Faculty of Health and Human Sciences
School of Health Professions
CLINICAL EDUCATOR HANDBOOK
for
BSc (Hons) Podiatry
2015-16
(leading to eligibility to apply for registration with the
Health and Care Professions Council (HCPC))
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
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If you require any part of this publication in larger print, or an alternative
format, please contact Programme Administration at:-
Faculty of Health and Human Sciences
Plymouth University
Rolle Building
Drake Circus
Plymouth
PL4 8AA
Telephone number: 01752 586999/01752 586964
Faculty of Health and Human Sciences
Plymouth University
Peninsula Allied Health Centre
Derriford Road
Plymouth
PL6 8BH
Telephone number: 01752 588800/588833
Faculty of Health and Human Sciences
Plymouth University
Knowledge Spa
Royal Cornwall Hospital
Truro
TR1 3HD
Telephone number: 01872 256450
BSc (Hons) Podiatry
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Special Needs Notice
Dear Student
Important: please note
If you have a disability
The University is very supportive of students with disabilities, and year–onyear we are making adjustments to assist students with special needs. It may
be that we have already put in place changes which will assist you – but
unless we know what your needs might be, we cannot guarantee that that will
be the case. If we can identify your needs sufficiently far in advance of when
you intend to start a course at the University, we are better able to put in place
appropriate arrangements – or, if there is a health and safety issue or an issue
about the expectations of students on the course, to advise you on alternative
options. However, we may not be able to do so if we do not know in advance.
If you have not told us about your disability
please do contact the University’s Disability Assist Services on Plymouth
01752 582278 to discuss your needs. While we are making reasonable
adjustments to our provision, we may not be able to meet your individual
needs if we do not have the opportunity to assess them in advance, and that
could impact negatively on your experience on the course or even your ability
to take up your place.
If you have told us about your disability
you may be asked for additional information or invited to attend an interview
with Disability Assist Services. This is in order that we can properly assess
your individual needs and ensure that we have the best possible chance of
meeting them. Please do provide any information requested and come in to
see staff if asked to do so, since otherwise you – and we - could find
ourselves in a position in which it is difficult or even unsafe for you to take up
your place.
So please tell us about any disability – even if you do not think it will
affect you while you are at the University – and respond positively to any
requests for further details or for an information interview. If you do not
do so, you may find yourself unable to take up your place or unable to
complete the course because we have not been able adequately to meet
your particular needs.
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BSc (Hons) Podiatry
Clinical Educator Handbook 2015
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CONTENTS
Section
Page
Contact details
2
Special Needs Notice
3
Contents
5
Foreword
7
1.
Purpose of the Handbook
8
2.
General Information to assist the Clinical
Educator
9
3.
Role of the Clinical Educator
12
4.
Teaching and Learning Strategies
15
5.
What happens in the BSc (Hons) Podiatry
programme
Year One
Year Two
Year Three
Clinical Placement
17
6.
Assessment Strategy – General
22
7.
Assessment Strategy within the BSc
(Hons) Podiatry Programme
24
8.
Practice Portfolio
25
9.
Implementing the Assessment Strategy in
Practice
29
10.
Summary of the Assessment Process
32
11.
Students’ Responsibility
33
12.
Mentoring Standards
33
13.
Appendices
35
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18
19
20
5
13. Appendices
1
Glossary of Terms
37
2
Attendance Record
41
3
Sample Timesheet
43
4
Guidelines for the management of incidents that
occur during undergraduate student placements
45
5
Incident Report Form
51
6
Criteria for Identifying Clinical Educators
53
7
Student Profile Document
55
8
Learning Contract
57
9
Tutorial Form (Record of Meetings)
59
10
Practice Portfolio Feedback Sheet
61
11
Reports From Others During Placement Form
63
12
Reflective Report Form
65
13
Patient Feedback Form
67
14
Learning Outcome Assessment/Sign-off Grid
(Example: Communication)
69
15
Mid-Point Report Form
71
16
End of Placement Report Form
73
17
Quality Assurance Agency Benchmark
Statements
75
18
Signature Record
87
19
Summary of Roles and Responsibilities
89
20
HPC Standards for Education and Training
Placements
93
21
NMC Standards to support learning and
assessment in practice
95
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FOREWORD
The BSc (Hons) Podiatry Programme is based in the School of Health
Professions, Faculty of Health and Human Sciences, Plymouth University.
The Podiatry BSc (Hons) programme, introduced in September 2002, was
designed in response to the following reports:

Department of Health (2000) Meeting the Challenge London, National
Health Service Executive

Health Professions Council (2003) Standards of Proficiency

Quality Assurance Agency for Higher Education (2001) Podiatry
(Chiropody) Benchmark Statement, Gloucester, Quality Agency for Higher
Education
Fortunately the recent revalidation of the programme in 2013 has facilitated
the updating of the programme to incorporate the new Standards of
Proficiency produced by the Health Professions Council (2007).
This remains a very exciting and challenging time for the Podiatry profession,
and the role of the Clinical Educator is central to the success of the Podiatry
Programme.
