PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY … · practical skills. Graduates of the course will be able to: 1. assess, diagnose and treat a range of people with foot pathologies

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PROGRAMME SPECIFICATION

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BSc (Hons) Podiatry

Intermediate award BSc Health Sciences

DipHE Health Sciences

CertHE Health Sciences

Course status Validated

Awarding body University of Brighton

School Health Sciences

Location of study/ campus This course is normally delivered in Eastbourne

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS and direct entry

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Entry requirements Include any progression opportunities into the course.

Applicable for 2019 entry. Check the University’s website for current entry requirements. BSc (Hons) Podiatry A-levels: BBC BTEC: DMM. International Baccalaureate: 28 points, specified subjects. Access to HE Diploma: Pass with 60 credits overall. Science or health studies. Must include level 3 units in biology. At least 45 credits at level 3, with 24 credits at merit or distinction. GCSE (or equivalent level 2 qualification) grade 4 (or equivalent) or above in a minimum of five subjects including English language, maths and science.

Communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5

Enhanced Disclosure and Barring Service Checks (DBS) and Occupational Health Screening will be undertaken by the University and must be cleared as a condition of your offer. This course adheres to the Equality Act (2010) and applicants with additional needs will be interviewed and assessed on an individual basis as appropriate in partnership with the Student Disability Support Team

Start date (mmm-yy) Normally September

Sept-20

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 Years 8 Years

Part-time Not offered NA

Sandwich Not offered NA

Distance Not offered NA

Course codes/categories

UCAS code B985

Contacts

Course Leader (or Course Development Leader)

Taryn Hodgskin

Admissions Tutor Deborah Whitham

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

G Holloway

J Locke

Edge Hill University

Glasgow Caledonian

30/09/23

30/09/21

Examination Board(s) (AEB/CEB)

School of Health Sciences, Podiatry Pre-Registration AEB

School of Health Sciences, Podiatry Pre-Registration CEB

Approval and review

Approval date Review date

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Validation June 20121 March 20172

Programme Specification June 2012

Republished July 2012 with changes after Periodic Review

Republished September 2013 with no changes

Republished September 2014 with minor changes

Republished Nov 2014 with change to attendance regulations

Republished Sept 2015 with no changes.3

Republished April 2017 with changes after Periodic Review;

Republished June 2019

January 20204

Professional, Statutory and Regulatory Body 1 (if applicable):

Health and Care Professions Council Jan 1997

Reviewed annually (January 2020)5


College of Podiatry Jan 1997

March 2022


1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The aims of the presented course are to:

educate student podiatrists and who will be fit for purpose, fit for practice in first post,

and fit for profession, congruent with the expectations of an honours degree;

develop students’ skills to enable autonomous reflective practice;

enable students to develop leadership skills to influence and respond appropriately to

change;

provide an opportunity for people from traditional and non-traditional education

backgrounds to follow the path through higher education;

provide the foundation upon which further professional development can proceed;

facilitate the development of transferable skills including the development of critical

thinking, problem solving and communication;

foster life-long and independent learning in the context of professional practice.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory

The outcomes of the programme provide information of how the

primary aims are demonstrated in students following this programme:

On successful completion of the course students will be able to:

1. demonstrate contemporary knowledge and understanding of the key scientific, biopsychosocial and clinical principles relevant to people with foot and lower limb pathology;

2. incorporate holistic aspects of health and wellbeing in relation to the provision of podiatry in health and social care.

3. critically analyse the role of the podiatrist as an autonomous practitioner, and as part of the multi-disciplinary team in health and social care.

4. actively engage in research and governance to underpin continuous improvement to quality.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

Graduates of the course will be able to:

1. assess, diagnose and treat a range of people with foot pathologies in a safe, effective and evidence based manner;

2. practice within the legal and ethical boundaries of healthcare, and maintain a safe practice environment;

3. demonstrate attitudes and behaviour commensurate with the professional role of the podiatrist;

4. function effectively as a member of a multi-disciplinary team;

5. demonstrate effective and appropriate communication and interpersonal skills in the provision of holistic care

6. develop reasoning and problem solving skills to determine appropriate actions in a variety of settings;

7. critically evaluate clinical and scientific research to inform practice;

8. engage in reflective practice.

