National Competency Standards for

Dietitians in Australia
Introduction
The National Competency Standards for Dietitians are statements that describe the function of a
dietitian in Australia. They comprise domains, elements (key tasks) and performance criteria
(measurable and observable actions).

Acknowledgement and respect of traditional owners and country

As dietitians, we acknowledge Aboriginal and Torres Strait Islander peoples as the First Nations
peoples whose lands, winds and waters we all now share, and pay respect to their unique values, and
their continuing and enduring cultures which deepen and enrich the life of our nation and
communities.
The history of colonisation and its adverse effects for Aboriginal and Torres Strait Islander peoples,
such as the breakdown of culture, experiences of racism and the impacts of past government, must
be acknowledged to ensure the delivery of safe, accessible and responsive dietetic services.

Cultural safety and responsiveness

Culturally safe and responsive practice with Aboriginal and Torres Strait Islander peoples assists to
support self-determination and quality of life. These competency standards specifically acknowledge
the need for dietitians to enhance their cultural safety and responsiveness competencies for practice
with Aboriginal and Torres Strait Islander peoples.
These competency standards have evolved within a particular cultural and social timeframe in
Australia and they recognise that Aboriginal and Torres Strait Islander peoples are the traditional
custodians of this country and hold cultural values and beliefs that are diverse, complex and evolving.

Use of the National Competency Standards

The National Competency Standards for Dietitians in Australia are used to facilitate a shared
understanding of competence. More specifically, they may be used by:
Students to:
• identify the relationship between their program of learning, assessment and program
outcomes
• determine what they are expected to do on entry to the profession
• guide their plans for professional development as part of the Accredited Practising Dietitian
program
Practitioners to:
• provide a framework for student assessment
• guide professional development plans for the Accredited Practising Dietitian mentoring
program
• describe minimum performance in the workplace

National Competency Standards for Dietitians in Australia 2021 1

Universities to:
• design and implement dietetic education programs that are compliant with accreditation
standards*
• develop curriculums and assessment strategies that are aligned with the National
Competency Standards
• graduate entry-level dietetic practitioners who are competent against the National
Competency Standards
Dietitians Australia to:
• inform standards for the accreditation of university programs
• guide the assessment processes of dietitians whose qualifications are not from Australia
• guide the assessment processes of Australian-trained dietitians returning to practice
• describe safe and effective practice in the workplace
By clients** to:
• establish the expected knowledge, skills and behaviours of dietitians

*Accreditation standards for the education of health professionals are used to determine whether a
program of study produces graduates who have the knowledge, skills and professional attributes to
practise the profession in Australia.1 The National Competency Standards should be used in
conjunction with the Accreditation Standards for Dietetics Education Programs (version 2.0, 2017),
associated processes and the Evidence Guide for universities seeking accreditation.

**For the purpose of this document, client refers to a person, group of people, patients (and their
families and/or carers where relevant), consumers, communities, organisations, institutions,
businesses and any other entity for which a dietitian may normally provide services (within the
dietitian’s scope of practice) who has entered into a therapeutic or professional relationship with a
dietitian.

National Competency Standards for Dietitians in Australia 2021 2

Domain 1. Professional Practice
Elements Performance criteria
1.1.1 Operates within the individual’s and the profession’s scope of practice, seeks assistance and
refers to other services as necessary
1.1.2 Shows a commitment to professional development and lifelong learning
1.1.3 Consistently demonstrates reflective practice in collaboration with supervisors, peers and
1.1 Demonstrates mentors
safe practice 1.1.4 Demonstrates professional conduct and accepts responsibility for own actions
1.1.5 Accepts responsibility for and manages, implements and evaluates own emotions, personal
health and wellbeing
1.1.6 Demonstrates flexibility, adaptability and resilience

1.2.1 Exercises professional duty of care in accordance with relevant codes of conduct, ethical
requirements, and other accepted protocols
1.2 Demonstrates
1.2.2 Demonstrates integrity, honesty and fairness
ethical and legal
1.2.3 Prepares, stores and transmits accurate and timely documentation according to accepted
practice
standards

