bsc (hons) podiatry off campus course guide …...1 bsc (hons) podiatry off campus course guide...
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BSc (Hons) Podiatry
OFF CAMPUS COURSE GUIDE 2016/7
This Course is delivered in partnership with Birmingham School of Podiatry and Faculty of Education Health and
Wellbeing at the University of Wolverhampton
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About this guide Welcome Course Management and Staff Involved with the Course Course Structure About the Course Contact Hours University Academic Calendar Timetables Student Voice Student Feedback Student Charter Engagement The Wolverhampton Graduate External Examiners Academic Regulations Exam Regulations Course Information Personal Tutor Academic Misconduct Student Support Where to Get Help with your Course Extensions, Extenuating Circumstances and Leave of Absence Health and Safety Issues Health and Wellbeing whilst using your computer Progression for Further Study Alumni
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About this guide This Course Guide has been designed to help you plan your course. You are encouraged to read this Guide through now. It will be a considerable advantage to you to be familiar from the outset with the various aspects of your studies that are described. It may be that the relevance of some of the sections will not be immediately obvious. Keep it somewhere accessible, so that you can refer to it as needed. Obviously even in a document like this we have not covered every query and problem that you might have about the course. The Course Guide should be read in conjunction with the Undergraduate Student Guide / Postgraduate Student Guide; the UK Student Charter ; the University’s Policies and Regulations and the University Assessment Handbook. These documents should provide you with all the basic information that we think you will need for your period of study here. If you find that there is something you need to know, please contact your Academic Team Office or Student Centre on the details included below.
Please enter the contact details for your Personal Tutor for your future reference:
----------------------------------------------------- The name of your Personal Tutor will be given to you at the beginning of your course and can be checked via e:Vision
Your local Academic Team Office is:
Sandra Jevons School of Podiatry Administrator Birmingham Metropolitan College Email - [email protected] Telephone 0121 446 4545 Ext: 8134
Your University of Wolverhampton Academic Team Office is:
Kathleen Rennie Partnership Administrator Walsall campus Gorway Road, Walsall WS1 3BD Telephone 01902 323160
Your local Student Centre is:
Sandra Jevons School of Podiatry Administrator Birmingham Metropolitan College Email - [email protected] Telephone 0121 446 4545 Ext: 8134
Your University of Wolverhampton Student Centre is: TNE = S.T.a.R Office
University of Wolverhampton Walsall Student Office Here2Help WA building, Walsall campus Gorway Road, WS1 3BD Telephone 01902 323135 Sandra Jevons, School of Podiatry Administrator Birmingham Metropolitan College Email - [email protected] Telephone 0121 446 4545 Ext: 8134
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Please note that in order to develop and improve the Course, it may be necessary on occasions to amend or revise the details given in this Course Guide. We are pleased to hear your views and welcome suggestions for ways of improving the operation of the Course. Welcome On behalf of the Course Management Team I should like to extend to you a very warm welcome and wish you every success in your studies with the University of Wolverhampton. The University experience and academic success is all about the effort you put into learning and making the most of the wide range of opportunities available to you. We welcome students who are eager to think for themselves, to take control of their own learning and who are ready to get involved in developing the skills required in a highly competitive job market. This course is delivered in partnership with School of Podiatry, Birmingham Metropolitan College As you will be studying at a distance from the University you will need to demonstrate good time management skills, independent learning, flexibility and discipline in order to achieve a study-work-life balance. But remember, we are here to support you even if you never have to come on to a University of Wolverhampton campus - see www.wlv.ac.uk/distance for further details. We believe it is important that you are encouraged to make your own contribution to the effective operation and development of your chosen course. We are, therefore, keen to hear your views and would welcome any suggestions that you may have about ways of improving any aspect of your course and/or the student experience here at the University. Val Woodward, University Collaborative Link Email [email protected] Dr Paul Blakeman, Course Leader Email [email protected] Course Management and Staff Involved with the Course Name Contact Details
Role Course Leader Dr. Paul Blakeman
Birmingham Metropolitan College Telephone – 0121 446 4545 x8027 Email - [email protected]
Course Leader Head of School: Strategic and Academic lead Research Co-ordinator
Val Woodward
WP Building (Room WP125) Walsall Campus University of Wolverhampton Telephone – 01902 518839 Email - [email protected] Messages can be left at: 01902 518934
University Collaborative link
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Name Contact Details Role
Sandra Jevons Birmingham Metropolitan College Email - [email protected]
School of Podiatry Administrator
Pauline Lim
Room WP109, Walsall Campus Tel 01902 518868 [email protected]
Faculty Enabling Tutor, University of Wolverhampton
Marian Williams Birmingham Metropolitan College [email protected]
Operational management Podiatry Lecturer
Jennifer Round Birmingham Metropolitan College [email protected]
Recruitment and Admissions Podiatry Lecturer
Michelle Weddell Birmingham Metropolitan College [email protected] Clinical Lead
John Tasker Birmingham Metropolitan College [email protected]
External relations and short courses Podiatry Lecturer
Barney Gardner Birmingham Metropolitan College [email protected]
On Site Clinical Manager and Service user engagement lead Podiatry Lecturer
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Student Support in FEHW (University of Wolverhampton)
STUDENT ADVISORS HERE2HELP STUDENT CENTRE
PERSONAL TUTOR SKILLS FOR LEARNING
Dedicated staff employed within the Faculty to support your University experience Links to our Graduate Interns
Each campus has a Student Centre, commonly known as ‘Here2Help’
An academic member of staff will act as your personal tutor for the duration of your Degree.
Trained and professional staff supporting your academic work Based in our Learning Centres Online and in person support and guidance
Pre-entry support General support about study and student life Guidance – referral to University services Knowledge of the Faculty and its Courses
Enrolment & module registration Submitting work & examinations Academic regulations – one week extensions & extenuating circumstances Leave of absence Student finance issues Student enabling centre Careers & counselling appointments
Support for your academic development and progression Personal (pastoral) guidance A consistent point of contact throughout your studies. Three meetings per year.
Transferable support on your academic study skills: General skills guidance Academic writing support Referencing Searching for literature
Contact: [email protected] Regular drop in sessions & appointments City – MC building Walsall – WN & WP building Burton Campus
City - MX building 01902 321150 Walsall - WA building 01902 323135 Log a call – e:vision helpdesk (Help>contacts)
Check who your tutor is on e:vision Meet with your personal tutor at regular intervals Visit SAMS to book an appointment http://FEHWSams.wlv.ac.uk/
Skills for Learning website Workshops Drop-in sessions Appointments Study guides Online resources Twitter, Facebook, Skype (wlv_skills) and YouTube
*** Visit the Student Support homepage for more information ***
*** Also visit the Students Union Advice and Support Centre for impartial guidance **
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Course Structure for Undergraduate courses Students will study: Full-time: normally modules worth 120 credits each academic year
Level 4 (1) Year long modules Core 4HW067 Fundamentals of lower limb musculoskeletal structure
and function. 20 Credits
Core 4HW066 Fundamentals of health and disease affecting the lower limb.
20 Credits
Semester 1 Semester 2
Core
4HW065 Developing a framework for practice: pre-clinical.
20 Credits
Core
4HW069 Clinical Studies 1. 20 Credits
Core 4HW068 Biochemistry and Physiology.