6 Please refer to Course Development and Review Handbook or QAA website for details.

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Professional Attitudes and Values

Graduates of the course will:

1. practice within the legal and ethical bounds of the profession of podiatry;

2. respect and uphold the rights, dignity, autonomy and role of every service

user and professional colleagues.

3. know the limits of their competence and scope of practice;

4. engage in the values of clinical governance and understand the skills

required to be an effective leader within health and social contexts.

5. embrace life-long learning.

QAA subject benchmark statement (where applicable)7

The learning outcomes for both the course and the modules embrace the

theory and practice of podiatry, and there is an emphasis on knowledge

encapsulation, application to practice, the development of practical skills and

reflective practice. The course learning outcomes reflect current practice.

They remain informed by the HCPC Standards of Proficiency - Chiropodists /

Podiatrists (2013), QAA Subject benchmark statements for Podiatry (2001),

and the Core Curriculum for Podiatric Medicine - College of Podiatry (2010).

They have also been developed to correlate with the relevant descriptor in

the QAA UK Quality Code for Higher Education (2010).

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

The statutory regulator is the Health and Care Professions Council who approve the course; register Podiatrists to practice and record annotation of Prescription Only Medicines: Sale/Supply and Administraion. Students are required to pass all the course modules to have eligibility to apply for registration with the HCPC as a podiatrist.

The professional body for Podiatry is the College of Podiatry and accredit all programmes leading to a BSc (Hons) Podiatry qualification. Students are required to pass all the course modules and gain registration with the HCPC in order to be eligible to apply for membership of the College.

This course exceeds the minimum practice based hours required by public sector regulatory bodies and professional bodies and achievement of these hours are formally recorded in ‘Clinical Hours’ Modules.

Students who are offered, and accept, an intermediate award are not eligible to apply for HCPC registration and will not be able to practice as a podiatrist.

LEARNING AND TEACHING

Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The information included in this section complements that found in the Key Information Set (KIS), with

7 Please refer to the QAA website for details.

http://www.hpc-uk.org/assets/documents/10000DBBStandards_of_Proficiency_Chiropodists.pdf

http://www.hpc-uk.org/assets/documents/10000DBBStandards_of_Proficiency_Chiropodists.pdf

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Health-care-programmes---Podiatry.pdf

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the programme specification providing further information about the learning and teaching methods used on the course.

The BSc (Hons) Podiatry programme is a three year, full time degree which is delivered via 6 fifteen week semesters. The programme follows a traditional degree structure of 2 semesters per calendar year.

The total number of hours scheduled for the programme is as follows:

Total hours scheduled for the programme: 1803.5

Total scheduled academic hours: 666.5

Total clinical practice hours: 1137 University based clinical practice hours: 160.5 Clinical practice placement hours (various settings): 976.5

The teaching and learning activities embedded within the course aim to meet the needs of all types of learner using a blended learning approach and utilising a range of learning technologies. The Virtual Learning Environment (VLE) Student Central is pivotal to the course. It provides a dynamic arena for students to actively engage with all aspects of their studies.

A student-centred approach to learning is underpinned by a variety of methods which include (but are not limited to);

key-note lectures from subject specialists or expert patients

facilitated workshops

student led case based group work

presentations using a range of media

seminars or webinars

extensive range clinically based activities including simulation and clinical practice placements in a diverse range of settings

Inter-Professional Education (IPE) IPE is firmly embedded within the programme at every study level and within

both the practice placement and academic learning environment.

Clinical practice modules are delivered within the universities’ own clinical facilities and in external organisations. This allows students to engage in a diverse range of practice based learning environments, for example, primary, secondary and tertiary NHS settings, private practice or not-for profit third sector organisations. Students may be required to travel to their allocated placement which is normally located in London and the South East area.

The teaching and learning strategy for students includes active use of formative assessment which is defined within every module. This activity enables students to review their learning at specified intervals within each module and highlight areas for development prior to summative assessment. Every module specification provides detail regarding the formative assessment activity, including the approximate timing of the activity within the module, the required task(s) and how the student will receive feedback.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix, which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

The course contains some compulsory assessments not included in the breakdown provided on the KIS because they cannot be directly linked to credit. For example a pass/fail skills or competencies included in one of the modules or as a course requirement. Full details of assessments within a module can be found on the University’s VLE, student central.

