recipes - are able to integrate needs of specific target groups (e.g. individual, cultural, socio-economic needs) in the preparation of dietetic meal plans and recipes - are able to take into account economic framework conditions as well as seasonal and regional circumstances in the preparation of meal plans and recipes for both individual patients and community catering - are able to estimate the energy and nutritional content of foods and meals - are able to calculate quantities correctly - are able to prepare, adapt and assess dietetic recipes and meals independently - are familiar with the instrument of food tasting as a sensory analysis in the dietetic context and can apply it for assessing meals …

In this course unit students learn the theoretical principles of project management and apply this knowledge in practice in small-scale projects. The students are familiar with the components of project management: project definition, project planning, project calculation, project documentation, project implementation, project evaluation; are able to apply project presentation techniques; are able to select different didactic approaches for different target groups; know methods of teaching and learning and are able to apply them, depending on the relevant target group; are able to plan, design and moderate training courses and seminars; are able to develop and implement nutritional and training plans for different population groups; are introduced to the concept of human learning and appropriate strategies for the sustainable communication, uptake and processing of information (learning); become familiar with the institutional and individual prerequisites …

The course unit provides the students with the fundamentals of professional writing with a special focus on nutrition communication, the storytelling approach, the significance of images, the significance and use of Web tools (e.g. Web 2.0), writing of press releases, preparation for interviews and dealing with journalists. The students are introduced to the principles of public relations, media relations and PR; are provided with tools and practical tips required to compile a press mailing list and write a press release; are able to properly prepare themselves for interviews with journalists; are aware of the significance of professional texts, selecting the appropriate medium and the effect of images; are able to properly prepare themselves for print, radio and TV interviews with journalists and carry out practical exercises; consolidate their skills to research, select and present nutritional information based on the target group and situation at hand…

The students • are able to plan and write a scientific exposé and the associated methodical process based on the fundamental structure of scientific papers and communicate these to colleagues • enhance their linguistic skills based on writing exercises • are able to write an abstract of a scientific paper in German and English • are able to identify and outline current research fields in the professional field of dietetics • are able to generate simple hypotheses based on research questions • are able to research, read and process scientific literature in German and English • are able to critically evaluate scientific literature in German and English in terms of content and relevance • are familiar with the principles of ethically correct use of data according to the GDPR

The students • are familiar with the principles of statistics and can explain them • are familiar with fundamental quantitative methods of statistics and can explain how to apply them • understand basic inferential statistics and the principles of significance tests • are able to perform simple statistical calculations using SPSS® • are able to interpret and present statistical results • are able to decide and argue which (simple) methods are suitable for answering specific questions • enhance the skills for critical assessment of specialist literature and studies acquired in M12 and M19 through critical assessment of the statistical methods selected

The students • learn to implement their theoretical knowledge in practice • learn to independently coordinate special dietetic requirements with the kitchen • perform the steps of the dietetic process with a focus on endocrinological, gastroenterological, renal, surgical and oncological diseases under supervision and independently • take part in courses and presentations or deliver courses and presentations independently under supervision

The students • learn to reflect on and assess dietetic processes carried out during the internship in terms of professional, methodological and social communication competence and professional ethics • are able to address open questions and experiences as part of a reflection process and exchange experiences with their fellow students • are introduced to reflection processes enabling them to identify the strengths and weaknesses of thought and action processes • learn to deal with different problems from professional practice, thus developing a professional identity • develop knowledge about themselves and their future therapeutic activity

This unit provides the students with fundamental knowledge and tools for dealing with clients from other cultural backgrounds and for coping with challenging counselling situations such as working with critically ill clients. The students gain an insight into dimensions of culture(s) in general and of minorities living in Austria in particular; understand the significance of intercultural skills in a therapeutic and nutritional context and acquire tools for successful intercultural communication and counselling; are familiar with different cultural and religious eating habits and culturally influenced perceptions of health, illness, pain, healing and nursing; are familiar with the structures and significance of palliative care and hospice care in Austria; reflect on questions of dying and terminal care, terminal diseases and palliative work with a focus on the interactions between medicine, nursing and dietetics; …

