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PROGRAMME SPECIFICATION BSc (Hons) Podiatry Apprenticeship

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BSc (Hons) Podiatry

Programme title BSc Hons Podiatry (Degree Apprenticeship)

Apprenticeship title Podiatrist (Degree)

Intermediate award No intermediate awards are offered for the Apprenticeship route

Course status Validated and awaiting approval from The College of Podiatry

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 Direct Entry only for 2019 entry but may include UCAS post 2019

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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 (Apprenticeship) Selection for this programme is part of a joint process including the Employer, Applicant and University. The course academic admissions requirements promote widening participation, as one of the main aims of the apprenticeship is to offer opportunities to those without the traditional qualifications for entry to higher education. As such, a flexible admissions policy is offered and significant weight is attached to work experience and knowledge and understanding of the profession when considering whether to invite an applicant to interview for the apprenticeship.

Typical qualifications required to be eligible for this course are as follows:

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

Applicants also need to meet apprenticeship eligibility requirements regarding right to work, support of their employer and avoidance of duplication of learning.

Applicants must comply with all of the specific requirements as set out in the latest online version of the Apprenticeship funding rules for Training Providers

The current 2018-2019 version states:

An apprenticeship must last a minimum of 12 months

The apprentice must be employed at least until the completion of the EPA

There must be a minimum employment of 30 hours per week including all ‘off the job training’ and the employer must allow the apprentice to complete the apprenticeship during normal working hours

The apprentice must not be undertaking another apprenticeship, or in receipt of any other DfE training funding

The apprentice must spend at least 50% of their working hours in England over the duration of the apprenticeship.

Be eligible to work in England and have eligible residency status

All short-listed candidates are interviewed for places on the course.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/733050/1819_Provider_Rules_v1.0.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/733050/1819_Provider_Rules_v1.0.pdf

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Start date (mmm-yy) Normally September

Sept-19

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

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

J Locke

TBC

Glasgow Caledonian 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

Validation 24/04/19 24/04/22

Programme Specification 24/04/19 24/04/20

Professional, Statutory and Regulatory Body 1 (if applicable): Health and Care Professions Council

22/08/19 Annual Monitoring date tbc

Professional, Statutory and Regulatory Body 2 (if applicable): The College of Podiatry

tbc tbc

Professional, Statutory and Regulatory Body 3 (if applicable):

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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 apprentice podiatrists 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 apprentices’ skills to enable autonomous reflective practice;

enable apprentices 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 appropriate1.

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 apprentices 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.

1 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)2

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).

The underpinning course also correlates to the Institute for Apprentices (IfA)

Degree Apprenticeship Standard for Podiatrist at level 6 (ST0493/02) and its

associated End Point Assessment Plan (ST0493/AP02) and QAA Guidance

document Quality Assuring Higher Education in Apprenticeships - Second

Edition QAA2166 – July 2018

Additionally, the Integrated Degree Apprenticeship - Podiatrist is mapped to

The Care Certificate (2018) published by Skills for Health and is an industry

specific requirement set by the Care Quality Commission.

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.

This apprenticeship was validated on 24/04/19 and has met the university’s conditions. On the 23/08/19 approval was confirmed by the HCPC. Approval is awaited from The College of Podiatry.

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 Administration. Apprentices 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. Apprentices 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.

2 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

https://www.qaa.ac.uk/docs/qaa/quality-code/quality-assuring-higher-education-in-apprenticeships.pdf?sfvrsn=6e4cff81_26

https://www.qaa.ac.uk/docs/qaa/quality-code/quality-assuring-higher-education-in-apprenticeships.pdf?sfvrsn=6e4cff81_26

http://www.skillsforhealth.org.uk/standards/item/216-the-care-certificate

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

The BSc (Hons) Podiatry (Apprenticeship) 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, however apprentices will engage in work based learning while in the workplace outside of these scheduled semester times.

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

Total hours scheduled for the programme: 1831.5 (added in 2 hours scheduled plus 26)

Total scheduled academic hours: 668.5

Total clinical practice hours: 1163 University based clinical practice hours: 160.5 Clinical practice placement hours (various settings): 1002.5

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 apprentices to actively engage with all aspects of their studies.

A learner-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/apprentice 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 predominantly delivered by the employer organisation, although will not be in the apprentices’ usual place of work. Clinical practice placement locations are arranged in consultation with the University. If necessary, clinical practice placement location may include the university’s own clinical facilities and other external organisations. This allows apprentices 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. Apprentices may be required to travel to their allocated placement which would normally be located near to their usual place of employment or located in London and the South East area.