1.3.1 Uses negotiation and conflict-resolution skills when required

1.3.2 Develops and maintains a credible professional role by commitment to excellence of practice
1.3.3 Seeks, responds to and provides effective feedback
1.3.4 Participates in supervision, teaching and mentoring processes with peers, students and
colleagues
1.3.5 Demonstrates initiative by being proactive and developing solutions to problems
1.3.6 Advocates for the contribution that nutrition and dietetics can make to improve health, and for
1.3 Demonstrates
the value dietitians bring to organisations and society
leadership
1.3.7 Identifies opportunities and advocates for change to the wider social, cultural and political
environment to improve nutrition, food standards and the food system
1.3.8 Recognises that whole systems — including health and education — are responsible for
improving Aboriginal and Torres Strait Islander health, and collaborates with Aboriginal and
Torres Strait Islander individuals and communities to advocate for social justice and health
equity for Aboriginal and Torres Strait Islander peoples

1.4.1 Applies organisational, business and management skills in the practice of nutrition and
dietetics
1.4.2 Utilises outcomes-based systems and tools to evaluate and assure quality of practice based on
1.4 Demonstrates agreed goals, and revises practice accordingly
management 1.4.3 Identifies and assesses risks, incidents and errors, follows relevant protocols, and develops
basic risk, incident and error management strategies for services
1.4.4 Utilises relevant technology and equipment efficiently, effectively and safely

1.5.1 Acknowledges, reflects on and understands own culture, values, beliefs, attitudes, biases,
assumptions, privilege and power at the individual and systems level, and their influence on
practice
1.5.2 Works respectfully with diverse clients in choosing culturally safe and responsive strategies to
suit the goals, lived experiences and environment of clients
1.5 Demonstrates
1.5.3 Applies evidence- and strengths-based best practice approaches in Aboriginal and Torres Strait
cultural safety and
Islander health care, valuing Aboriginal and Torres Strait Islander ways of knowing, being and
responsiveness
doing
1.5.4 Acknowledge colonisation and systemic racism, social, cultural, behavioural, and economic
factors which impact Aboriginal and Torres Strait Islander peoples’ health outcomes and how
this might influence dietetic practice and outcomes

National Competency Standards for Dietitians in Australia 2021 3

Domain 2. Expert Practice
Elements Performance criteria
2.1.1 Adopts a questioning and critical approach in all aspects of practice
2.1.2 Applies a highly developed knowledge of nutrition science, social science, behavioural
2.1 Adopts an science, health, disease, food, food preparation methods, food systems, and sustainability to
evidence-based tailor recommendations to improve health of clients
approach to 2.1.3 Systematically searches for, evaluates, interprets and applies findings from food, nutrition,
dietetic practice dietetic, social, behavioural and education sciences into dietetic practice
2.1.4 Applies problem-solving skills to create realistic solutions to nutrition problems or issues

2.2.1 Collects, analyses and interprets relevant health, medical, cultural, social, psychological,
economic, personal, environmental, dietary intake, and food systems and sustainability data
when assessing nutritional issues of clients
In collaboration with clients, other professionals, key stakeholders, and partners:
2.2 Applies the
2.2.2 Makes appropriate nutrition diagnoses and identifies priority nutrition issues based on all
nutrition care
available information
process based on
2.2.3 Prioritises key issues, formulates goals and objectives, and prepares individualised, realistic
the expectations
goal- oriented plans
and priorities of
2.2.4 Uses client-centred counselling skills to negotiate and facilitate nutrition, behaviour and
clients
lifestyle change and empower clients with self-management skills
2.2.5 Systematically implements, evaluates and adapts nutrition care plans, programs and services
2.2.6 Facilitates advanced-care planning, discharge planning and referral to other services where
appropriate, in accordance with jurisdictional legislation, policy or standards
2.3.1 Applies an approach to practice that recognises the multi-factorial and interconnected
2.3 Influences food determinants influencing nutrition and health
systems to improve 2.3.2 Uses food legislation, regulations and standards to develop, implement and evaluate food
the nutritional systems and sustainability to maintain food safety
status of clients 2.3.3 Applies a socio-ecological approach to the development of strategies to improve nutrition
and health

Domain 3. Research Practice

Elements Performance criteria
3.1.1 Identifies and selects appropriate research, evaluation and quality-management methods to
3.1 Conducts advance the practice of dietetics
research, 3.1.2 Applies ethical processes to research, evaluation, and quality management
evaluation, and 3.1.3 Collects, analyses and interprets qualitative and quantitative research, evaluation, and quality-
quality- management data
management 3.1.4 Accurately documents and disseminates research, evaluation, and quality-management findings
processes 3.1.5 Translates the implications of research findings for dietetic practice, advocacy and key
stakeholders