20 Credits
Core
4HW070 Microbiology and Infection Prevention and Control.
20 Credits
Level 5 (2) Year long modules Core 5HW064 Human development and podiatric pathologies 20 Credits Core 5HW062 Principles of musculoskeletal diagnosis and therapies 20 Credits Core 5HW065 Clinical Studies 2 20 Credits Semester 1 Semester 2
Core 5HW063 Pharmacology 20 Credits
Core 5HW066 Local Anaesthesia
20 Credits
Core
5HW067 Evidence based practice and research methods for podiatry
20 Credits
Core
Research Studies: (non-assessed preparation for Year 3)
Level 6 (3) Year long modules Core 6HW128 Research Dissertation and Dissemination 40 Credits Core 6HW126 Clinical Studies 3 20 Credits Semester 1 Semester 2
Core
6HW124 Theory of foot based advanced specialties
20 Credits
Core
6HW127 Clinical Options: Preparing for entering the profession
20 Credits
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Core 6HW125 Musculoskeletal
Specialty: Therapies
20 Credits
About the Course This Guide outlines the modules which are available, teaching and learning activities and assessment tasks. If there is anything you need to discuss further, please contact Dr Paul Blakeman, Course Leader. Email [email protected] The educational aims of the course are: This course is a qualifying programme necessary to enter the Podiatry Profession and begin a rewarding professional career as a Chiropodist/Podiatrist. The course is open to anyone who fulfils the entry criteria and can demonstrate an understanding of the role of the podiatrist in practice. You will study at the Birmingham School of Podiatry within the Birmingham Metropolitan College (Matthew Boulton Campus). The School of Podiatry has purpose built clinical teaching facilities and links with a highly experienced range of NHS placement providers. The course is validated by the Faculty of Education, Health and Wellbeing, University of Wolverhampton and as such, you will benefit from full access to additional learning resources and have the opportunity to enjoy the experience of being a University student. The course is a combined professional and academic award that will enable you to develop the specific knowledge and skills required to work as a Podiatrist in both the National Health Service and the private sector. The course has a strong focus on achieving the clinical and professional competencies required to meet the Standards of Proficiency for the Podiatry Profession. It therefore emphasises assessment, diagnosis and podiatric treatments in providing high quality personalised care. Theoretical content is allied to Podiatric Practice throughout (interaction with clinicians and patients will be supervised by a qualified podiatric practitioner) enabling you to develop the professional values, communication and interpersonal skills necessary for professional Podiatric Practice. Successful completion of the programme will make you eligible to apply to register with the Health and Care Professions Council (HCPC), which regulates the profession, and this is necessary to perform this work under this title. You will also be eligible to join the Society of Chiropodists and Podiatrists (SOCAP) since the course has been designed to meet its requirements. The College of Podiatry identify that the UK workforce offers a number of employment opportunities for HCPC registered podiatrists across public, independent, commercial, charitable and academic sectors. Successful graduates will be able to apply for HCPC registration making them eligible to practice under the title of chiropodist/podiatrist in the UK.
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The course learning outcomes are:
Certificate in Higher Education At the end of level 4 you, the student, will be able to:
1. Demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
2. Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study.
3. Evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work
4. Communicate the results of your study/work accurately and reliably, and with structured and coherent arguments
5. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility
Diploma in Higher Education At the end of level 5 you, the student, will be able to:
1. Demonstrate knowledge and critical understanding of the well-established principles of your area(s) of study, and of the way in which those principles have developed with an understanding of the limits of your knowledge, and how this influences analyses and interpretations based on that knowledge.
2. Demonstrate the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context
3. Demonstrate knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study
4. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis
5. Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively
6. Demonstrate the qualities and transferable skills necessary for employment, requiring the exercise of personal responsibility and decision-making and undertake further training, developing existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.
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BSc Honours Degree At the end of level 6 you, the student, will be able to:
1. Meet the requirements for entering the profession and provide evidence of your competence in the Standards of Proficiency for Chiropodists and Podiatrists providing eligibility to register as a Podiatrist with the Health and Care Professions Council. You will also be eligible to apply to become a full member of the Society of Chiropodists and Podiatrists.
2. Provide research and evidence based foot care that is safe, effective and ethical; assume full professional autonomy and accountability for your practice as a Podiatrist within the legal framework of the country in which you are employed.
3. Reflect upon and critically evaluate evidence to formulate sound clinical judgement and decision making in the identification and assessment of health and social care needs in complex situations within the podiatry field.
4. Critically examine the impact of political, professional and social contexts on your provision of individualised foot care; maintain professional relationships with other members of the multidisciplinary healthcare team.
5. Effectively apply theory, practice and advanced diagnostic skills and technologies to identify innovative solutions to complex foot care needs encountered in your podiatry practice.
6. Demonstrate a commitment to reflective practice and life-long learning in order to meet the professional requirements of the Health and Care Professions Council and the Society of Chiropodists and Podiatrists.
These will be achieved through the following learning activities: As part of your course, your learning activities are designed to develop graduate attributes including digital literacy, global citizenship and demonstrating knowledge and enterprise. Paramount to your progression and development in preparing you for your future role in podiatry is the valued input of employers and service user/carers into the design and implementation of the BSc (Hons) Podiatry course. You will study six modules per year, all of which are compulsory elements of the programme necessary to fulfil the academic and professional requirements of your course. The types of learning which will help achieve the above include: Formal learning - some core content will be delivered in the ‘face-to-face’ traditional teaching style but will include interactive activities to challenge you and develop your knowledge and understanding of competence in podiatry practice. As adult learners, you will be expected to prepare for timetabled sessions by completed pre-reading and learning activities. This will then form the basis of more formal learning. Applying theory to practice – we use a variety of approaches to enhance your ability to articulate, critique and apply evidence to shape your professional podiatric practice e.g. critiquing research and evidence, presentation, case studies, developing and testing clinical skills in supervised practice setting. Learning in the clinical environment is a key aspect of your course and provides the opportunity to apply theoretical learning to the practice setting and patient care. Problem solving and clinical decision-making – these can be engaging and dynamic approaches, enhancing your understanding of real problems that may present in podiatric practice. You will have an opportunity to develop your skills in clinical decision making
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within a safe environment, and to apply knowledge to deliver quality foot care to the patient. Research skills – you will be supported in the preparation of an independent research study of relevance to podiatric care which will develop and expand your theoretical and practical knowledge of the research process. Computer based learning - the integration of online learning activities, directed study and traditional teaching will enhance the quality and efficiency of your learning experience. You will be encouraged to access electronic learning resources within Birmingham Metropolitan College, the University and the School of Podiatry clinical environment, including the use of e-mail and discussion forums to communicate with fellow professionals in the learning community and develop your personal and professional values. The ability to use digital resources and equipment is a key attribute of a graduate healthcare professional and reflects the need to use advanced technologies in areas such as record keeping, assessment, delivery and treatment. We will guide and support your learning using a mixed approach including:
• Lectures – we will use a variety of interactive learning methods that are supported by digital technology to enhance your learning
• Workshops – interactive workshops will allow you to develop your therapeutic skills by having time to practice
• Inter-professional learning – you will be invited to participate in the inter-professional learning at the University
• Practice learning – you will have the opportunity to engage in supervised practice to become knowledgeable and skilled in podiatric care. You will learn in the central clinic at Birmingham Metropolitan College School of Podiatry, which includes access to well-equipped labs and a regular input of patients and contribute to clinical care in a variety of NHS clinics and other podiatric settings.