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A range of assessment strategies are employed providing a wide experience of assessment helping

students to prepare for assessment throughout their professional and academic careers. Assessment

strategies include clinical assessments and examinations, viva voce examinations, professional

development portfolios, theory assessments, essays, reports, literature reviews, case studies, written

examinations and practical assessments. At every level of study, one module offers students a choice

between two assessment options, allowing individuals to choose their preference and maximise their

opportunity to meet their potential. The modules which offer assessment choice are PP424, PP523 and

PP628.

In year module retrieval is available for two modules in semester one of level four (excluding PP411).

This enables students who have been unsuccessful in the assessment an opportunity to retrieve the

module credits after receiving feedback within the academic year instead of in the summer period.

An overview of summative assessment methods can be found below:

Written examination: demonstration of knowledge and analytical skill

Research Plan: demonstration of independent research skills and awareness of good research

practice, including ethical issues prior to undertaking research

Research paper: Implementation of research plan and demonstration of the skills required to

publish research.

Essays: demonstration of analytical and written communication skills

Presentations: knowledge, communication skills, use of a variety of media relevant to healthcare

in the digital age.

Professional Development Portfolios: demonstrate students achieving and maintaining key skills

required in clinical practice, including reflective statements, competencies, mandatory training

and allow students to develop skills required to commit to lifelong learning and therefore

demonstrate the relationship between theory and practice.

Case based essays: demonstrate knowledge, understanding and evaluative skills applied within

a specific context

Online examinations: demonstrate knowledge and application of knowledge

Practical clinical assessment (including OSCEs, practical exams and clinical exams):

demonstrate psychomotor, patient assessment, planning and management skills. Demonstrate

knowledge and understanding of Podiatric practice in a safe manner.

Independent study module: demonstration of identification of own needs, career planning,

initiative

Viva: demonstrating application of knowledge within specific contexts and communication skills.

The assessment methods detailed above allow students to demonstrate knowledge, understanding and

application of topics relevant to healthcare context and all learning outcomes are mapped to the

appropriate credit level descriptors (SEEC 2016)

Within every level of the course, service users and /or their carers are involved in assessment and

marking and contribute to feedback to students in at least one module. Currently these are PP412,

PP514 and PP615.

Module assessments are marked using University standardised marking criteria/guidelines detailed in the

individual module handbooks. Learning outcomes are clearly mapped to assessment tasks required for that

module. Assessment feedback to students will seek to support learning and facilitate improvement.

The process of assessment in practice placement modules ensures that the student can demonstrate fitness

to practice and are a measure of the skills that are required to practice safely and effectively whilst also

meeting the expectations of professional behaviour, standards of conduct performance and ethics required

by the HCPC. This is underpinned by the requirement by a requirement in all clinical practice modules to

http://www.seec.org.uk/wp-content/uploads/2016/07/SEEC-descriptors-2016.pdf

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submit a Professional Development Portfolio.

The assessments are designed to foster an open minded approach to learning and provide a framework for

the student to pursue continuous professional development, to assess different aspects of the expected

skills, attitudes and values of a practicing professional. All of the assessments provide a rigorous and

effective process by which compliance with external reference frameworks can be measured (the HCPC

Standards of Proficiency for Podiatrists (2013), the QAA Subject Benchmark Statements (2001), and the

College of Podiatry QA Handbook (2010)).

Below is a table detailing the course learning outcomes mapped to the assessment methods to give an

overview of the variety of assessments embedded within the programme.

Learning Outcome Assessment Method Module Number of credits

Knowledge and Theory

1. demonstrate contemporary knowledge and understanding of the key scientific, biopsychosocial and clinical principles relevant to podiatry

Clinical Examinations Professional Development Portfolio

PP411, PP412, PP513, PP514 PP615

120

Presentation PP521 20

Vivas PP522, PP523 40

Research plan PP524 20

Poster PP627 20

Cased based essay PP423 20

Patchwork Text PP422 20

MCQ examination PP522 20

Paper for Publication PP625 20

Annotated bibliography PP421 20

Written examinations PP424, PP513 & PP626

60

2. incorporate holistic aspects of health and wellbeing in relation to the provision of podiatric care

Clinical Examinations Professional Development Portfolio

PP411, PP412, PP513, PP514. PP615

120

Viva’s PP523 20

Reflective essay PP514 20

Poster presentation PP628 20

3. critically analyse the role of the podiatrist as an autonomous practitioner, and as part of the multi-disciplinary team