The students • are able to explain the terms of moral, ethics, law and norm and can relate them to each other • know about the necessity of perceiving each client in his/her life contexts and adapting their personal/professional course of action accordingly • are able to deal with issues and tasks of ethics and provide decision-making support based on differentiated ethical considerations • are familiar with the tasks and activities of the Ethics Commission and the patient ombudsman service • recognise and reflect on ethical requirements in future daily practice • discuss and reflect on ethical principles

This course unit provides basics and recommendations for action in the field of nutritional ecology. The students • are familiar with the four dimensions of sustainability: environment, health, society, economy • know the principles of sustainable nutrition • understand the criteria of food quality in terms of sustainability • learn to take the world food situation into account • explore implementation options of nutritional ecology in dietetic practice • explore topics such as genetic engineering and organic farming in relation to dietetic tasks

The course unit provides basic knowledge and skills in the fields of public health nutrition and nutrition sociology. The students are familiar with and understand different health concepts and models; explore the sociocultural determinants of lifestyle and nutrition and the associated systems of public discourse (economic-political and social structures and megatrends, sociocultural identities and roles, nutrition and the public - media, policies); understand the contributions and perspectives of different scientific disciplines on the topic of health and nutrition (sociology, health science, public health, cultural science, anthropology, nutrition and medical sociology; food studies); are familiar with the tasks of public health nutrition; are familiar with the principles of health metrics, epidemiology, health promotion and prevention; are familiar with the tasks, characteristics and problems of healthcare systems, health promotion programmes and occupational health promotion

The student are familiar with the following clinical conditions in childhood and adolescence, including diagnosis, progression, therapy and prognosis: congenital metabolic disorders, dystrophy, overweight/obesity, diabetes mellitus, dyslipoproteinaemias, gastroenterological disorders, renal disorders, oncological diseases, allergies; understand the relationship between clinical condition, diagnosis, treatment and the necessity of cooperating with other professions; are able to identify the health problem of the patient and derive nutritionally relevant information from the diagnostic findings; learn to link dietetic knowledge and skills with knowledge from the fields of medicine and nutritional physiology; learn to prepare individual nutrition plans for the above clinical conditions and implement them together with the patient; are able to carry out the dietetic process according to § 2 (4) of the Federal Act Regulating High Level Allied Health Professions (MTD-G), …

The board examination is carried out in accordance with the requirements for final examinations at FH Bachelor's degree programmes pursuant to FHStG as amended.

The students • are familiar with the structure of scientific papers as well as the mutual relationships and functions of the individual parts and apply this knowledge in their Bachelor’s thesis • are able to elaborate research questions in a scientifically sound empirical way and in a specified timeframe • are able to collect, process and interpret data in an empirically correct manner and in compliance with ethical and data protection principles • are able to perform and interpret basic statistical analyses for the Bachelor’s thesis • are able to link these findings with existing knowledge • are able to reflect on and discuss the results obtained in relation to the research question • are able to adequately present their work to a specialist audience

The students • use the method of peer-assisted learning in order to become familiar with quality assurance of scientific papers through external reviewing and feedback culture • critically reflect on their creative process in writing the Bachelor’s thesis by participating in discussion rounds in small groups • gain clarity about their research process by presenting the progress of their work to their supervisors in small groups • apply principles of project management in planning and writing the thesis

The students • learn to implement their theoretical knowledge in practice • learn to coordinate special dietetic requirements with the kitchen independently • perform the steps of the dietetic process with a focus on endocrinological, gastroenterological, renal, surgical and oncological diseases under supervision and independently • take part in courses and presentations or deliver courses and presentations independently and under supervision

The students • learn to reflect on and assess dietetic processes carried out during the internship in terms of professional, methodological and social communication competence and professional ethics • are able to address open questions and experiences as part of a reflection process and exchange experiences with their fellow students • are introduced to reflection processes enabling them to identify the strengths and weaknesses of thought and action processes. • learn to deal with different problems from professional practice, thus developing a professional identity • develop knowledge about themselves and their future therapeutic activity.