• Debate and dialogue - the University virtual learning environment, WOLF will provide a forum for you to engage in dialogue with your lecturers and other students in your group.
• Online – some of your modules will have significant amounts of online learning activity. This has been designed to help you to develop your digital literacy skills.
• Work placements – a significant part of your course will be undertaken in placements where you will have the opportunity to develop your competence in the work environment with supervision and support. You will be able to reflect on personal and professional learning, the development of knowledge and skills and identify strategies to develop and deliver foot care in the future.
• Independent and self-directed learning – this is an important part of degree level study and throughout the course you will be encouraged to become an independent learner. You will be required to manage your time effectively to include extensive reading and supplementation of formal learning. Independent learning will be required of you as a qualified podiatrist as part of the professional requirements to maintain competence and ensure your continuing professional development to remain on the professional HCPC register.
• Tutorials – face to face meetings with the module team and your personal tutor.
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Blended learning In 2008, the University adopted a Blended Learning Strategy which promotes the integration of technology supported learning across all our modules. We believe this will improve the employability and, digital literacy, of our students and the effectiveness and efficiency of our learning and teaching practice. Students are entitled to : 1.Have access where possible to an electronic copy of all lecturer-produced course documents e.g. module guides, assessment briefs, presentations, hand outs, and reading lists. Our virtual learning environment (WOLF) will provide access to electronic copies of the materials used in class and any additional directed studies. Additional use will be made of ePortfolio (PebblePad) for reflective learning. 2.Formative assessment opportunities on line with appropriate meaningful electronic assessment feedback; Formative assessments will be provided (wherever possible) for you to ‘have a go’ at some of the summative assessment tasks before the actual assessment is submitted. This provides an opportunity to develop your academic and practical skills with feedback. 3.Have opportunities to collaborate on line with others in their learning cohort; WOLF will provide a forum for you to engage in regular dialogue with your lecturers and other students in your group. 4.Have the opportunity to participate in electronic Personal Development Planning (ePDP);Your Personal Tutor and/or Year Tutor will meet with you regularly to discuss progression. 5.Submit all appropriate assessments online; Whenever possible summative assessments will be submitted electronically. 6.Opportunities to engage in interactive learning during all face to face sessions. Core content will be delivered in the ‘face-to-face’ style but will include interactive learning activities to challenge and develop knowledge and application to practice. Case studies will enhance your understanding of real problems that may present in podiatric practice enabling you to develop clinical decision making skills within a safe environment. The course is accredited, endorsed or approved (depending on the professional body requirements) The Health and Care Professions Council (HCPC) approves professional programmes and safeguards entry to a range of professions including that of podiatry in order to ensure that individuals admitted to the professional register are competent practitioners able to deliver safe and effective care. The professional content and competencies of the BSc Hons Podiatry reflect the HCPC Standards of Education and Standards of Proficiency (for chiropodists and podiatrists) and the clinical placements reflect the professional requirements of Society of Chiropody and Podiatry (SOCAP) the HCPC and the Department of Health. The course is underpinned by the 2014-2015 Health Education England (West Midlands) Mandate to ‘deliver high quality, effective, compassionate care: developing the right people with the right skills and the right values....’ and supports the ethos behind Service User and Carer engagement (HCPC).
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In order to meet all of these requirements you will need to fulfil a set number of hours of study which are compulsory, this will include attendance both in the University (or designated educational institution) (80% or more) and in the practice placements (100% attendance is required to fulfil your hours). Your course has been specifically designed to provide you with the opportunity to fulfil the requisite 1000 hours of practice in three years. The Birmingham School of Podiatry is the only HCPC approved School of Podiatry within the West Midlands. It maintains its own central podiatry clinic in which you can be introduced to actual clinical practice in a safe and managed clinical environment where professional values are embedded from the first year of your course. You will be supervised working in the School of Podiatry central clinic and podiatry placements you must demonstrate good professional conduct and behaviour at all times. The NHS is increasingly treating ‘at risk’ patients and as such you will gain ‘hands on’ experience with low risk patients before attending placements in the NHS. Much of your work will require you to engage in effective communication, articulating both written and verbal reports. Your placement experiences will include providing foot care to some of societies’ most vulnerable people, the very young, the elderly, those who have physical disability, learning disability and those who have perhaps been through some very challenging situations, resulting in mental health problems. In order to ensure all the people you care for are protected and safe, you will be expected to abide by the HCPC and SOCAP guidance for podiatry students and adhere to The Code of Practice (HCPC). We will expect you to conduct yourself in a highly professional manner at all times, and this will form part of our assessment of you in practice. Each individual wishing to become registered must provide evidence that he or she is in ‘good health and of good character’ at the start of the course and throughout your studies and beyond. You will be asked to declare any changes in your circumstances which may have an impact on this important requirement and we have specialist support available at all times to advise you in the event of any changes. Further details will be available to you in your course guide and from the HCPC website. The School has built on its traditional values whilst advancing contemporary practices and forging strong links to research. The feedback from employers on the quality of podiatry graduates is excellent and reflects the quality of the student support; a key feature of practice placement support is that all practice educators are required to have an educational qualification in addition to their podiatric skills. Successful course completion and registration with the HCPC and SOCAP will entitle you to use the protected professional title of Podiatrist. Contact Hours At University, the term ‘contact hours’ is used very broadly to refer to the amount of time that you spend learning in contact with teaching or associated staff, when studying for a particular course. This time provides you with support in developing your subject knowledge and skills, and provides opportunities to develop and reflect on your own, independent learning. Your University Academic Calendar for the year is available to you through your Course Leader. Timetables Timetabling information is available to you through your course leader for the modules that you have registered for.
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Student Voice The Student Voice is a partnership between the University and the Students’ Union, put in place to make sure students opinions/feedback are heard at every level of university governance, from course level to the University’s governing body. The main positions within the Student Voice are Course Reps, who are volunteer students on every course. They have meetings with lecturers on a regular basis, highlighting both positive and negative feedback to Course Management and Tutors within their course. If you ever wanted to get involved with the student voice, or need more information please contact the Engagement Team in the Students’ Union – Student Voice For independent advice and guidance on all matters related to being a student , contact the Students’ Union’s Advice and Support Centre by telephone or e-mail Advice and Support. Responding to Student Feedback “You said/We did” ‘As a result of student feedback we have made the following improvements/changes to this course’
1. Timetabled additional tutorial support for coursework within all modules 2. Implemented a new role of Year Tutor to complement the Personal Tutor support
you will receive. 3. Provided study skills and academic writing workshops 4. Provided opportunities for you to share learning in the clinical setting with students
further ahead than you on the BSc Hons Podiatry. 5. Provided opportunities to access learning support within the University.