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Domain 4. Collaborative Practice
Elements Performance criteria
4.1.1 Demonstrates empathy and establishes trust and rapport to build effective partnerships
with clients, other professionals, key stakeholders and partners
4.1 Communicates 4.1.2 Uses a range of communication methods to communicate clearly and concisely to a range
appropriately with of audiences, adapting or co-creating communication messages for specific audiences
people from where appropriate
various cultural, 4.1.3 Engages in culturally appropriate, safe and sensitive communication that facilitates trust
socioeconomic, and the building of respectful relationships with Aboriginal and Torres Strait Islander
organisational and peoples
professional 4.1.4 Translates technical information into practical messaging that can be easily understood
backgrounds and used by clients, other professionals, key stakeholders, partners, and members of the
public

4.2.1 Shares information with and acts as a resource person for colleagues, community and
other agencies
4.2.2 Identifies, builds partnerships with, and assists in implementing plans with key
4.2 Builds capacity
stakeholders who have the capacity to influence food intake and food systems
of and
4.2.3 Displays effective active listening, interviewing and interpersonal skills to better
collaborates with
understand perspectives of clients, other professionals, key stakeholders and partners to
others to improve
inform approaches and influence change
nutrition and
4.2.4 Applies the principles of marketing to promote healthy eating and influence dietary change
health outcomes
4.2.5 Empowers clients to improve their own health through engagement, facilitation, education
and collaboration

4.3.1 Recognises and respects the diversity of other professionals’ roles, responsibilities and
4.3 Collaborates competencies
within and across 4.3.2 Participates in collaborative decision-making, shared responsibility, and shared vision
teams effectively within teams at an individual, organisational and systems level
4.3.3 Guides and supports team members and peers

Evidence Guide
This Evidence Guide aims to assists those using the National Competency Standards for any of the
above stated purposes. The Evidence Guide provides further definitions of terms used in the
Standards, as well as examples of practice that would illustrate competent performance.

National Competency Standards for Dietitians in Australia 2021 5

Domain 1. Professional Practice

Elements Performance criteria Definition of key terms

1.1.1 Recognises the individual’s and the profession’s scope of practice, Safe practice: practice of health professionals and their interaction with patients that leads to positive
seeks assistance and refers to other services as necessary health outcomes.2
1.1.2 Shows a commitment to professional development and lifelong Professional conduct: behaviours exhibited in line with Dietitians Australia Code of Conduct for Dietitians
learning
and Nutritionists3
1.1.3 Consistently demonstrates reflective practice in collaboration with
supervisors, peers and mentors Scope of practice: the breadth of professional practice as described in Dietitians Australia Scope of Practice
1.1.4 Demonstrates professional conduct and accepts responsibility for own Health: is a state of complete physical, mental and social wellbeing and not merely the absence of disease
actions or infirmity.4
1.1 Demonstrates safe
1.1.5 Accepts responsibility for and manages, implements and evaluates
practice Wellbeing: the combination of feeling good and functioning effectively, whereby an individual manages
own emotions, personal health and wellbeing
1.1.6 Demonstrates flexibility, adaptability and resilience both positive and negative emotions and has some control their life with helpful relationships.5
Professional development: the process of identifying learning needs, making plans to address these
learning needs, implementing plans and reflecting on practice.6
Resilience: a personal and cultural strategy for surviving and even transcending adversity.7
Reflective practice: the process of reviewing an experience and identifying what happened, personal
behaviour, thinking and emotions, and building on this experience for future practice.8

1.2.1 Exercises professional duty of care in accordance with relevant codes Relevant codes of conduct, ethical requirements and other accepted protocols: may include but are not
of conduct, ethical requirements, and other accepted protocols limited to the Dietitians Australia Code of Conduct for Dietitians, workplace policies, National Statement
1.2 Demonstrates
1.2.2 Demonstrates integrity, honesty and fairness on Ethical Conduct, Privacy, Equal Opportunity
ethical and legal
1.2.3 Prepares, stores and transmits accurate and timely documentation
practice
according to accepted standards