The teaching and learning strategy for apprentices includes active use of formative assessment which is defined within every module. This activity enables apprentices 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 apprentice will receive feedback.

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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.

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

apprentices 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 apprentices 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. This enables

apprentices 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 apprentices to demonstrate knowledge, understanding

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

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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 apprentices in at least one module. Currently these are PP412,

PP514 and PP601.

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

individual module handbooks with the exception of module PP602 EPA for Podiatry Apprentices which is

marked to the End Point Assessment (EPA) marking criteria as designated in ST0493/AP02 and is therefore

not standardised to GEAR.

Learning outcomes are clearly mapped to assessment tasks required for each module. Assessment

feedback to apprentices will seek to support learning and facilitate improvement.

The process of assessment in practice placement modules ensures that the apprentice 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 in all clinical practice modules to submit a Professional Development Portfolio. The Professional Development Portfolio for apprentices will also contain their individualised work based learning plan for each clinical practice module and will evidence of their achievement of the Care Certificate (skillsforhealth.org.uk/care-certificate) prior to completion of module PP601. The work based learning plan and associated work books will enable apprentices to maximise the opportunity to integrate theory with clinical practice. Construction and implementation of the work based learning plan will occur jointly between the apprentice, work based mentor, university module leader/personal tutor and practice placement educator.

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

the apprentice 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), IfA ST0493/AP02)

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, PP601

100

Presentation PP521, PP602 40

Viva 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

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

https://www.skillsforcare.org.uk/Learning-development/inducting-staff/care-certificate/Care-Certificate.aspx

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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. PP601, PP602

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, PP601

100

Viva PP523 20

Reflective essay PP514 20


Presentation PP602 20

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


Paper for publication PP625 20

Poster PP627 20

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 PP601, PP602

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 PP601, PP602

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



PP411, PP412, PP513, PP514 PP601, PP602

120


Viva PP523 20

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

Clinical examinations Professional Portfolio

PP411, PP412, PP513, PP514 PP601, PP602

120


Viva PP523 20


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



PP411, PP412, PP514 PP601, PP602

100


Viva PP523 20

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


PP411, PP412, PP513, PP514, PP601, PP602

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, PP601, PP602

120



Paper for publication PP625 20

Annotated bibliography and reflective summary

PP421 20

8. engage in reflective practice


PP411, PP412, PP513, PP514, PP601

100



Professional Attitudes and Values

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


PP411, PP412, PP513, PP514, PP601, PP602

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, PP601, PP602

120


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



PP411, PP412, PP513, PP514, PP601, PP602

120


MCQ PP522 20

Viva PP522 20

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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, PP601, PP602

120


Viva PP523 20

Poster PP627 20

5. embrace life-long learning


PP411, PP412, PP513, PP514, PP601, PP602

120


Student chosen assessment

PP628 20

SUPPORT AND INFORMATION

Institutional/ University

Work based

All apprentices benefit from:

University welcome week

UoB apprentice contract

Course Handbook

Apprentice Handbook

Extensive library facilities

Teaching and Learning Advisors

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)

Work based access to library facilities

For the apprentice all usual employee support within their individual employer organisation

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

In addition, apprentices on this course benefit from:

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

An induction programme

Course Leader

Cohort Leads

Apprenticeship Leads

Module Coordinators

Placement educators and Coordinators

Personal Tutor

Disability and Dyslexia liaison tutor

The Career Planning Agreement and StudentProfile

Student Support and Guidance Tutor based on campus

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Clinical practice facilities

External practice placements in a variety of settings

International opportunities for practice placement

Work based mentor

Practice placement educator

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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 years 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

WeeksPre

1

Pre

2

Pre

31 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

(Level 4)

Clinical

Practice 1

Placement

Clinical

Practice 1

Placement

Progression

point

Year 2

(Level 5)

Academic

Block

Academic

Block

Progression

point

Year 3

(Level 6)

Clinical

Practice 5

Placement

Clinical

Practice 5

Placement

Independent

Study Week

Progression

point through

Gateway

End Point

Assessment

Exam

Board

Clinical

Practice 4

Placement

Academic Block

Clinical Practice

5 Placement

Academic

Block

Clinical

Practice 5

Placement

Academic

Block Academic Block

Clinical Practice

5 Placement Academic Block Clinical Practice 5 Placement

Academic

Block

Clinical Practice 2

Placement

Ass

essm

ent

Fort

nig

ht

Clinical

Practice 3

Placement

Academic

Block

Clinical

Practice 3

Placement

Clinical Practice 3

Placement

Clinical

Practice 4

Placement

Academic

Block

Clinical

Practice 4

Placement

Ass

essm

ent

Fort

nig

ht

Ind

epen

den

t st

ud

y

wee

k

Academic

Block

Clinical

Practice 2

Placement

Academic

Block

Clinical

Practice 2

Placement

Academic

Block

Non

Standard

Term DatesSemester 1 Semester 2

Wel

com

e W

eek

Academic

Block

Clinical

Practice 1

Placement

Academic

Block

Ind

epen

den

t st

ud

y W

eek

Academic Block

*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 apprentices 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 apprentices 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.