Clinical examinations Professional Development Portfolio

PP411, PP412, PP513, PP514 PP615,

120

Viva PP523 20

Reflective essay PP514 20


4. actively engage in research and governance to underpin continuous improvement to quality


Paper for publication PP625 20

Poster PP627 20

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Skills

1. assess, diagnose and treat a range of foot pathologies in a safe, effective and evidence based manner

Clinical examinations

Professional Development Portfolio

PP411, PP412, PP513, PP514 PP615

120

Reflective and case based essays

PP514 & PP424 40

Research Plan PP524 20

Written exam PP627 20

2. practice within the legal and ethical boundaries of healthcare, and maintain a safe practice environment



PP411, PP412, PP513, PP514 PP615

120

Reflective essays PP514 20

Viva PP523, PP522 20

Written exam PP513 20

MCQ PP522 20


3. demonstrate attitudes and behaviour commensurate with the professional role of the podiatrist


Professional Portfolio

PP411, PP412, PP513, PP514 PP615

120


Viva PP523 20

4. function effectively as a member of a multi-disciplinary team

Clinical examinations Professional Portfolio

PP411, PP412, PP513, PP514 PP615

120


Viva PP523 20

Presentation PP521 20

5. demonstrate effective and appropriate communication and interpersonal skills in the provision of holistic care



PP411, PP412, PP513, PP514 PP615

120


Viva PP523 20

6. develop reasoning and problem solving skills to determine appropriate actions in a variety of settings;


PP411, PP412, PP513, PP514 & PP615

120


Research Plan PP524 20

Viva PP522 20

Written exam PP513 & PP626 20

7. critically evaluate clinical and scientific research to inform practice


PP411, PP412, PP513, PP514 PP615

120



Paper for publication PP625 20

Annotated bibliography and reflective summary

PP421 20

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8. engage in reflective practice.


PP411, PP412, PP513, PP514 PP615

120


Professional Attitudes and Values

1. practice within the legal and ethical bounds of the profession of podiatry


PP411, PP412, PP513, PP514 PP615

120



Viva PP522 20

Written examination PP513 20

2. respect and uphold the rights, dignity, autonomy and role of every service user and professional colleagues



PP411, PP412, PP513, PP514 PP615

120


3. know the limits of their competence and scope of practice



PP411, PP412, PP513, PP514 PP615

120


MCQ PP522 20

Viva PP522 20

4. engage in the values practice within the framework of clinical governance and understand the skills required to be an effective leader within health and social contexts


PP411, PP412, PP513, PP514 PP615, PP615A & PP615B (End Point Assessment)

120


Viva PP523 20

Poster PP627 20

5. embrace life-long learning


PP411, PP412, PP513, PP514, PP615

120


Student chosen assessment

PP628 20

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University welcome week

UoB Student Contract

Course Handbook

Extensive library facilities

Teaching and Learning Advisors

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Computer pool rooms

IT Service Desk

E-mail address

Student Services

Students Union

Information Services

Virtual Learning Environment (Studentcentral)

Student Support and Guidance Tutor (SSGT)

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Information held in studentcentral on the ‘my course’ area.

An induction programme

Course Leader

Cohort Leads

Module Coordinators

Placement Coordinators

Personal Tutor

Disability and Dyslexia liaison tutor

The Career Planning Agreement and StudentProfile

Student Support and Guidance Tutor based on campus

Clinical practice facilities

External practice placements in a variety of settings

International opportunities for practice placement.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

The BSc (Hons) Podiatry programme conforms to the University modular structure and is a 3 year full time course. There are two fifteen-week semesters in the

academic year (excluding welcome week where attendance is mandatory). Semester 1 runs from late September until February and Semester 2 February until

June. Each semester is comprised of:

12 teaching weeks

1 independent study week (reading week)

2 weeks designated for assessment

In addition, the course includes a minimum of six further weeks of external practice placement with NHS trusts which take place in year three and deviate slightly

from the normal semester structure They commence semester 1 on an external placement which begins mid-September and do not have designated assessment

time at the end of semester 1 as have returned to complete their NHS placement. The diagram below shows an overview of the pattern of learning and balance

between academic blocks and practice placement. It also illustrates the variations to the typical structure for final year students.