Student Charter The University’s UK Student Charter) has been developed primarily by the Students’ Union and informed by student views. The Charter is not a contract, nor is it intended to be legally binding; it is a set of shared expectations which establishes the values and standards we are seeking to promote across all of our learning community. The Charter seeks to apply to all students on all courses and reflect our normal expectations of your experience at University. On occasions different types of study and interactions will mean necessary variations from time to time. However, what is important to us is that, whatever you are studying, your experience is a great one. Engagement The University recognises that you have made a significant investment in both time and money in choosing to study for a degree. The University is committed to helping you fulfil your potential. Your engagement with the study materials, and participation in the sessions, activities and assessment tasks are very important in ensuring that you are able to do so. Your engagement will help you to:
• Understand the subject area you are studying; • Acquire and develop the skills and knowledge needed to ensure success; • Prepare for assessment tasks; • Learn from and with your fellow students;
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• Receive feedback from your tutors on your progress; • Fully participate in sessions, forums, seminars and other activities; • Develop your communication skills.
If you are unable to participate in any of the activities or sessions please let your tutor know that you are unable to do so. He/she will then be able to give you advice on what was dealt with during the session or activity, and what you need to do to catch up. Please do remember how important engagement and participation is to your success. You are encouraged to engage with the University’s Virtual Learning Environment (VLE) and Student Management System, further details of how to access these can be found here. Contact time with teaching and associated staff is available to help shape and guide your studies. The term 'contact hours' refers to the amount of time that you spend learning in contact with teaching or associated staff, when studying your chosen course. The number of contact hours on a course is influenced by the subject, as well as how and where you are studying. The Wolverhampton Graduate The experience of studying at University is about much more than just gaining knowledge and understanding of a subject(s), it is also about developing additional skills and capabilities that you can take with you into a wide range of different settings. Sometimes it can be difficult to explain to others what you have done and achieved. The following Graduate Attributes will help you think about the knowledge and skills you have gained and how these can be presented to prospective employers and/or other interested parties. This is not an exhaustive list and you will need to reflect on what you can personally demonstrate that is appropriate for different settings and contexts such as job interviews. You will also have formed your own opinion about what going to university means to you and how you think you have developed. While at university you will have the opportunity to:
1. acquire, generate, interrogate and apply knowledge from a wide range of sources,
2. develop research skills to enable analysis , synthesis, understanding and evaluation of data and information.
3. demonstrate self-discipline and organizational skills by meeting deadlines, and taking responsibility for your own development and learning
4. present ideas clearly in an informed and persuasive manner to a variety of audiences.
5. be innovative, creative and enterprising work collaboratively, whilst acknowledging, respecting and engaging with the views of others in a constructive and empathetic manner
6. draw on professional advice and feedback to reflect on and improve your own learning and professional practice;
7. prepare for the world of work through engagement with real life situations, briefs and problems
8. engage with new ideas and ways of working as an active member of the communities in which you study, live and work.
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External Examiners The name of the external examiner for your programme is Keith Forster – New College Durham. External Examiners play a key role in helping the University to ensure that our standards are comparable with other institutions in the sector and are consistent over the years and that our assessment processes and regulations treat all students fairly and equitably. It is not part of their remit to communicate with individual students (it is to be noted that students are given access to External Examiner reports in their entirety via the Modules and Programmes page on e-vision in line with the HEFCE Publication 06/45 and some students may have the opportunity to meet with externals if they visit placement areas or attend for planned meetings or assessment). Students are therefore reminded that they must not make direct contact with External Examiners in respect of their assessed work or performance. Any student issues should be relayed either directly to the Module or Course Leader. Academic Regulations This course follows the University’s academic regulations. A full version of these regulations can be found on the University web page for Policies and Regulations. These regulations govern your course and will be binding on you. It is, therefore, important that you read and become familiar with them. If you have any questions regarding the regulations you should raise your query by logging an e:Vision Helpdesk call. Exam Regulations The University also have regulations that specifically cover examinations. Examination Regulations
The maximum period over which an award may be studied is detailed in the regulations appropriate to your course. Typically these are:
Undergraduate Honours Degrees
Full Time Students Normal Maximum Honours Degree 3 years 5 years
The above maximum registration periods do not include time away from study approved under the Leave of Absence procedure. Registration periods for students admitted with Recognition of Prior Learning and for students who choose to amend their mode of attendance, will be calculated pro-rata. Please be aware that to be eligible to continue on your course you must pass at least one module in your first year of study. Exemption from the regulations Exemption from the academic calendar Due to the close integration of theory and professional practice, the key musculoskeletal and biomechanics based theory modules will run yearlong to maximise the opportunity for students to apply theoretical learning immediately within the clinic setting. The clinical
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studies (practice) in years 2&3 will also be yearlong to allow sufficient time to meet the required level of competence in a variety of clinical podiatric skills and treatments. The modules identified above, while theory, are not purely theoretical in nature as for example the study of physiology would be. They incorporate management of theory in practice that is best served by directly bringing the theory into the students’ practice at the point it is introduced to them; this is best achieved by running the modules along the full length of the clinical module (one full year). No repeat opportunity for practice modules For practice modules, where two attempts have been granted by the assessment board, there will be no right to repeat the modules following failure at the re-attempt opportunity. Failure to pass each assessment component (theory or practice) at the re-attempt opportunity will result in discontinuation from the course. There may be an opportunity to receive an interim award at this stage depending on the number of credits that have been passed. No compensation All modules must be passed i.e. there is no compensation for a marginal fail. Course Information Assessment Assessment Methods Your clinical podiatric skills will be assessed both within the central clinic at the School of Podiatry (Birmingham Metropolitan College) and in external placements within the NHS and private practice. Mentors will supervise you on placement; these are registered podiatrists who have undertaken an approved course in mentoring/education. In addition to the support of mentors, you will also work alongside a variety of experienced podiatrists and podiatry lecturers who can help you identify learning opportunities and supervise and support you as you take up these learning opportunities. Your mentor will be the person most likely to formally assess your learning in practice using a systematic approach that includes carefully prepared documents which you will keep as a record of your learning in practice. You will use a clinical log book to record your clinical learning and practice hours; mentors will also record their assessment of your work. You will receive support from academic staff in the School of Podiatry team and the University. The academic staff work closely with mentors in the practice placement areas to ensure you have the opportunity to meet the Standards of Proficiency and competence required to apply for HCPC registration on successful completion of your course. As you progress through your course you will be expected to take on more responsibility in your practice placements and develop confidence in your clinical skills and decision making as a member of the podiatric team. At level 6 your practice placement learning will become more self-directed where you will be encouraged to negotiate learning opportunities and pursue them e.g. within specialist fields of podiatric practice. Your final placement in particular will require you to model the work of a registered podiatrist as you prepare to enter the profession.
