The standards of proficiency for dietitians
These standards set out safe and effective practice in the professions we regulate. They are the threshold standards we consider necessary to protect members of the public.
Professionals must meet all the standards of proficiency to register with us and meet the standards relevant to their scope of practice to stay registered with us.
A note about our expectations of you
You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us.
If your practice is called into question, we will consider these standards (and the standards of conduct, performance and ethics) in deciding what action, if any, we need to take.
The standards of proficiency complement information and guidance issued by other organisations, such as your professional body or your employer. We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document.
We also expect registrants to meet the HCPC standards of conduct, performance and ethics and standards for continuing professional development.
Your scope of practice
Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets the standards and does not pose any danger to the public or to yourself.
We recognise that a registrant’s scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research. Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice.
Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession.
As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. If you want to move outside of your scope of practice, you should be certain that you are capable of working lawfully, safely and effectively. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice.
Meeting the standards
It is important that you meet these standards and are able to practise lawfully, safely and effectively. However, we do not dictate how you should meet the standards. There is normally more than one way in which each standard can be met and the way in which you meet the standards might change over time because of improvements in technology or changes in your practice.
We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet the standards. They are often worried that this might have an effect on their registration.
As an autonomous professional, you need to make informed, reasoned decisions about your practice to ensure that you meet the standards that apply to you. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet the standards.
Language
We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. We also recognise that the use of terminology can be an emotive issue.
Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. Some of our registrants work with patients, others with clients and others with service users. The terms that you use will depend on how and where you work. We have used terms in these standards which we believe best reflect the groups that you work with.
In the standards of proficiency, we use phrases such as ‘understand’ and ‘know’. This is so the standards remain applicable to current registrants in maintaining their fitness to practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time.
Standards of proficiency
These standards are effective from 1 September 2023.
The standards include generic elements, which apply to all our registrants, and profession-specific elements, which are relevant to registrants belonging to one of the professions we regulate.
The standards are not hierarchical and are all equally important for practice.
- The generic standards, which apply to all professions, are written in bold text.
- The profession-specific standards are written in plain text.
At the point of registration, dietitians must be able to:
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1.1 identify the limits of their practice and when to seek advice or refer to another professional or service1.2 recognise the need to manage their own workload and resources safely and effectively, including managing the emotional burden that comes with working in a pressured environment
1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career
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2.1 maintain high standards of personal and professional conduct2.2 promote and protect the service user’s interests at all times
2.3 understand the importance of safeguarding by actively looking for signs of abuse, demonstrating understanding of relevant safeguarding processes and engaging in these processes where necessary
2.4 understand what is required of them by the Health and Care Professions Council, including, but not limited to, the standards of conduct, performance and ethics
2.5 respect and uphold the rights, dignity, values and autonomy of service users, including their role in the assessment, diagnostic, treatment and/or therapeutic process
2.6 recognise that relationships with service users, carers and others should be based on mutual respect and trust, maintaining high standards of care in all circumstances
2.7 understand the importance of and be able to obtain valid consent, which is voluntary and informed, has due regard to capacity, is proportionate to the circumstances and is appropriately documented
2.8 understand the importance of capacity in the context of delivering care and treatment
2.9 understand the scope of a professional duty of care, and exercise that duty
2.10 understand and apply legislation, policies and guidance relevant to their profession and scope of practice
2.11 recognise the power imbalance that comes with being a healthcare professional, and ensure they do not abuse this for personal gain
2.12 know about policy, ethical and research frameworks that underpin, inform, and influence the practice of dietetics
2.13 understand the ethical and legal implications of withholding and withdrawing feeding including nutrition support
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3.1 identify anxiety and stress in themselves and recognise the potential impact on their practice3.2 understand the importance of their own mental and physical health and wellbeing strategies in maintaining fitness to practise