1.3.1 Uses negotiation and conflict-resolution skills when required Excellence of practice: aspires to and is committed to improve knowledge, skills and abilities.
1.3.2 Develops and maintains a credible professional role by commitment to
Effective feedback: the process whereby learners become judges of their own performance, drive
excellence of practice feedback from peers and supervisors, and where education allows opportunities for learners to build on
1.3.3 Seeks, responds to, and provides effective feedback
all feedback received.9
1.3.4 Participates in supervision, teaching and mentoring processes with
1.3 Demonstrates peers, students and colleagues Mentoring: a reciprocal learning process whereby two individuals support each other’s professional and
leadership 1.3.5 Demonstrates initiative by being proactive and developing solutions to personal development.10
problems Advocates: acts on behalf of for individuals, groups and/or communities to gather commitment, support,
1.3.6 Advocates for the contribution that nutrition and dietetics can make to and policy change around a health issue.11
improve health, and for the value dietitians bring to organisations and
society Aboriginal health: means not just the physical wellbeing of an individual, but refers to the social,
emotional and cultural wellbeing of the whole community, in which each individual is able to achieve their

National Competency Standards for Dietitians in Australia 2021 6

 1.3.7 Identifies opportunities and advocates for change to the wider social, full potential as a human being. This brings about the total wellbeing of their community. It is a whole-of-
cultural and political environment to improve nutrition, food life view and includes the cyclical concept of life-death-life.12
standards and the food system
1.3.8 Recognises that whole systems — including health and education —
are responsible for improving Aboriginal and Torres Strait Islander
health, and collaborates with Aboriginal and Torres Strait Islander
individuals and communities to advocate for social justice and health
equity for Aboriginal and Torres Strait Islander peoples
1.4.1 Applies organisational, business and management skills in the practice Organisational skills: refers to prioritisation and time-management skills.
of nutrition and dietetics
Business skills: refers to business-development, project-management and planning skills.
1.4.2 Utilises outcomes-based systems and tools to evaluate and assure
quality of practice based on agreed goals, and revises practice Management skills: refers to human-resource, financial and risk-management skills.
accordingly Marketing: in the context of dietetics practice and these standards, marketing refers to a process by which
1.4 Demonstrates
1.4.3 Identifies and assesses risks, incidents and errors, follows relevant healthy eating or dietary behaviour change is identified, developed, priced, placed and promoted to create
management
protocols, and develops basic risk, incident and error management consumer demand.13
strategies for services
1.4.4 Utilises relevant technology and equipment efficiently, effectively and Service: a system supplying a need.
safely

1.5.1 Acknowledges, reflects on and understands own culture, values, Cultural safety: is not defined by the health professional, but is defined by the health consumer’s
beliefs, attitudes, biases, assumptions, privilege and power at the experience — the individual’s experience of care they are given, ability to access services and to raise
individual and systems level, and their influence on practice concerns.14 Culturally safe practice is the ongoing critical reflection of health practitioner knowledge, skills,
1.5.2 Works respectfully with diverse clients in choosing culturally safe and attitudes, practicing behaviours and power differentials in delivering safe, accessible and responsive
responsive strategies to suit the goals, lived experiences and health care free of racism, recognising historical factors post-colonisation.15
environment of clients Cultural safety has several essential features14:
1.5.3 Applies evidence- and strengths-based best practice approaches in a) An understanding of one’s culture
Aboriginal and Torres Strait Islander health care, valuing Aboriginal
b) An acknowledgment of difference, and a requirement that caregivers are actively mindful and
and Torres Strait Islander ways of knowing, being and doing respectful of difference(s)
1.5.4 Acknowledges colonisation and systemic racism, social, cultural, c) It is informed by the theory of power relations; any attempt to de-politicise cultural safety is to
1.5 Demonstrates behavioural, and economic factors which impact Aboriginal and Torres
miss the point
cultural safety and Strait Islander peoples’ health outcomes, and how this might influence d) An appreciation of the historical context of colonisation, the practices of racism at individual
responsiveness dietetic practice and outcomes
and institutional levels, and their impact on First Nations peoples’ living and wellbeing, both in
the present and past
e) Its presence or absence is determined by the experience of the recipient of care and not
defined by the caregiver.
Cultural responsiveness: “has cultural safety at its core. Cultural responsiveness is what is needed to
transform systems; how individual health practitioners work to deliver and maintain culturally safe and
effective care. It is innately transformative and must incorporate knowledge (knowing), self-knowledge
and behaviour (being) and action (doing). It is about the approaches we take in engaging with people and
how we act to embed what we learn in practice. This requires genuine dialogue to improve practice and
health outcomes — it is how we achieve, maintain and govern cultural safety.”16

