Dr Libby Swanepoel

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Dr Libby Swanepoel


Teaching areas

  • Principles of Nutrition
  • Medical Nutrition Therapy
  • Nutrition and Dietitic Skills
  • Food in Society
  • Advanced Public Health Nutrition

Research areas

  • capacity building in public health nutrition
  • nutrition during pregnancy and infancy
  • breastfeeding promotion
  • qualitative methodologies in research

* currently on maternity leave


Libby has worked as a dietician and public health nutritionist for 10 years and for the last four years has been a lecturer in the Nutrition and Dietetics discipline at USC. Libby has worked in clinical dietetics, in both hospital and community settings, and in public health nutrition predominantly in the areas of infant and maternal nutrition.

Her current research interests centre on the promotion of a healthy lifestyle, through the integration of nutrition and physical activity, during the key life stages of pregnancy and infancy. Other key research interests focus on the integration of innovative teaching and learning techniques to improve nutrition and dietetic student learning.

Libby is currently the program leader for the Bachelor of Nutrition and Dietetics. She has a strong interest in supporting undergraduate students on their journey to becoming critical thinkers and translating their skills into practice. Libby’s teaching focuses on transforming theory into practice for both public health nutrition and clinical dietetics.


Many of Libby's publications are available from the USC Research Bank under:

Research grants

Project name Investigators Funding body Year Focus
Evaluation of the contribution of clinical placement learning and teaching exposures to nutrition and dietetics competency development. Roger Hughes, Fiona Pelly, Jude Maher, Lydia Sutakowsky, Libby Swanepoel. USC TRDG program. 2010-2012 The objective of this study was to explore the student perception of pre-placement preparation, the clinical placement learning environment, learning exposures and supervision, and the perceived impact of these factors on competency development. This qualitative investigation utilised semi-structured interviews amongst 25 students having recently completed their final clinical placement component, recruited purposively from 3 Australian universities. 

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