3.3 understand how to take appropriate action if their health may affect their ability to practise safely and effectively, including seeking help and support when necessary
3.4 develop and adopt clear strategies for physical and mental self-care and self-awareness, to maintain a high standard of professional effectiveness and a safe working environment
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4.1 recognise that they are personally responsible for, and must be able to justify, their decisions and actions4.2 use their skills, knowledge and experience, and the information available to them, to make informed decisions and/or take action where necessary
4.3 make reasoned decisions to initiate, continue, modify or cease treatment, or the use of techniques or procedures, and record the decisions and reasoning appropriately
4.4 make and receive appropriate referrals, where necessary
4.5 exercise personal initiative
4.6 demonstrate a logical and systematic approach to problem-solving
4.7 use research, reasoning and problem-solving skills when determining appropriate actions
4.8 understand the need for active participation in training, supervision and mentoring in supporting high standards of practice, and personal and professional conduct, and the importance of demonstrating this in practice
4.9 make reasoned decisions to accept or decline requests for intervention
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5.1 respond appropriately to the needs of all groups and individuals in practice, recognising that this can be affected by difference of any kind including, but not limited to, protected characteristics,* intersectional experiences and cultural differences5.2 understand equality legislation and apply it to their practice
5.3 recognise the potential impact of their own values, beliefs and personal biases (which may be unconscious) on practice and take personal action to ensure all service users and carers are treated appropriately with respect and dignity
5.4 understand the duty to make reasonable adjustments in practice and be able to make and support reasonable adjustments in their and others’ practice
5.5 recognise the characteristics and consequences of barriers to inclusion, including for socially isolated groups
5.6 actively challenge these barriers, supporting the implementation of change wherever possible
5.7 recognise that regard to equality, diversity and inclusion needs to be embedded in the application of all HCPC standards, across all areas of practice
5.8 understand the significance and potential effect of dietary and non-dietary factors when helping individuals, groups and communities to make informed choices about interventions and lifestyle
5.9 demonstrate sensitivity to factors that affect diet, lifestyle and health and that may affect the interaction between service user and dietitian
* The Equality Act 2010 defines the protected characteristics as age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. Equivalent equality legislation in Northern Ireland protects age, disability, gender, race, religion or belief and sexual orientation.
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6.1 adhere to the professional duty of confidentiality and understand when disclosure may be required6.2 understand the principles of information and data governance and be aware of the safe and effective use of health, social care and other relevant information
6.3 recognise and respond in a timely manner to situations where it is necessary to share information to safeguard service users, carers and/or the wider public
6.4 understand the need to ensure that confidentiality is maintained in all situations in which service users rely on additional communication support (such as interpreters or translators)
6.5 recognise that the concepts of confidentiality and informed consent extend to all mediums, including illustrative clinical records such as photography, video and audio recordings and digital platforms
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7.1 use effective and appropriate verbal and non-verbal skills to communicate with service users, carers, colleagues and others7.2 communicate in English to the required standard for their profession (equivalent to level 7 of the International English Language Testing System, with no element below 6.5*)
7.3 understand the characteristics and consequences of verbal and non-verbal communication and recognise how these can be affected by difference of any kind, including, but not limited to, protected characteristics,** intersectional experiences and cultural differences
7.4 work with service users and/or their carers to facilitate the service user’s preferred role in decision-making, and provide service users and carers with the information they may need where appropriate
7.5 modify their own means of communication to address the individual communication needs and preferences of service users and carers, and remove any barriers to communication where possible
7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter
7.7 use information, communication and digital technologies appropriate to their practice
7.8 understand the need to provide service users or people acting on their behalf with the information necessary, in accessible formats, to enable them to make informed decisions
* The International English Language Testing System (IELTS) tests competence in the English language. Applicants who have qualified outside of the UK, whose first language is not English and who are not applying through the Swiss Mutual Recognition Route (SMR) must provide evidence that they have reached the necessary standard. More information is available here: Statement on English language proficiency requirements for internationally trained health and care professionals.