National Competency Standards for Dietitians in Australia 2021 7

 Culture: “Learned yet dynamic ways of being in everyday life, informed by attributes such as age, class,
ability, ethnicity, gender and sexual orientation, which influence beliefs, values and attitudes and how
humans explain and respond to life’s context and circumstances.” (Cox 2016)
“Culture can be seen as a set of complex beliefs and behaviours acquired as part of relationships within
particular families and other social groups (Saggers & Walter, 2011). It is important to recognise that
culture is expressed at both group and individual levels. The complex beliefs and behaviours of cultural
groups are not held or expressed uniformly by all members of those groups. Most of us live in more than
one cultural setting and we perceive, experience, and engage with all aspects of our lives and the world
around us through the lens of our cultures (Avruch, 2012).”16
Client: refers to a person, group of people, patients (and their families and/or carers where relevant),
consumers, communities, organisations, institutions, businesses and any other entity for which a dietitian
may normally provide services (within the dietitian’s scope of practice) who has entered into a therapeutic
and/or professional relationship with a dietitian.
Aboriginal and Torres Strait Islander peoples’ ways of knowing, being and doing: where knowing refers to
knowledge, being refers to self-knowledge and behaviour, and doing refers to action.16

Examples of strategies to support the development of competence:

• Evidence of organisation and time management
• Peer or teamwork assessment, taking a role as leader and team member with accompanying reflection on role in team and areas for improvement
• Critical incident reflection regarding a key incident with peer or other professional or an observation of optimal/suboptimal health care or service
• Reporting on development of plans to address nutrition problems
• Reflexivity on how one’s own culture and dominant cultural paradigms influence perceptions of interactions with Aboriginal and Torres Strait Islander peoples
• Feedback from a client of Aboriginal or Torres Strait Islander background or equivalent simulated response
• Feedback from a client of culturally and linguistically diverse background or equivalent simulated response
• Client or peer group members’ feedback on ability to market nutrition messages
• Continuing professional development or learning plans and goals with evidence of progression towards achievement of goals over time
• Direct supervisor’s feedback on compliance with relevant ethical and legal processes
• Feedback from supervisors, clients or peers on performance criteria above
• Marketing or business plan, grant/project proposal with budget
• Peer mentoring of fellow students and other non-dietetic staff
• Provision of feedback to peers or other health-profession students
• Reflection on factors (personal, environmental, knowledge) that influence performance
• Reflection on work-based assessment evidence that demonstrates students insights into competency and scope of practice limitations and appropriate referral pathways where appropriate.
Contexts include all areas of supervised practice, such as: public and private hospitals, clinics, community healthcare centres, private practice, healthcare agencies, disability sector, mental-health facilities,
residential aged care facilities and hostels, education institutions, and private industry.
Comments regarding evidence of entry-level practice:
Competency standards are statements that focus on observable outcomes of competence. Professional competence is “the habitual and judicious use of communication, knowledge, technical skills, clinical
reasoning, emotions, values and reflection”17 and “the bringing together of different components to perform, do something successfully or manage complex situations.”18 Competence is a point on the spectrum of
improving performance from novice to expert that will vary for any one individual depending on the complexity of the situation and environment of practice. 19 Professional competence is about being able to make

National Competency Standards for Dietitians in Australia 2021 8

a judgement in a situation based on evidence and rules. Competence has been defined as a situation where “individuals have some experience, they are able to make some autonomous decision but they deal with
complexity, based on rules and the analysis of the situation.”19
There is no expectation that all students will have had an experience with an Aboriginal or Torres Strait Islander client or community in practice. Simulated or other learning experiences that would support learning
would be appropriate.

Domain 2. Expert Practice

Elements Performance criteria Definition of key terms
2.1.1 Adopts a questioning and critical approach in all aspects of practice Evidence-based approach: approach to practice whereby the practitioner uses the best
2.1.2 Applies a highly developed knowledge of nutrition science, social science, available scientific evidence to inform assessment and interventions, including the use of
behavioural science, health, disease, food, food preparation methods, food critical thinking and clinical reasoning to inform decisions.20 “Critical thinking is described
systems and sustainability to tailor recommendations to improve health of clients as purposeful, self-regulatory judgement which results in interpretation, analysis,
2.1.3 Systematically searches for, evaluates, interprets, and applies findings from food, evaluation, and inference [needed to] … effectively manage complex care situations.”21
nutrition, dietetic, social, behavioural and education sciences into dietetic Clinical reasoning is defined as “the cognitive processes involved in making judgements
practice ...followed by a determined course of action”22 underpinned by critical thinking.
2.1.4 Applies problem-solving skills to create realistic solutions to nutrition problems or
Dietetic practice: includes using professional knowledge in both clinical and non-clinical
issues relationships with patients or clients, communities and populations, and can be working in
2.1 Adopts an
management, administration, education, research, advisory, communication, program
evidence-based
approach to dietetic development and implementation, regulatory or policy development, food service, food
practice security, food supply, sustainability and any other roles that impact on safe, effective
delivery of services in the profession and/or using professional skills (definition approved
by DA Board in September 2014).
Sustainability: sustainable food systems, which are those “that deliver food and nutrition
security for all in such a way that the economic, social and environmental bases to
generate food security and nutrition for future generations are not compromised.”23
Nutrition problems/issues: a topic that is considered important or a priority to address that
is related to nutrition in its broadest sense. They may be social, political, economic,
environmental, cultural and behavioural factors influencing nutrition.

