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


Libby Swanepoel has worked as a dietitian and public health nutritionist for more than 15 years and for the last eight years has been a lecturer in Nutrition and Dietetics at USC. Libby is passionate about the prevention of nutrition-related diseases, predominantly in the areas of infant and maternal nutrition. Her current research interests include capacity building for more effective public health action, and the promotion of a healthy lifestyle focusing on food supply and food choice.

Libby teaches into both the Bachelor of Nutrition and the Bachelor of Nutrition and Dietetics. She is passionate about inspiring students to take an upstream approach to their future practice, and she supports students on their journey to becoming critical thinkers and translating their skills into practice. Libby also has a strong interest in enhancing the student learning experience through the use of technology, curriculum design and the integration of innovative teaching and learning techniques.


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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