Applicants must hold a second class honours degree (Level 8 NFQ) 2.1 or higher in Science: Human Nutrition, Nutritional Science, Physiology, Medicine, Nursing, Food Science, Sports Performance Science. (2.2 in exceptional circumstances with extensive prior clinical experience).
Applicants must meet the prerequisites in Biochemistry and Physiology. Applicants are required to outline the modules taken that cover biochemistry and physiology in their undergraduate programme.
If English is not an applicant’s native language, unless the primary degree has been completed successfully through English in an English-speaking country, an English language qualification (IELTS score of 7.0 (or equivalent) with no element below 6.5) is required for admission to the MSc in Clinical Nutrition and Dietetics programme.
Garda vetting is compulsory prior to commencing practice placements.
Students are required to attend the UCD Student Health Centre for pre-entry screening and must be compliant with Irish Immunisation Guidelines. (Student's pay for all the costs associated with health screening).
Two official letter references on headed paper (Academic and work related).
Full official transcript for each year on headed university paper.
Personal Statement (Approx 500 words)
Meet the standards of proficiency specified by Irish and international regulatory and professional bodies. Integrate independent, autonomous and problem-solving professional values and skills into daily practice and promote these in a wider societal context. Act as reflective practitioners and demonstrate a commitment to lifelong learning, research and audit within the field of clinical nutrition and dietetics. Engage with the professional education of students, colleagues and other health professionals to foster an ethos of continuing learning and knowledge sharing. Acquire the relevant knowledge of underpinning nutrition principles, clinical nutrition and dietetic practice. Demonstrate professional competence, using an evidence-based approach, in clinical nutrition and dietetic practice within the multidisciplinary healthcare environment. Competently assess nutritional status, identify the nutrition diagnosis/problem, intervene, monitor and evaluate nutrition and dietetic interventions in patients, clients and groups. Plan, design, execute and report on a piece of independent research of high scientific merit. Assessment strategies include continuous assessment, assignments, projects, and examinations. Academic, placement and research modules offered in the MSc in Clinical Nutrition and Dietetics integrate several learning approaches and activities including: Peer and small group work – e.g:problem-based learning, case studies Practice-based learning during practice placements* (minimum 1000 hours over 2 years) Self-directed and independent study including self-directed assignments, group work assignments, peer assessment and feedback, reflective learning Research-based learning (e.g., active data collection, data analysis, systematic literature reviews) Experiential learning describes a range of learning activities where students learn through active participation, reflection and application to real or realistic professional contexts. For the MSc in Clinical Nutrition and Dietetics, this includes simulation-based education, peer learning, skills-based practical activities, case-based learning (e.g., in-class, digital and virtual), and practice placements in a variety of settings. Experiential learning within academic modules: Experiential learning is used widely across academic modules within the programme and is a core component of preparing students for professional dietetic practice. These approaches provide opportunities to practise skills that reflect the typical work activities of a dietitian, model and cultivate ethical behaviour, understand service user experience, and develop confidence in a comfortable, supportive and appropriately supervised environment. Peer learning also enables students to develop teamwork, communication, feedback and reflective practice skills. Examples of experiential learning on academic modules include: , where students simulate a dietetic consultation through role play, with students acting as the client, di