2.2.1 Collects, analyses and interprets relevant health, medical, cultural, social, Key stakeholders: individuals, groups and organisations with an interest or stake in, and the
psychological, economic, personal, environmental, dietary intake, and food potential to influence, an issue.24
systems and sustainability data when assessing nutritional issues of clients
In collaboration with clients, other professionals, key stakeholders, and partners: Partners: individuals who are unified with others in an issue, circumstance or situation.
2.2 Applies the 2.2.2 Makes appropriate nutrition diagnoses and identifies priority nutrition issues Nutrition diagnosis: part of the nutrition care process, which is a systematic approach to
nutrition care based on all available information providing high-quality nutrition care or services. It consists of distinct yet interrelated
process based on the 2.2.3 Prioritises key issues, formulates goals and objectives and prepares steps: Nutrition Assessment, Diagnosis, Intervention and Monitoring/Evaluation, as applied
expectations and individualised, realistic goal-oriented plans to individuals, groups and/or populations.25
priorities of clients 2.2.4 Uses client-centred counselling skills to negotiate and facilitate nutrition,
Empowerment: an approach that supports individuals to be able to address their own
behaviour and lifestyle change and empower clients with self-management skills
health such that they have increasing control over their own health.26
2.2.5 Systematically implements, evaluates and adapts nutrition care plans, programs
and services

National Competency Standards for Dietitians in Australia 2021 9

 2.2.6 Facilitates advanced-care planning, discharge planning and referral to other
services where appropriate, in accordance with jurisdictional legislation, policy or
standards

2.3.1 Applies an approach to practice that recognises the multi-factorial and Nutritional status: outcome of a validated assessment process to provide objective
interconnected determinants influencing nutrition and health evidence regarding an individual, group or population’s nutrition-related health.27
2.3.2 Uses food legislation, regulations and standards to develop, implement and Multi-factorial and interconnected determinants: the multiple factors (see below) which
evaluate food systems and sustainability to maintain food safety
are known to contribute to health.28
2.3.3 Applies a socio-ecological approach to the development of strategies to improve
nutrition and health Food legislation and regulation: the relevant authoritative laws and rules that stipulate
food composition, safety and standards.29
Food safety: the provision of safe food, which is food that does not cause physical harm to
any individual who eats the food. Safe food is not damaged or perished, nor contains
2.3 Influences food physical, biological or chemical matter that could cause harm.29
systems to improve Food standards: guidelines and laws that relate to the provision of meals/menus,30
the nutritional status labelling, composition and marketing of foods.29
of clients
Multiple factors: the social, political, economic, environmental, cultural and behavioural
factors influencing health.28
Food systems: activities related to the production and supply of food, including the way
consumers eat (prepare and consume) food, retail, processing, advertising and marketing,
growing and distributing food — the food supply system — all of which have the potential
to influence health.31
Socio-ecological approach: an approach that recognises the individual, institutional,
organisational, community and public policy factors influencing health. It assumes that
changes in the social environment will produce health-behaviour change for individuals.32