In accordance with other health professions, the term ‘Clinical Educator’ will
be used instead of Assessor of Practice. The role however remains the same.
A placement Clinical Educator is responsible for supporting and assessing the
practice development of allocated students during a practice experience.
We welcome your continued support, both for the programme and for the
students.
All the information in this Handbook is correct at the time of printing.
Courses are regularly reviewed and updated so details may change.
Occasionally, a module listed in the Handbook may be replaced or
withdrawn.
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1.
WHAT IS THE PURPOSE OF THE HANDBOOK?
1.1
The Clinical Educator Handbook for the BSc Podiatry
Programme attempts to answer some of the questions that are
being asked in general about assessment of practice. In addition
there is specific detail about the Podiatry Programme.
1.2
The information provided in the handbook aims to increase your
understanding of the content of the Programme, the assessment
of practice strategy and the role of the Clinical Educator.
1.3
A glossary of terms used in the assessment of practice within
the Podiatry Programme and the Practice Portfolio is provided in
Appendix 1.
1.4
If you have any queries about the content, please do contact the
Podiatry Placement Co-ordinator or a member of the academic
staff at the Faculty of Health and Human Sciences.
The academic staff are:
Sally Abey
Link Lecturer:
Programme Lead, Podiatry
Somerset
Devon
Plymouth
sally.abey@plymouth.ac.uk
Christopher Barber
Lecturer, Podiatry
Link Lecturer:
North Devon
christopher.barber@plymouth.ac.uk
Margaret Bruce
Lecturer, Podiatry
Link Lecturer:
North Somerset
margaret.bruce@plymouth.ac.uk
Emma Cowley
Link Lecturer:
Lecturer, Podiatry
Wiltshire
Cornwall and the Isles of Scilly
emma.cowley@plymouth.ac.uk
Vasileios Lepesis
Link Lecturer
Lecturer, Podiatry
Bournemouth and Poole
Bristol
Vasileios.lepesis@plymouth.ac.uk
Catherine Smith
Link Lecturer:
Lecturer & Placement Co-ordinator
Gloucester, Cheltenham & Cirencester
Bath and North East Somerset
Torbay Care Trust
South Gloucester
catherine.smith@plymouth.ac.uk
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Please copy in podplacements@plymouth.ac.uk when emailing contacts
in case the recipient is unable to access their emails.
2.
GENERAL INFORMATION TO ASSIST THE CLINICAL EDUCATOR
2.1
Professional programmes require students to successfully
complete periods of clinical/professional placement as a
condition of progression and graduation. These placements are
provided by external agencies such as health service providers.
The University will take every care in ensuring that providers are
advised of requirements in advance and in securing placements
for all students at the requisite time. However, we seek to
ensure that both students and Clinical Educators are made
aware that circumstances beyond the reasonable control of the
University may occur that mean, as a result of changes within
the Health Service or personal factors, it is not possible for
providers to meet placement requirements or students to attend
placement. The placement providers will need to notify the
University (Placement Co-ordinator and/or Link Lecturer) as
soon as possible if this is the case and the University will seek to
inform the placement area if the student is not coming on
placement. In such circumstances, the University will make its
best efforts to organize alternative arrangements for students to
meet the requirements of their programme, (including identifying
suitable alternative placements wherever possible), however
students should be aware that it is possible that the completion
of their programme may be unavoidably delayed and/or that the
alternative arrangements put in place may cause some
inconvenience. In such circumstances if students do not want to
accept the alternative arrangements they would be entitled to
terminate their studies and receive appropriate recognition of
their academic achievements. It is therefore essential that as a
Clinical Educator you advise your allocated Link Lecturer from
the University when problems supporting students arise. You
may also wish to consider informing your local Education Coordinator within your Trust and the Placement Co-ordinator at
the Plymouth University.
If the situation adversely affecting the student is beyond their
control there may also be an opportunity for the student to
submit extenuating circumstances. If so, this would require the
student to contact their Personal Tutor/Module Tutor/Programme
Lead to discuss the situation. You may wish to contact the
academic Link Lecturer to alert them to the situation also as if it
is an appropriate action it may need supporting evidence to be
supplied by the placement area or the Clinical Educator.
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2.2
Placement Learning
Placement experience forms an integral part of the programme,
providing the opportunity to integrate academic, practical and
interpersonal aspects of podiatry and develop problem solving
skills and reflection abilities. Changes in health care provision
have resulted in a widening range of work environments and
increasing interprofessional working for the podiatrist. It is
therefore essential that the modules containing professional
practice elements and their associated learning outcomes reflect
this trend, providing the clinical experience required for
registration in a diverse variety of settings. Learning outcomes
are recorded in the Practice Portfolios that are sent out to each
practice area and reviewed annually with Clinical Educators. If
you have any further feedback you wish to contribute then the
team would welcome your contribution. Please contact either
your academic Link Lecturer or Sally Abey (Placement Coordinator).