BSc (Hons) Podiatry pattern of learning overview

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Year 1 Welcome

Week

Clinical

Practice 1

Placement

Reading

week

Clinical

Practice 1

Placement

Reading

week

Year 2 Welcome

Week

Academic

Block

Reading

week

Academic

Block

Reading

week

Year 3

Clinical

Practice 5

Placement

Reading

week

Clinical

Practice 5

Placement

Reading

Week

Non standard term dates Semester 1 Semester 2

Academic

Block

Clinical

Practice 1

Placement

Academic

Block Academic Block

Academic

Block

Clinical

Practice 3

Placement

Clinical Practice

2 Placement

Assessment

Fortnight

Assessment

Fortnight

Clinical

Practice 2

Placement

Academic

Block

Clinical

Practice 2

Placement

Academic

Block

Clinical Practice 3

Placement

Assessment

Fortnight

Academic

Block

Clinical

Practice 4

Placement

Academic

Block

Clinical

Practice 4

Placement

Assessment

Fortnight Academic Block

NHS Block

Placement

Academic

Block

Clinical

Practice 5

Placement

Academic

Block Academic Block NHS Block Placement Academic Block Clinical Practice 5 Placement

Academic

Block

Clinical

Practice 3

Placement

Assessment

Fortnight

Clinical

Practice 4

Placement

*This is a typical example of the timing of independent study weeks and scheduled academic and practice placement weeks for the delivery of the programme.

Please refer to the course handbook for confirmed dates.

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The programme is structured in blocks of academic learning followed by practice placement. The length of these blocks varies from 1 week to 6 weeks and is

designed to allow students to immerse themselves into their learning environment. All clinical practice modules have elements of material which will be taught

during the academic blocks and then integrated into practice placement weeks using a Clinical Practice Workbook and The final 6 week block of practice

placement in the programme proceeds the completion of academic teaching. The length of placement offers students opportunities to engage in a diverse

placement, international placement (when available) or placement relevant to their career plan and provides a final platform to integrate academic learning to the

practice setting in preparation for final assessments and qualification.

Students will study the equivalent of 360 credits over three years and will study this as 120 credits in each academic year. The course consists of eighteen

modules of which seventeen are twenty credits and one is forty credits (a total of 360 credits). The table below illustrates the structure and timing for all modules

and indicates the length of the module.

BSc (Hons) Podiatry Programme Structure 2019

Students must achieve a minimum of 1000 hours of clinical practice based learning therefore this is recorded via clinical attendance modules which are non-weight

bearing. Therefore students must complete 100% of the hours required in each clinical practice module to pass clinical attendance modules. Students are given

opportunities to make up clinical hours at various points through each semester if required. Progression to the next level of study is dependent upon all mandatory

modules being passed including the non-weight bearing clinical hours modules.

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

Level8

Module code

Status Module title Credit

4 PP411 M Clinical Practice 1 20


4 PP498 A Clinical Hours none


4 PP421 C Introduction to Dermatology through Academic Skills 20

4 PP422 C Musculoskeletal podiatry 20

4 PP423 C Applied Human Movement 20

4 PP424 C Essential Physiology for Podiatrists 20

Interim Certificate HE Health Sciences

(min credits required = 120)

120

5 PP513* M Clinical Practice 3 20

5 PP514* M Clinical Practice 4 20



5 PP521* C Musculoskeletal Disorders of the Foot and Lower Limb 20

5 PP522* M Clinical Sciences 20

5 PP523* C Health Psychology and Professional Practice 20

5 PP524* C Research design and Ethics 20

Interim Diploma HE Health Sciences


240



6 PP625 C Conducting Research 20

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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6 PP626* M Medicine and Pharmacology Applied to the At Risk Foot 20

6 PP627* C Governance, Health & Social Contexts for Professional Practice

20

6 PP628 C BSc Module Learning by Objectives 20

Interim BSc Health Sciences


Final

award

BSc(Hons) Podiatry

Eligibility to register with the Health and Care Professions Council to practice as a Podiatrist, annotation of Prescription Only Medicines - Supply/Sale and Administration

360

*all or some of these modules will be delivered in a shared learning environment with the MSc Podiatry Pre-registration course

Students who are offered and accept interim awards will not be eligible to apply for HCPC registration

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AWARD AND CLASSIFICATION – BSc (Hons) Podiatry

Award type Award* Title Level Eligibility for award Classification of award

Total credits9 Minimum credits10 Ratio of marks11: Class of award

Final BSc (Hons)