National Competency Standards for Dietitians in Australia 2021 10

Examples of strategies to support the development of competence:
• Documented nutrition care plans or client case notes, including clinical reasoning and decision-making and opportunity to demonstrate in practice
• Facilitating a nutrition education session using client-centred approaches to support nutrition and health outcomes
• Development of nutrition education materials in consultation with clients or the target group
• Client encounter involving person-centred assessment and translation of scientific knowledge into person-centred practical advice that supports behaviour change
• Evidence of client nutrition-related health outcomes as a consequence of care or input
• Implementing recommendations from project reports, governance documents, practice guidelines
• Reports of quality audits (e.g. meal-quality assessment), systems review of food services (e.g. review of meal-delivery system or menu-management system)
• Assessment of meals meeting client requirements
• Completion of client-satisfaction surveys for clinical nutrition or food services, evaluation of consumption and/or food wastage
• Food-service menu analysis and recommendation action plan developed in consultation with key personnel or outcome of such work
• A community situational and determinant analysis, community consultation, community-led intervention and evaluation or outcome of such work
• Planning for, or implementation of, a program/policy/project/change related to addressing a population nutrition problem/issue
• Evaluation of an existing program/policy/project related to addressing a population nutrition problem/issue or food-service system
• Application of best available evidence to implementation of nutrition care and services
Applications may include but are not limited to: simulated settings (e.g. role plays, student clinics, Objective Structured Clinical Exam), individuals, small groups, institutions, communities or populations where
dietary behaviour change is the intended outcome.
Contexts include, but are not limited to: hospital in- and outpatient settings, residential aged care facilities, community health centre, client residence, disability services, mental-health facilities, private practice,
general practice, Aboriginal Community Controlled Health Service, worksite, government and non-government agencies such as population health units, welfare agencies, schools, long day care centres, Aboriginal
communities, food production, development and manufacturing including advocacy in food industry, retail settings, meals-on-wheels services, boarding schools, university colleges, prisons, detention centres, live-
in worksites (e.g. mines), central production units.
Comments regarding evidence of entry-level practice:
Student placement learning experience limitations may not enable students to demonstrate:
• management across all contexts in which a dietitian may provide in practice. Students must demonstrate application in practice of the nutrition care process, as it applies to a variety of health and disease
states throughout the lifecycle and demonstrate the ability to transfer learning to other contexts.
• all components of the planning implementation and evaluation for services, groups and populations; however, students must demonstrate that they know where their practical experience sits within the
context of these processes and provide evidence of knowledge and skills in each of the other stages through documentation. This could be achieved through simulated menu reviews or situational analyses,
proposals, reports, case- or problem-based learning activities, or written or oral exams.
• assessment of competence must be based on a system of assessment that uses multiple pieces of evidence to inform decisions regarding competence over time, by people adequately experienced and
qualified to be making decisions about competence, rather than just being based on single performances or encounters in single settings/contexts. Overall competence judgement needs to be assessed by
more than one person.

National Competency Standards for Dietitians in Australia 2021 11

Domain 3. Research Practice
Elements Performance criteria Definition of key terms
3.1.1 Identifies and selects appropriate research, evaluation and quality- Critical thinking: is described as purposeful, self-regulatory judgement which results in
management methods to advance the practice of dietetics interpretation, analysis, evaluation, and inference [needed to] … effectively manage complex care
3.1.2 Applies ethical processes to research, evaluation, and quality management situations.21
3.1.3 Collects, analyses and interprets qualitative and quantitative research,
Best available evidence: the highest level of evidence according to study design hierarchy that is
evaluation, and quality-management data
available in the scientific literature to inform practice.20
3.1.4 Accurately documents and disseminates research, evaluation, and quality-
management findings Research: the systematic examination of an issue or topic in order to obtain new information and
3.1.5 Translates the implications of research findings for dietetic practice, reach new conclusions.
advocacy and key stakeholders Evaluation: an assessment of the degree to which a desired program/service/system achieves its
intended process, impact or outcomes.
Quality improvement: a process aimed to change practice that is undertaken to improve, evaluate
3.1 Conducts research, or formalise processes, systems or service, usually at a local level.33
evaluation, and quality- Research methods: include a range of quantitative and qualitative methods and approaches that are
management processes used to inform study design.34
Appropriate methods: in this context refers to feasible, practical, valid/credible, reliable/dependable
strategies and/or approaches.
Ethical processes: methods that take into consideration issues related to collecting data from
humans and reporting on it that comply with the Declaration of Helsinki35 and National Health and
Medical Research Council’s National Statement on Ethical Conduct in Human Research.36
Qualitative data: focuses on words rather than numbers.34
Quantitative data: focuses on numbers rather than words.34
Translates: process of sharing results to others to enhance their impact and influence change.37