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Throughout your practice placement learning you will be expected to conduct yourself in a professional manner at all times. We will provide guidance and information on the requirements regarding professional conduct to help you understand how to manage learning in the complex and sometimes unpredictable world of health care. Assessment of theory At level 4 you are adjusting to the requirements of higher education. For some, this is a transition from school/FE and for others it is from the world of work. As you enter with different abilities and levels of knowledge, the assessment strategy at level 4 is based on understanding this and giving you the opportunity to build a foundation level of both academic and clinical podiatric skills sufficient to progress to the next year of the course. Therefore at level 4, assessment is designed to build confidence and orientate you toward higher education and adopting the required professional values for a career in podiatry. Assignments require you to demonstrate knowledge and understanding of selected concepts and theories pertaining to podiatry. As podiatry has a strong practical focus your assessments will include both academic and key practical/clinical skills. You will develop core content such as anatomy, physiology, biochemistry and microbiology in order to form a scientific foundation on which to base future clinical assessment and diagnostic skills. Course work is designed to develop such things as verbal articulation, essay and report writing and academic referencing. A range of formative and summative assessments are used across Level 4. Feedback on these is designed to enable you to develop and improve your future work. Through your learning at Level 4 it is intended that you acquire underpinning knowledge and skills necessary to progress with your theory and practical studies. Feedback on assignments is given on content and analysis and also on written communication skills, referencing, structure and presentation. This is then applied as generic criteria throughout the entire course with raised expectations at each level as appropriate. Feedback is provided to you to help you develop your knowledge, understanding and core skills – it is important that you read your written feedback and discuss this with the academic team. Level 5 consolidates knowledge and understanding achieved at level 4 and further develops skills within clinical practice placements. You are expected to demonstrate knowledge and critical understanding through wider reading, the use of databases and other pertinent resources, together with the ability to synthesise evidence from a number of different sources. You will develop a sound grasp of theory underpinning assessment and diagnosis such as the principles of musculoskeletal care and human movement (biomechanics) and mirror this in your coursework. You will undertake a range of assessments designed to test your ability to critically analyse information and evidence and apply learning within the context of podiatry. You should have an understanding of research and be developing higher levels of competence in academic and clinical skills and be digitally literate. You will be expected to reflect and evaluate your own learning and interpret knowledge deficits. At level 6 you are expected to be a competent and independent learner with the ability to use academic study skills appropriately as well as other methodological tools appropriate to the profession. You should be able to evaluate sources and arguments and make judgements within the context of your practice. You should have developed a thorough understanding of the scientific body of knowledge needed to underpin the provision of safe foot care treatments at initial registration and be able to communicate effectively with the
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client and other healthcare professionals involved in the client’s care. Opportunities however, will still exist for formative and peer assessment and case study presentations in relation to your practice experience. The culmination of the programme for you is your independent research study in which you should demonstrate your ability to use the research process to investigate an area of podiatric practice, solve problems, have a systematic understanding of research within the field of podiatry, critically analyse the literature and evidence base and use enquiry based methods of investigation. You will be able to demonstrate research skills and demonstrate high level academic skills and digital literacy together with a command of theory and knowledge of podiatric care. Personal Tutor When you join the University you will be given a Personal Tutor. This information can be found in your e-vision homepage. Your personal tutor is someone who can offer you guidance and advice, this could be about your course, and any other aspects that affect your study. In order for personal tutoring to be a beneficial and meaningful relationship for you, you need to communicate with your personal tutor. Academic Misconduct We take pride in the academic integrity of our staff and students but when academic misconduct is suspected the University will take action. The University considers seriously all acts of academic misconduct, which by definition are dishonest and in direct opposition to the values of a learning community. If not challenged, academic misconduct will ultimately devalue our academic standards and undermines the honest efforts on the part of our staff and students.
Academic misconduct includes plagiarism, collusion and cheating and may be deliberate or unintentional. Whatever form it takes, it will be thoroughly investigated and penalties will be applied if proven.
Support for Students The University and the Students’ Union believe that many incidents of academic misconduct can be avoided by increasing students’ knowledge and skill.
A variety of support mechanisms are in place to help students succeed and avoid academic misconduct:
• Visit our study skills support website at www.wlv.ac.uk/skills See the section
on tackling academic misconduct. • Download the Students' Union guide to Avoiding Academic Misconduct ("Write
Right") - available from the Student’s Union website: • Book a Skype appointment with study skills adviser or join the online chat
service ASSIST - through the Learning Centre “Skills for Learning” website. • Contact your personal tutor or module leader.
Remember – there is help available if you need it.
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Defining Academic Misconduct Cheating Cheating is defined as any attempt to gain unfair advantage in an assessment by dishonest means, and includes, for example, all breaches of examination room rules, impersonating another student, falsifying data, and obtaining an examination paper in advance of its authorised release. Cheating attracts the University’s most severe penalties.
Other common examples of cheating would include –
• Being in possession of “revision notes” during an examination • The purchase or commission of assignments from others • Theft of other students’ work • Prohibited communication during an examination
Plagiarism Plagiarism is the act of taking someone else’s work and passing it off as your own. This includes incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of another/others. It is important to cite all sources whose work has been drawn on and reference them fully in accordance with the referencing standard used in each academic School/Institute or Faculty.
The most common forms of plagiarism are –
• Cut or copied and pasted materials from websites • Copying the work of another student (past or present) including essays available
through “essay bank” websites – or other data. • Copying material from a text book or journal
When you’re using other people’s work or ideas it is important to engage with their work critically. You can quote, paraphrase, summarise or critically review – but you must always provide appropriate references. Collusion Collusion is when two or more people combine to produce a piece of work for assessment that is passed off as the work of one student alone. The work may be so alike in content, wording and structure that the similarity goes beyond what might have been coincidence. For example – where one student has copied the work of another, or where a joint effort has taken place in producing what should have been an individual effort.
Collusion should not be confused with the normal situation in which students learn from one another, sharing ideas and group work to complete assignments (where this is specifically authorised). Plagiarism Detection In concert with the skills and experiences of academic staff the University will utilise electronic tools such as Turnitin to detect plagiarism. Turnitin is the software currently subscribed to by the University. At Undergraduate level the University will require that all final year projects and dissertations are submitted to Turnitin for analysis. At postgraduate level the University will require that all dissertations (or similar) are submitted to Turnitin for analysis.
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Students are required, where appropriate, to make a declaration as the authenticity and originality of any submitted piece of work. This declaration also authorises the University to request and require students to provide and electronic version of any submitted assessment for checking work via Turnitin where plagiarism is suspected.
Penalties Where an offence is admitted, or a panel decides that cheating, plagiarism or collusion has occurred, a penalty will be imposed. There is a cumulative range of penalties which will be applied to any continuous period of registration for study with the University. The severity of the penalty will vary according to the nature of the offence and the number of previous offences. Penalties range from failure of the assignment under investigation to exclusion from the University.