The students • have basic knowledge of clinical psychology and psychotherapy • are familiar with the methods for classifying and diagnosing psychological disorders • are familiar with treatment options for psychological disorders • are able to describe the most common psychological disorders and their symptoms • are familiar with treatment and rehabilitation options for psychological disorders

The students are familiar with the following clinical conditions, including diagnosis, progression, therapy and prognosis: eating disorders, pulmonary disorders, psychiatric disorders; are able to share fundamental information with potential clients and refer them to specialists for further diagnosis and therapy; understand the relationship between clinical condition, diagnosis, treatment and the necessity of cooperating with other professions; are able to identify the health problem of the patient, derive nutritionally relevant information from the diagnostic findings and draw appropriate conclusions; learn to link dietetic knowledge and skills with knowledge from the fields of medicine and nutritional physiology; learn to prepare individual nutrition plans for the above clinical conditions and implement them together with the patient; are able to carry out the dietetic process according to § 2 (4) of the Federal Act Regulating High Level Allied Health Professions (MTD-G), …

This integrated course provides information about the freelance work of dietitians and experience from practice. The students • are introduced to the principles of starting a business and the legal aspects of self-employment • become familiar with the fields of activity in freelance work • are aware of potential obstacles in freelance work • are familiar with the current fee guidelines for freelance work • are introduced to the principles of marketing

The course unit provides fundamentals of accounting and cost-benefit analysis as well as practical knowledge for freelance work and nutrition management. The students • are familiar with the fundamentals and terminology of business administration, accounting and cost-benefit analysis • are able to prepare income and expenditure accounts for their freelance practice • gain basic knowledge of controlling • get to know the legal aspects to be considered when starting a business • are familiar with current funding opportunities for start-up companies and are able to draw up a business plan for their future freelance work

This lecture introduces the students to the fields of law, public law, private law, employment law and social law. The students • are familiar with the principles of individual employment law • are familiar with the levels of employment legislation, establishment of an employment relationship, working time, holidays, sick leave, other leave of absence, remuneration and termination of the employment relationship and letter of reference • are able to assess their future employment contract from a legal perspective

This lecture provides an introduction to the Austrian healthcare system and health economics. The students • have an overview of the Austrian healthcare system and healthcare institutions (NGOs, non-profit organisations, etc.) • are familiar with the structures and developments of the healthcare system (health promotion, wellness, rehabilitation) • are familiar with current developments in health and social policy • know the terminology of health economics • are able to name the economic benefits of nutrition in prevention and therapy • have basic knowledge of healthcare financing

In this lecture students are introduced to the fundamentals of quality and risk management and consolidate their knowledge through exercises. The students • are familiar with the fundamentals of quality management and clinical risk management, including current legislation • are able to transfer regulatory provisions into daily routine • are able to critically reflect on their own processes and carry out a risk assessment

The students • consolidate their knowledge of the theoretical and practical approaches taken by other health and social professions and gain an insight into the working methods of dietitians in another national health system • expand their capacity to think in a networked, interdisciplinary or international manner • strengthen their willingness to take innovative approaches in their professional field • apply the professional, scientific, social communication competence acquired for finding practical solutions to specific current problems encountered in the professional field

The students • identify current nutrition trends • investigate and explore these trends based on latest scientific findings • are able to understand the emergence and effects of nutrition trends both from an individual and a societal perspective • apply the knowledge acquired to a specific question relevant for the field • apply the professional, scientific and social communication competence acquired for finding practical solutions to a specific problem from professional practice