Podiatry 6 Total credit 360 Minimum credit at level of award Other: 120

Select

25:75 Level 5: Level 6

Honours degree

Intermediate BSc Health Sciences 6 Total credit 300 Minimum credit at level of award Other: 300

120 credits at level 4, 120 at level 5 and min of 60 at level 6

Select

Unclassified

Select

Bachelor’s Degree

Intermediate Dip HE Health Sciences 5 Total credit 240 Minimum credit at level of award Select 240 consisting of a min 120 credits at level 4 and 120 at level 5

Select

Unclassified

Select

Diploma of Higher Education

Intermediate Cert HE Health Sciences 4 Total credit 120 Minimum credit at level of award Select 120 at level 4

Select

Unclassified

Select

Certificate of Higher education

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

Students who are offered and accept interim awards will not be eligible to apply for HCPC registration. Aegrotat awards do not confer eligibility to apply to the HCPC Register.

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g., dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, and Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

Course Regulations

Students are required to follow HCPC Code of Conduct Performance and

Ethics for Students and to comply with the Statement of Clinical Standards

laid down by the College of Podiatry. To enable the management of clinical

risk, students must:

Achieve a pass in module PP411 Clinical Practice 1 before they can

progress to PP412 – Clinical Practice 2.

If a student has had an intermission or break from studying they

must:

Engage in and attend a re-introduction to clinic plan which

includes ensuring that their professional development

portfolio is up to date prior to returning to University following

an intermission.

If a student is repeating a year of study without the requirement to

repeat clinical practice modules they must:

Attend clinical practice placement and ensure that their

professional development portfolio is up to date prior to

progression

The Division has two external examiners appointed who are appropriately

experienced and qualified and are from the relevant part of the Register.

The assessment strategy supports the fundamental principle that assessment

should be a coherent progression towards assuring that the student is fit for

purpose, fit for practice and fit for award.

The course regulations are in accordance with the University's General Examination and Assessment Regulations

Link to Student Policies and Regulations

Students who have had a period of time away from University are required to attend a programme of clinical induction to ensure clinical currency prior to recommencing clinical practice modules.

In addition to the above, the following applies to all students:

General

Students must complete 1000 hours of clinical practice over the 3-year course. These hours have been mapped to each practice placement module. The clinical hours are monitored and recorded in the non-credit bearing Clinical Attendance modules registered on CAMS. These modules are distinct from all other modules in the

http://www.hpc-uk.org/assets/documents/10002c16guidanceonconductandethicsforstudents.pdf

http://www.hpc-uk.org/assets/documents/10002c16guidanceonconductandethicsforstudents.pdf

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course as they only record achievement of clinical hours which must be at 100% to satisfy HCPC requirements. There is no assessment attached to these modules and are passed when clinical hours have been achieved.

Students cannot progress having failed Clinical Practice modules.

Compensation is not permitted for mandatory modules for any student.

Students successfully completing the course will be awarded BSc (Honours) Podiatry and will be eligible to apply for registration with the Health & Care Professions Council and for professional body membership.

Students successfully completing the course will be eligible to apply to register with the HCPC for the annotation ‘Prescription only Medicines – Administration and Prescription only Medicines - Sale/Supply’

Assessment:

Students who attend less than 80% of the scheduled module sessions leading up to an assessment/component of assessment, will not be permitted to attempt the assessment/component of assessment for that module and will be recorded in CAMs as a non-submission.

If a student is repeating a clinical module and attendance is below 80% for that module, they will not be permitted to attempt the re-assessment for the module and will be recorded in CAMs as a non-submission.

Clinical Practice Placement Attendance

Students who are unable to attend clinical placements due to sickness or any other unforeseen circumstance are required to inform the clinical placement between 0830 and 0900 on that day to advise of their absence as would be required by all NHS employers. Failure advise of absence from clinical placement will result in the following action:

First instance

Informal discussion with the clinical manager to clarify the process and discuss the reasons for this regulation

Second instance

A formal written warning will be issued to the student with a copy included in their file

Third instance

A fitness to practice investigation review will be instigated.

This regulation applies to the student’s entire enrolment on the BSc Hons Podiatry programme and includes occasions when the student has committed to additional clinical hours on either an internal or external clinical placement.

This regulation will be clearly published on student central, in the student handbook, within module handbooks and during clinical module induction.