Full details about the University's policy on Academic Misconduct, regulations and procedures, investigation of academic misconduct or to make an appeal or a complaint are available on the Conduct and Appeals website. Where to get help with your course Local Student Support. Birmingham Metropolitan College and the University provide a range of resources to support you directly with your learning as well as other areas of your life. These resources are all signposted through the relevant web pages and include: Study Skills Support The University and Birmingham Metropolitan College offer a variety of learning resources to help you progress through your course. School of Podiatry Support - academic skills sessions are introduced within the induction programme, different modules and through a blended learning approach with access to materials in WOLF and the onsite learning resources. This is to help you use learning resources effectively and help you with coursework tasks. Academic skill development is further embedded within the curriculum at different levels, through the ways in which lecturers present information and guide you to use it. Additional support for learning is offered via Personal Tutors, tutorials with lecturers and feedback provided by lecturers for individual pieces of coursework. University Academic Support - is available to all students throughout all levels of study. For example the Institute of Health Professions (Faculty of Education, Health and Wellbeing) and University Learning Centres offer the following: •The Skills for learning web pages are a great resource for you to enhance your academic skills, from basic IT skills, to essay writing and preparing for examinations and personal development planning. •The Learning Information Services have Advisors who offer individual support across our campus learning centres including ASSIST which, provides ‘real-time’ online librarian support. Learning Centre / Library Facilities Through the collaboration between Birmingham Metropolitan College and the University of Wolverhampton, you benefit from a choice of resources and study facilities. This provides
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you with the flexibility to study on the University campus or at Birmingham Metropolitan College when preparing for coursework and independent study. At Birmingham Metropolitan College there is a bespoke provision of texts for the course within the Library and access to dedicated Higher Education room with computer facilities for searching and retrieving literature. However, as a student of the University of Wolverhampton, you will also have full access to the University Learning Centres. The Walsall Campus Learning Centre will also offer some resources to support your course. You will also have unlimited access to a comprehensive range of electronic resources and databases online. You can book a private area for studying alone or study pods that will house several students together. Alternatively you may use the general areas with computer facilities without prior booking. Personal Support • Birmingham Metropolitan College Personal and Year Tutors You will be allocated a Personal Tutor from the Birmingham Metropolitan College academic team at the start of your course. This will enable you to build and develop a relationship to help you achieve the course learning outcomes. Your Personal Tutor and/or Year Tutor will meet with you on a regular basis and support and guide you as you progress through to the completion of your course. •University Counselling Service offers a confidential space in which you can talk to a counsellor about your concerns. Personal appointments are available on all campuses; there is a drop-in service every weekday at City Campus and on online counselling is available via WOLF. •University Student Enabling Centre provides a comprehensive range of support for students with varied needs. This includes disability screening and assessment, guidance on various support services and enabling technologies. •University Inter-Faith Centre is available to those requiring spiritual guidance, support or a listening ear
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University Student Support If you encounter any issues (personal or academic) the following diagram directs you to the appropriate department or staff member. Administration queries:
enrolment extensions
extenuating circumstances Leave of Absence
Course transfer, etc
Your Local S.T.a.R Office eVision helpdesk
Academic and Course related queries
Personal Tutor Course Leader
(by email)
Module related queries
Module guide (on WOLF) Module Leader
or Tutor
Support for Study Skills
W: www.wlv.ac.uk/skills
and local partner based support
IT Problems
W: www.wlv.ac.uk/ITServices E: [email protected]
Who to Contact for help
Financial advice: www.wlv.ac.uk/moneymatters E: [email protected]
Your Local Student Office
S.T.a.R Office
Careers & Employment Centre
Local Partner Centre
Special Needs
(Students with disabilities)
Special Needs Tutor or Student Enabling Centre
or your local student office at the partner institution W: www.wlv.ac.uk/sec
Personal Issues (UK)
Personal Tutor (see eVision for details)
University Counselling Service
W: www.wlv.ac.uk/counselling E: [email protected] TNE – Personal Tutor
General queries
eVision helpdesk or
www.wlv.ac.uk/distance
or your local Student Office
Independent academic, financial and international advice
Students’ Union Advice and Support Centre
W: www.wolvesunion.org/advice
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Extensions, Extenuating Circumstances and Leave of Absence The University wants all students to do their best. You are expected to take responsibility for your own learning and we know students perform best if they participate in all activities associated with their modules. Very occasionally something may happen suddenly which is beyond your control and this will prevent you from attending an examination (or other test) or completing an assessment by the due date. Common reasons for needing additional help are poor health or a death in the family – although other reasons may apply. Extensions - for some assessments there may be the option to apply for a short term (maximum 7 days) extension if you are experiencing difficulties in completing your work on time. You should apply for the extension via your e:Vision account on or before your assessment date and provide supporting evidence to your Student Centre. On receipt of the evidence your claim will be assessed and you will be notified by e-mail if your extension has been approved and your revised submission date. Further details can be found here. Extenuating Circumstances – claims for extenuating circumstances are also submitted via your e: Vision account on or before your assessment date and again evidence to support your claim must be provided to your Student Centre. Claims for Extenuating Circumstances tend to be for more serious matters and if your claim is accepted then it enables you to take the assessment at the next available opportunity without penalty. If you have any queries regarding either of these processes then please log a call on the e:Vision helpdesk. Leave of Absence - in more extreme cases of potential prolonged absence you might consider a temporary leave of absence. Students may temporarily suspend their studies a semester at a time (and up to a maximum of four semesters). You can apply for a Leave of Absence via e:Vision but we would strongly recommend that you get advice from your Personal Tutor, your Student Centre or the Students’ Union, particularly regarding the financial implications, before taking this step. If you are an international student we take into account the fact that you will have paid a non-refundable deposit and your fee liability points will be at the start of the first term and third term (remainder of fee). We recommend you seek guidance on this from the International Student Support team in MX Student Centre. TNE Students contact is via e:Vision Health & Safety issues Specific procedures relating to your course will be explained to you during induction and at appropriate points throughout the course. Birmingham Metropolitan College and the University can accept no responsibility for any injury sustained through a student's negligence, misuse of equipment or disregard of instructions. You must observe all instructions regarding accident and fire prevention. All accidents must be reported immediately to a member of staff and will be recorded on an accident report form If you have a medical or other condition which may endanger yourself or others in a particular situation you must inform the member of staff present, and also discuss the condition beforehand with the year tutor in the first instance
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Fire notices, exits and assembly points are posted in all teaching rooms and around the buildings. Procedures to be observed when the alarm sounds are to leave as quickly as possible in a quiet and orderly manner and to assemble at the appropriate point. Do not attempt to re-enter the building until you are told it is safe to do so. You may need to show your identity card on entry to the building so ensure you have it with at all times. Health and Wellbeing whilst using your computer As a student you will be using a computer for the majority of your study. The guidelines below are to promote good health and wellbeing in relation to your computer use. Set-up and space Ensure you have a comfortable working area where you can have adequate space for your keyboard, mouse, monitor or laptop/mobile device and that you are in a comfortable seated position. Try to prevent eye strain by ensuring you have good lighting, adjusting your monitor to prevent glare and by cleaning your monitor regularly. If you are using a laptop for any extended length of time try to use an external mouse to prevent continued use of a laptop mouse pad which can cause strain injuries. Taking a break You should take regular breaks away from the screen. One to two minutes away every thirty minutes can be most effective, with regular longer breaks every couple of hours. Physically moving away from the screen and working area will also allow for important stretching and increasing circulation as well as reducing eye strain from looking at the screen. Progression for Further Study This award fits into a progression route into Postgraduate studies, through the MSc Advanced Practice for Allied Health Professionals, which offers flexible part time study within the specialisms of Diabetology and/or Musculoskeletal Disorders. For further information on these courses please visit - Institute of Health professions Postgraduate courses Alumni
We're proud of your success. Be proud of your connection with us. Once you complete your studies you will continue to be part of the University of Wolverhampton academic community as one of our ever growing alumni community. The WLV Alumni Association is a university-wide association bringing together Wolverhampton graduates. For further information on Graduation and Alumni please visit our Alumni website.