National Competency Standards for Dietitians in Australia 2021 12

Examples of strategies to support the development of competence:
• Conducts research with Aboriginal and Torres Strait Islander peoples and communities that responds to local priorities, is planned with and led by community members, and ensures community access, input
and influence over how the results are used
• Conducts research with Aboriginal and Torres Strait Islander peoples and communities that follows ethical guidance
• A review of the literature relevant to practice, such as evidence-based guidelines or a systematic literature review
• Research, evaluation or quality-improvement project reports
• Research papers (suitable for submission into a peer-reviewed journal) or thesis
• Presentation of research, evaluation or quality-improvement activity in a state or national conference-type (e.g. within the university setting) format (oral or poster)
• Facilitation of a workshop or discussion group to present gathered evidence and support plans for the way forward
Comments regarding evidence of entry-level practice:
Students are not required to undertake an individual research project but may work as individuals or groups and use research, evaluation or quality-improvement processes to systematically identify questions for
inquiry, use valid/credible and reliable/dependable research methodologies to answer questions, analyse using appropriate methods, and document and disseminate outcomes to support the translation of the
findings into practice contexts. The emphasis should be on meaningful workplace-focused projects that add authenticity to the learning experience and a process of review/research applied to these projects.

National Competency Standards for Dietitians in Australia 2021 13

Domain 4. Collaborative Practice
Elements Performance criteria Definition of key terms
4.1.1 Demonstrates empathy and establishes trust and rapport to build effective partnerships with
clients, other professionals, key stakeholders and partners
4.1 Communicates 4.1.2 Uses a range of communication methods to communicate clearly and concisely to a range of
appropriately with audiences, adapting or co-creating communication messages for specific audiences where
people from various appropriate
cultural, socioeconomic, 4.1.3 Engages in culturally appropriate, safe and sensitive communication that facilitates trust and the
organisational and building of respectful relationships with Aboriginal and Torres Strait Islander peoples
professional backgrounds 4.1.4 Translates technical information into practical messaging that can be easily understood and used
by clients, other professionals, key stakeholders, partners, and members of the public

4.2.1 Shares information with and acts as a resource person for colleagues, community and other
agencies Empathy: a personality trait that enables one to identify with another’s
4.2.2 Identifies, builds partnerships with, and assists in implementing plans with key stakeholders who situation, thoughts, or condition by placing oneself in their situation.38
have the capacity to influence food intake and food systems Capacity building: process by which individual, groups and communities are
4.2 Builds capacity of and
4.2.3 Displays effective active listening, interviewing and interpersonal skills to better understand enabled to take control over improving their health to increase the
collaborates with others
perspectives of clients, other professionals, key stakeholders and partners to inform approaches sustainability of health outcomes.39
to improve nutrition and
and influence change
health outcomes
4.2.4 Applies the principles of marketing to promote healthy eating and influence dietary change
4.2.5 Empowers clients to improve their own health through engagement, facilitation, education and
collaboration

4.3.1 Recognises and respects the diversity of other professionals’ roles, responsibilities, and
competencies
4.3 Collaborates within
4.3.2 Participates in collaborative decision-making, shared responsibility, and shared vision within teams
and across teams
at an individual, organisational and systems level
effectively
4.3.3 Guides and supports team members and peers

National Competency Standards for Dietitians in Australia 2021 14

Examples of strategies to support development of competence:
• Peer assessment of performance within team context or with others
• Actual or simulated assessment of communication with Aboriginal and Torres Strait Islander peoples such that it facilitates trust and the building of respectful relationships
• Personal reflection on own role in team and teamwork performance and management of conflict within groups or teams
• Feedback from client, supervisors or other health professionals, or members of interdisciplinary team on functional ability within team or outcomes
• Feedback from client, supervisors, carers, colleagues on interpersonal style and ability to ‘market’ healthy eating messages
• Undertaking critique of existing resources or development of nutrition education resources for individual, group or other professionals
• Media article written for a reputable publication
• Demonstrated outcomes/product of teamwork
• Training or providing knowledge to others with evidence of participants’ evaluation of training
• Demonstration of appropriate referral to other health professionals or services.

Comments regarding evidence of entry-level practice:

Students will have the opportunity to work in a range of different teams. Assessment on their ability to collaborate with clients, peers, colleagues and stakeholders should be made based on multiple pieces of
evidence, including, but not limited to, their ability to function as a member of a team, and a work-based placement experience where they work with other health professionals and/or key staff (e.g. food-service
staff or community members) to achieve outcomes.
Interprofessional learning guidance40, 41 may provide a useful ideas from which to base learning assessment of outcomes for entry-level practitioners.

National Competency Standards for Dietitians in Australia 2021 15

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