Apprentices 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 18 modules,

all of which are 20 credits (a total of 360 credits). The table below illustrates the structure and timing for all modules and indicates the length of the module.

Three hundred and forty credits must be achieved before apprentices are eligible to attempt their final module, End Point Assessment for podiatry apprentices.

BSc (Hons) Podiatry Programme Structure 2019 for apprentices

PP411 Clinical Practice 1 20 Credits PP412 Clinical Practice 2 20 Credits

PP421 Introduction to Dermatology through Academic Skills 20 Credits PP423 Applied Human Movement 20 Credits

PP422 Musculoskeletal Podiatry 20 Credits PP424 Essential Physiology for Podiatrists 20 Credits

PP513 Clinical Practice 3 20 Credits PP514 Clinical Practice 4 20 Credits

PP521 20 Credits

PP522 20 Credits

PP523 20 Credits

PP524 20 Credits

PP601 20 Credits

PP625 Conducting Research 20 credits PP628 BSc Module by Learning Objectives 20 Credits

PP626 Medicine and Pharmacology Applied to the at Risk Foot. 20 Credits

PP627 20 credits

PP602 *End Point Assessment for Podiatry Apprentices 20 Credits

Year 3

(Level 6)

Clinical Practice 5 for Podiatry Apprentices

Governance, Health and Social Contexts for Professional Practice

BSc (Hons) Podiatry Apprenticeship Route Programme Structure 2019

Semester 1 Semester 2

Year 1

(Level 4)

Year 2

(Level 5)

Musculoskeleteal Disorders of the Foot and Lower Limb

Clinical Sciences

Health Psychology and Professional Practice

Research Design and Ethics

Apprentices 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 apprentices must complete 100% of the hours required in each clinical practice module to pass clinical attendance modules.

Apprentices 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)

Level3

Module code

Status Module title Credit

4 PP411 M Clinical Practice 1 20

4 PP412 M Clinical Practice 2 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

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

6 PP601 M Clinical Practice 5 for Podiatry Apprentices 20


6 PP625 C Conducting Research 20

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

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

20

3 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 PP628 C BSc Module Learning by Objectives 20

6 PP602 M End Point Assessment for Apprentices 20

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

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AWARD AND CLASSIFICATION – BSc (Hons) Podiatry

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

Total credits4 Minimum credits5 Ratio of marks6: Class of award

Final BSc (Hons)

Podiatry 6 Total credit 360 Minimum credit at level of award 360

Select

25:75 Level 5: Level 6

Honours degree

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate7 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)

The BSc (Hons) Podiatry degree is awarded on completion of 360 credits, however the algorithum for classification does not include End Point Assessment for Podiatrists module and is therefore calculated on 340 credits. Aegrotat awards do not confer eligibility to apply to the HCPC Register.

4 Total number of credits required to be eligible for the award. 5 Minimum number of credits required, at level of award, to be eligible for the award. 6 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. 7 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

Apprentices 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, apprentices must:

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

to PP412 – Clinical Practice 2.

If an apprentice 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 an apprentice 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 programme 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 apprentice 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 (GEAR) with the exception of module PP602 End Point Assessment for Podiatry Apprentices.

There is an additional progression point at 340 credits where the apprentice will

formally pass through the Gateway. Once 340 credits have been ratified then the

apprentice is able to attempt their final module End Point Assessment for Podiatry

Apprentices.

The End Point Assessment for Podiatry Apprentices (PP602 EPA for Podiatry

Apprentices) will be carried out and examined by the registered End Point

Assessment Organisation in accordance with the EPA specifications for

ST0493/AP02. This will confer the final 20 credits of the BSc (Hons) Podiatry degree

and also assess and grade the Podiatrist Apprenticeship. Grading of this

assessment can be fail, pass or distinction and as such this module does not follow

standard University GEAR.

Apprentices 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. This will occur jointly within the University

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

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

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and with their Employer as necessary.

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

General

Apprentices 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 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.

Apprentices cannot progress having failed Clinical Practice modules.

Apprentices 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.

Apprentices 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:

Apprentices 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 an apprentice 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

Apprentices 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 to advise of absence from clinical placement will result in referral to the School of Health Sciences Behaviour and Values Panel