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APPENDIX 1 Additional information / Placement Learning Conduct Students are expected to conduct themselves in a professional manner whilst in the clinical areas and on placement. Boisterous and unruly behaviour will not be tolerated whilst dealing with members of the public. Furthermore, students are reminded that is against the professional standards of conduct and Standards of Proficiency for Podiatrists as laid down by the Health and Care Professions Council (HCPC) and the Society of Chiropodists and Podiatrists (SoCaP). Serious misdemeanours may lead to the instigation of disciplinary procedures, the result of which may lead to failure of the individual to be accepted for registration with the Health and Care Professions Council. Students are advised to access the document, ‘’Guidance on conduct and ethics for students’’, which can be downloaded from the Health and Care Professions Council website. Declaration of good health and character You are required to declare your good character and health annually over the duration of your course. You must do this prior to enrolment in each subsequent year of study. It is your responsibility to inform the course leader if you receive any cautions, convictions and if you are bound over for a criminal offence; you must you must also declare if there is any change to your health status affecting your ability to practice safely and effectively. Attendance Attendance of 100% is compulsory at all clinical classes. This is a professional body requirement prior to Health Professions Council Registration. Any absences will be required to be made up during holiday periods or at other times arranged with clinical tutors. Punctuality Punctuality is expected for all classes. Students are expected to arrive for clinical sessions at least fifteen minutes prior to the start of session, to display a professional attitude at all times and ensure patients are treated on time. Dress and Appearance •Students are expected to adhere to the following code of practice which applies to all clinical areas. •The prescribed clinical dress must be worn at all clinical sessions. Students attending without the appropriate dress will not be allowed into the clinical areas and consequently clinical hours will be lost. •Clinical dress must not be worn in any other area other than clinical areas. It must not be worn in the library, canteen, class rooms etc. and must not be worn whilst travelling to and from College, either by public transport or car. Students must change into clinical attire after arriving at college in the appropriate changing rooms provided. •In the orthotics room, a white laboratory coat must be worn in order to protect clothing. It is permissible to wear jeans in the orthotics room but please note these must be reasonably smart i.e. they must not be torn, frayed, dirty, etc. For reasons of safety ties and neck scarves must NOT be worn in the orthotics room.
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•Appropriate dress (i.e. scrub suits, clogs) must be worn in the theatre suite. Entry to the theatre suite without the correct attire will not be permitted. There are no exceptions to this rule. •Footwear in all clinical areas should be ‘sensible.’ It is recommended that students should wear either white or black flat lacing-type shoes. Fashion shoes, boots or open sandals of any type, are NOT permitted in any of the clinical areas. •Long hair, both for hygiene and safety reasons, must be tied back whilst working in all clinical areas. Finger nails should be kept clean and short; nail polish is not allowed. Any cuts/abrasions on the hands must be kept covered until healed. No jewellery may be worn in any clinical areas including the theatre suite and the orthotic laboratory. The chewing of gum is prohibited at all times during clinical practice. •Lapel badges bearing your name must be worn. Staff and students must be addressed in all clinical areas by their title and surname at all times. Insurance on placement The School of Podiatry registers all students on the BSc Podiatry course with the Society of Chiropodists and Podiatrists who provide insurance for students to practice. This is funded by the college. Standards of conduct for students whilst on placement 1.Sense of Responsibility: •Students are expected to behave as responsible adults, which carries certain obligations in placement areas. They represent the Birmingham School of Podiatry and the University of Wolverhampton their conduct reflects upon themselves, the School and the College. Students should demonstrate a keen sense of responsibility towards patients, the clinic and other staff. They should be prepared for personal inconvenience whether it is simply helping patients to dress or working beyond the normal clinic finishing time. •Students are responsible for disclosing any special needs or disability in order that reasonable adjustment can be made by the placement provider. •Students are responsible, via occupational health processes, for informing the placement provider and BMC of any problems that might impede progress or satisfactory completion of the placement. •Students have a right to be treated responsibly whilst on placement. They have a right to a safe environment. They have a right to be adequately prepared, supervised and supported during placements. 2.Appearance: A high standard of personal cleanliness is required at all times, as in keeping with the clinical situation. Students should be aware that lack of attention to this area adds to the hazards of infection. Students should appear professional, being neat, tidy and well groomed. Hair should be tidy and arms should be bare below the elbows. Fingernails should be clean, unvarnished and short. Shoes should be a practical example of good footwear for patients. All jewellery, other than wedding bands, must be removed before entering clinic. Students should be reminded that they will be required to observe all NHS Trust or other local dress codes and policies whilst on placement. The provided clinical uniform should be worn for all clinical sessions, unless specifically advised otherwise by the Trust placement manager. The uniform should be clean and pressed at all times.
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3.Identification: Students should wear a Birmingham School of Podiatry name badge or local Department ID badge. They should also introduce themselves to all patients as a student and ask if they are happy to be treated by a student. Patients have a right to know who is looking after them. No other badges should be worn whilst in clinics. Patient consent will be gained for all treatments and investigations conducted by students. 4.Safety: Safety precautions must be observed and an awareness of all possible hazards must be observed at all times. The work area must be planned and kept tidy. Students should demonstrate safety in patient handling and observe safety precautions when using equipment. 5.Relationships with colleagues: Students are responsible for managing their relationships with supervisors, managers, lecturers, and others on placement. Students should establish effective interpersonal relationships with all staff and colleagues and maintain a high degree of self-control of behaviour in their work. They should not allow personal grudges, personality clashes etc. to interfere with their work. 6.Rapport with and care of patients: Students must show consideration for their patients’ physical comfort. Students must show sympathy and also give reassurance to their patients. Students must acknowledge, social, cultural, religious, and gender issues, relevant to their patient. They should show sensitivity and respond appropriately to patients’ reactions. No unnecessary over familiarity should occur. 7.Communication with patients: Students should demonstrate an ability to communicate effectively with patients, using appropriate means of communication. They should be able to handle diverse communication problems and respond appropriately e.g. children, the aged, non-English speakers and those with hearing, speech or language disability. Students should also demonstrate an effective, professional communication with patients’ relatives, if appropriate. 8.Confidentiality: Students must respect patients’ right to confidentiality and should not discuss any aspect of their care or things that the patient might have mentioned during their treatment to anyone not directly involved with that patient's clinical care. 9.Initiative: Initiative must be confined to the limits of the students’ position and level of training. They should not assume too much personal responsibility and should appreciate when to refer patients and ask for help from qualified staff. 10.Adaptability: Students should be able to adapt to unexpected situations, they should not necessarily be protected from problem area of work but their handling of any such situation should be carefully monitored.
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11.Students Reaction to Advice: Students should be able to accept valid advice and act accordingly. They are encouraged to invite the staff to comment on their performance. Students should not be penalized if they can justify what they are doing, albeit different from the way the instructor would have tackled the particular situation. Students should record their progress and achievements whilst on placement in the form prescribed for that placement. Escalating concerns The HCPC guidance on conduct and ethics for students requires you to always act in the best interests of service users and that “ if you are worried about a situation which might put someone at risk, you should speak to a member of the placement team or your education provider” How to escalate concerns
• Be clear about what the problem is, how often it occurs and in what circumstances. This information should be recorded and made available to the appropriate person(s) when required.
• Whenever possible the internal placement policies should be followed. • Gather any concrete evidence whilst recognising the constraints of
confidentiality. • In the first instance discuss the matter with the person responsible for your day
to day supervision in the workplace or relevant manager. • Students should always inform their university placement coordinator who will be
an independent person with whom concerns can be discussed. The placement tutor will also provide advice and support regarding any subsequent action. They may also have a key role to play in protecting students from adverse consequences.