** The Equality Act 2010 defines the protected characteristics as age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity. Equivalent equality legislation in Northern Ireland protects age, disability, gender, race, religion or belief and sexual orientation. -
8.1 work in partnership with service users, carers, colleagues and others8.2 recognise the principles and practices of other health and care professionals and systems and how they interact with their profession
8.3 understand the need to build and sustain professional relationships as both an autonomous practitioner and collaboratively as a member of a team
8.4 contribute effectively to work undertaken as part of a multi-disciplinary team
8.5 identify anxiety and stress in service users, carers and colleagues, adapting their practice and providing support where appropriate
8.6 understand the qualities, behaviours and benefits of leadership
8.7 recognise that leadership is a skill all professionals can demonstrate
8.8 identify their own leadership qualities, behaviours and approaches, taking into account the importance of equality, diversity and inclusion
8.9 demonstrate leadership behaviours appropriate to their practice
8.10 act as a role model for others
8.11 promote and engage in the learning of others
8.12 understand the need to empower and engage individuals, groups and communities in planning and evaluating interventions to meet their needs and goals
8.13 empower individuals, groups and communities to make informed choices including diet, physical activity and other lifestyle adjustments
8.14 work with service users to implement changes in interventions in line with new developments, evidenced-based practice and their outcomes
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9.1 keep full, clear and accurate records in accordance with applicable legislation, protocols and guidelines9.2 manage records and all other information in accordance with applicable legislation, protocols and guidelines
9.3 use digital record keeping tools, where required
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10.1 understand the value of reflective practice and the need to record the outcome of such reflection to support continuous improvement10.2 recognise the value of multi-disciplinary reviews, case conferences and other methods of review
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11.1 engage in evidence-based practice11.2 gather and use feedback and information, including qualitative and quantitative data, to evaluate the response of service users to their care
11.3 monitor and systematically evaluate the quality of practice, and maintain an effective quality management and quality assurance process working towards continual improvement
11.4 participate in quality management, including quality control, quality assurance, clinical governance and the use of appropriate outcome measures
11.5 evaluate care plans or intervention plans using recognised and appropriate outcome measures, in conjunction with the service user where possible, and revise the plans as necessary
11.6 recognise the value of gathering and using data for quality assurance and improvement programmes
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12.1 understand the structure and function of the human body, together with knowledge of physical and mental health, disease, disorder and dysfunction relevant to their profession12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process
12.3 recognise the role(s) of other professions in health and social care and understand how they may relate to the role of dietitian
12.4 understand the structure and function of health and social care systems and services in the UK
12.5 understand the theoretical basis of, and the variety of approaches to, assessment, diagnosis, intervention and evaluation
12.6 understand, in the context of nutrition and dietetic practice:
- biochemistry;
- clinical dietetics;
- clinical medicine;
- epidemiology;
- genetics;
- immunology;
- microbiology;
- nutritional sciences;
- pathophysiology;
- pharmacology;
- physiology;
- psychology; and
- public health nutrition12.7 understand, in the context of nutrition and dietetic practice:
- food hygiene;
- food science;
- food skills;
- food systems management;
- menu planning; and
- the factors that influence food choice12.8 understand the principles behind the use of nutritional analysis programs to analyse food intake records and recipes and interpret the results
12.9 understand, in the context of nutrition and dietetic practice, legislation relating to food labelling and health claims
12.10 understand, in the context of nutrition and dietetic practice, the use of appropriate educational strategies, communication, and models of empowerment, behaviour change and health promotion
12.11 understand, in the context of nutrition and dietetic practice:
- management of health and social care;
- public health relevant to the dietetic management of individuals, groups or communities;
- social policy; and
- sociology12.12 understand the methods commonly used in nutrition research and be able to evaluate research papers critically
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13.1 change their practice as needed to take account of new developments, technologies and changing contexts13.2 gather appropriate information
13.3 analyse and critically evaluate the information collected