• Further information and guidance about escalating concerns can be accessed from the HCPC website Birmingham Metropolitan College guidance
Managing concerns relating to student achievement and conduct in placement Most students’ placements run relatively smoothly – however there are times when there are potential difficulties and concerns arise. These may be about a range of matters, but will usually be where the placement tutor/clinical educator think that the student is not meeting the standards which are needed to pass the placement or the student may be worried that the placement is not going well. A pictorial representation of the procedures for dealing with difficulties and concerns can be found in Appendix 1. Stage one: Informal resolution through supervision If you have any concerns, in the first instance these should be discussed with the placement tutor/clinical educator, if problems are identified by the placement tutor/clinical educator, they should be raised directly with the student as soon as possible. The student, placement tutor/clinical educator may also contact the module leader or placement facilitator for advice. Even though the concerns may seem minor, they should be recorded as part of the regular monitoring of progress specifying how they are going to be addressed. The concerns should be reviewed in ongoing assessment and records kept of feedback given to the
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student and the outcome of the concerns. Usually this will be sufficient to ensure the student knows what they need to do and should be a re-assuring process for the student. It is the responsibility of the placement tutor/clinical educator to ensure that the student has opportunities to provide ongoing evidence of developing competence. Stage two: Formal resolution through an action plan meeting/s. If the difficulties and/or concerns persist the university should be contacted and an Action Plan Meeting (APM) should be convened to consider the reasons for the persistence of the difficulties and to plan remedial actions. The aim of the meeting is to have an open and honest discussion about what ‘action’ needs to be taken to address the difficulties and/or concerns. The difficulties and/or concerns are likely to fall into one of the following categories: • Concern about the placement learning support or placement learning opportunities • Concern relating to the student’s developing competence. Outcome of APM Concerns about the placement learning opportunities Difficulties relating to practice learning opportunities and/or support the student is receiving are something which may be beyond the student’s control but any identified shortfall with the placement must be addressed. Concerns relating to the student’s performance Where the difficulties are related to the student’s performance, calling for an Action Plan Meeting signals that the situation has reached a fairly serious stage. This is likely to reflect that the student’s work has fallen, or is likely to fall, below the standard that is expected, with serious and possibly repeated mistakes. The student should be advised about the possibility of failing the placement if improvement is not made. At the end of the meeting a plan will be drawn up and all parties will be committed to working with the plan. In most instances there will no further need for meetings as the all parties will work together to ensure that the plan is achieved and reviewed at agreed intervals. Concerns that the student is not on target to pass the placement is not grounds for suspending or terminating a placement. Providing there is no immediate risk to service users and the above two considerations are not upheld, then it would expected that the placement will continue and an action plan will be drawn up and the placement will continue until the end when an assessment decision will be made. It should be noted that more than one action plan meeting may be convened if there are concerns about the progress of students in more than one area of their practice. If there are concerns that the practice of the students is so serious that it puts the service users at risk, or the student has made serious and repeated mistakes then it would be usual to suspend the placement in accordance with the termination and suspension of placement procedures (Appendix 2) and in these circumstances will normally progress to a Practice Panel Enquiry meeting to investigate the concerns on behalf of the faculty suitability panel.
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Stage 3 – Practice Panel Enquiry (PPE) A PPE will typically be called in the following circumstances: • As a consequence of a student failing to respond to an action plan meeting/s and the work of the student is deemed to have fallen well below the standard expected with serious or repeated mistakes. • In response to allegations of a serious breach of code/s of professional conduct or practice/placement policies. (In exceptional circumstances, for example gross misconduct, the case may progress straight to a PPE without an action plan meeting). • Where there are concerns that relate to the student’s performance and there is dispute about whether the shortfall rests with the placement or the student. The PPE will investigate allegations of a serious breach of code/s of professional practice/placement policies on behalf of the Faculty of Education, Health and Wellbeing Suitability Panel. Students will normally be suspended from placement until the investigation is complete and the outcome of the suitability panel is known. If suspension of placement occurs, this must be carried out in accordance with the termination and suspension of placement procedure. PPE Membership The PPE will be chaired by Birmingham Metropolitan College this will normally be a member someone who has not had prior involvement with the student’s case. All relevant parties will be invited. For the meeting to go ahead the chair (or designated substitute, for example in case of illness); the student, and the placement tutor/clinical educator must be present. The student is advised to bring along representation: this could be from the Student Union, or their own Trade Union. Preparing for a PPE Evidence that will be reviewed by the PPE will typically include a summary report detailing the main concerns and interventions accompanied by supporting evidence, for example: • Notes of any action plan meetings • Supervision Records • Placement Review Meetings, for example the Mid Placement Review (MPR) • Statements/Reports from the placement tutor/clinical educator • Statements/Reports from colleagues as appropriate • Report/Statement from the student as appropriate The report and written evidence should be available to the chair in advance of the PPE. In exceptional circumstance the chair may agree with the course leader and/or Associate Dean with the remit for practice learning/suitability that there is insufficient evidence for the PPE to proceed and an alternative course of action will be agreed. This will normally be
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that the placement is resumed with an action plan, or the student is referred for another placement. The agenda for a PPE may typically include In exceptional circumstances where it is not possible for all parties to meet, the chair will collate and consider the evidence form all parties and make a recommendation as detailed below. Outcome of PPE Shortfall in placement If the PPE reveals that there has been a clear shortfall in opportunities, feedback and/or supervision, which has materially impacted upon the student’s ability to meet the outcomes, or that the plan from the APM has not been adhered to by the placement tutor/clinical educator and that this has been a significant factor in the student’s practice falling well below the standard expected, then there has been a shortfall in the placement the student will resume placement or an alternative placement will be sourced. Termination of placement If after hearing all the evidence, it is considered that there is a case for termination of the placement due to the practice of the student falling well below the standard expected with serious and repeated mistakes and that the student has had the opportunities, feedback and supervision that was reasonable and agreed at the APM, then the case will be referred to the Faculty of Education, Health & Wellbeing ‘Suitability’ Panel. The chair of the PPE (or designated substitute) will present the case to the Suitability Panel. If upheld, this will result in a recommendation to the assessment board of fail placement with no repeat opportunity. Serious breach of code/s of professional conduct or practice/placement policies If after hearing the evidence, it is considered that there has been a serious breach of code/s of professional conduct or practice/placement policies, the case will be referred to the Faculty of Education, Health & Wellbeing ‘Suitability’ Panel. The chair of the PPE (or designated substitute) will present the case to the Suitability Panel. If upheld, this will result in a recommendation to the assessment board to fail placement with no repeat opportunity, and the case may also be referred to the University Fitness to Practise Panel.
• Introduction – summary of procedures and allegations
• Review the evidence
• Questioning/discussion to clarify and explore the allegations
• Explore if:
o The student has had adequate learning opportunities o If adequate support and feedback has been provided o If supervision has been adequate
• Explore any mitigating factors (evidence may be requested)
• Summary of the meeting – inform the student of the next steps
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The student will be informed in writing of the outcome of the PPE within 7 working days. Cases referred to the suitability panel will be managed in accordance with the Suitability Panel Procedures (Appendix 3)
VERSION OWNER Registry APPROVED DATE 5 May 2016 APPROVED BY UQEC REVIEW DATE 2017/8