13.4 select and use appropriate assessment techniques and equipment
13.5 undertake and record a thorough, sensitive and detailed assessment
13.6 undertake or arrange investigations as appropriate
13.7 conduct appropriate assessment or monitoring procedures, treatment, therapy or other actions safely and effectively
13.8 recognise a range of research methodologies relevant to their role
13.9 recognise the value of research to the critical evaluation of practice
13.10 critically evaluate research and other evidence to inform their own practice
13.11 engage service users in research as appropriate
13.12 accurately assess nutritional needs of individuals, groups and populations, in a sensitive and detailed way using appropriate techniques and resources
13.13 analyse and critically evaluate assessment information to identify nutritional needs, develop a diagnosis and develop intervention plans including the setting of timescales, goals and outcomes
13.14 monitor the progress of nutrition and dietetic interventions using appropriate information, techniques and measures
13.15 critically evaluate the information gained in monitoring, to review and revise the intervention
13.16 use nutritional analysis programs to analyse food intake, records and recipes and interpret the results
13.17 use statistical, epidemiological, and research skills, to gather and interpret evidence to make reasoned conclusions and judgements to enhance dietetic practice
13.18 choose the most appropriate strategy to influence nutritional behaviour and choice
13.19 undertake and explain dietetic interventions, having regard to current knowledge and evidence-based practice
13.20 advise on safe procedures for food preparation and handling and any effect on nutritional quality
13.21 advise on the effect of food processing on nutritional quality
13.22 advise on menu planning, taking account of food preparation and processing, nutritional standards and requirements of service users
13.23 interpret nutritional information, including food labels which may have nutritional or clinical implications
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14.1 understand the need to maintain the safety of themself and others, including service users, carers and colleagues14.2 demonstrate awareness of relevant health and safety legislation and comply with all local operational procedures and policies
14.3 work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques, in a safe manner and in accordance with health and safety legislation
14.4 select appropriate personal protective equipment and use it correctly
14.5 establish safe environments for practice, which appropriately manage risk
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15.1 understand the role of their profession in health promotion, health education and preventing ill health15.2 understand how social, economic and environmental factors (wider determinants of health) can influence a person’s health and wellbeing
15.3 empower and enable individuals (including service users and colleagues) to play a part in managing their own health
15.4 engage in occupational health, including being aware of immunisation requirements
Background and publication (BG)
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We first published standards of proficiency for dietitians when our Register opened in July 2003.
We review the standards regularly to look at how they are working and to check whether they continue to reflect current practice in the professions we regulate. Our most recent review began in 2019 and included a formal consultation and close collaboration with key stakeholders, registrants and professional bodies. The revised sets of standards for all 15 professions were formally approved by our Council in March 2022 and came into effect on 1 September 2023.
The profession-specific standards for dietitians were developed with the input of the relevant professional bodies and the views of stakeholders during our consultation work. We are confident that the standards are fit for purpose and reflect safe and effective professional practice in dietetics.
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As part of our commitment to ensuring the standards remain relevant to current professional practice, will continue to listen to our stakeholders and keep the standards under regular review.
This may result in updates to the standards in future, which may include corrections, amendments or changes to ensure the standards remain relevant.
This is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence.
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This document contains minor amendments to typographical errors, meaning it may differ slightly from previous versions published on our website.
The publication code for these standards is 20230901POLPUB DTSoP.
What's changed?
On 1 September 2023 the updated standards of proficiency came into in effect, which included changes to the standards for all professions and changes to profession-specific standards.
To see the changes between the previous and updated sets of standards, download the comparison table for dietitians.
You can also view information on the key changes for all professions, access helpful resources or view comparison tables for the other professions.
Further information
- Published:
- 01/09/2023
- Resources
- Standards and guidance
- Subcategory:
- Professional standards
- Audience
- Registrants
- Profession
- Dietitians