2.3
Absence from Practice
Students are responsible for notifying the Clinical/Placement
Area and Plymouth University via the Programme
Administration Office (01752 588800/01752 588833) at the
Peninsula Allied Health Centre, that they are unable to attend
due to sickness. The Programme Administration office is staffed
from 0830-1700 and there is an answer-phone for hours outside
this time. If a student is absent without notifying the clinical
placement area the Clinical Educator should notify their line
manager and the Plymouth University and ensure their absence
is recorded in the Portfolio Attendance Record (Appendix 2)
and on the timesheet before countersigning. If the lack of
notification is persistent and the student fails to respond to
feedback regarding the need for notification, the Link Lecturer
should be informed as it is vital the student understands this is
not professional practice and the disciplinary procedure can be
discussed.
2.4
Timesheets
Students are required to complete and submit timesheets on a
monthly basis to the appropriate Programme Administration
office (Appendix 3). Timesheets are required to ensure
students meet the requirements for registration, and are
reviewed regularly Clinical Educators must check the form for
accuracy and sign these timesheets as confirmation that the
student has undertaken the identified clinical placement
sessions. An attendance record has been included in the
portfolio to assist with the check (see Appendix 2).
2.5
Incidents in the Clinical Area
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Guidelines for the management of incidents that occur during
undergraduate student placements are available in Appendix 4.
There may be an occasion when a student is a witness to an
incident in the clinical area. The student should seek assurance
that an initial discussion is informal and confidential so that the
issues can be explored without fear of repercussion. During this
discussion it is possible to examine any professional issues that
may arise and the resultant professional duty. If the process to
deal with the incident is required to go further, the academic Link
Lecturer should be informed immediately and the student should
be encouraged to raise this with their Clinical Educator if they
have not done so already. The Link Lecturer or another member
of academic staff will attend the placement area as a matter of
priority (or through negotiation of a timeframe) in order to
support the student and advise them on how to prepare a
statement, if it proves necessary, and what is involved if they are
asked to be a witness. If this situation transpires, it is important
that the student is supported by a member of the Faculty’s
academic staff as they can feel very vulnerable despite previous
life experience, so they should be directed to also contact their
personal tutor in the interim. Any resultant Reflective Report
cannot be used as a statement/evidence without the student’s
consent (on advice from the University) as it is marked ‘Private
and Confidential’.
2.6
Reporting Incidents/Accidents
Any incidents that occur to the student on placement that may
require support in the longer term should also be reported eg
High risk inoculation injuries, work related injuries, contraction of
a communicable disease. If this has been recorded in a Trust
Accident/Incident Report we will need the reference number
for the report. The Incident Record Form (Appendix 5) must
be completed and replica information emailed to the student’s
personal tutor so that they can liaise with the Clinical Educator to
make certain they are receiving suitable support on placement.
The student is also directed to highlight it to the personal tutor
when they next meet to ensure that the University can make
certain they continue to receive suitable support on their return
to the University.
2.7
Placements
Students who feel that their placement allocation is a cause for
concern for personal reasons (e.g. attending their own GP
practice for long term treatment) are advised to discuss the
situation with the Placement Co-ordinator and their personal
tutor prior to the placement where possible, or with their Clinical
Educator at the beginning of the placement if it has been
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timetabled without their prior knowledge, so that an alternative
placement may be arranged. An alternative placement may
need to be arranged over the summer period after the academic
year where relocation is required at too short notice to be
accommodated.
3.
THE ROLE OF THE CLINICAL EDUCATOR
3.1
Your role as a Clinical Educator plays an essential part in
facilitating students learning as they gain the knowledge and
skills necessary to register with the Health and Care Professions
Council.
Students need to be allocated a named Clinical Educator for
each practice experience. The Clinical Educator will be an
appropriately qualified professional and has professional
responsibility for facilitating learning, supervising and assessing
the student in the practice setting.
3.2
You will work alongside the student in the practice environment
or outline learning outcomes and then receive feedback from
other healthcare professionals who the student is working with,
and judge their proficiency against set learning outcomes at
particular points in the programme.
3.3
Assessment of the student’s ability to practice to the required
standard is achieved through the relationship involving the
student and the practitioner as Clinical Educator. The Clinical
Educator is the professional who makes the decision about
whether the student is safe in practice. The Clinical Educator is
supported by the Link Lecturer where requested or can obtain
alternative or additional academic support from the Podiatry
Team or the Placement Co-ordinator from the Programme
Team at the Plymouth University.
3.4
In order to obtain information on the name of the student’s
personal tutor, please ask the student or contact the Placement
Co-ordinator for the Podiatry Programme.
3.5
The criteria for identifying Clinical Educators are set out in
Appendix 6.
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3.6
Summary of the responsibilities of a Clinical Educator in the
assessment of practice of a student
Clinical Educator is responsible for arranging to attend a Clinical Educator
training session (or equivalent) on the relevant assessment of practice method
and documentation. This may be arranged by liaising with the Placement Coordinator, academic Link Lecturer or Education Co-ordinator for the area.
Practice area informed of student placement (where possible a minimum of eight
weeks before the start of the placement) via the ARC system and their Clinical
Educator for the placement should be identified
The student contacts the Clinical Educator ideally more than eight weeks before
the start of the placement with completed Student Profile (see Appendix 7).
Duty rota agreed/assessment of practice discussed. Student undertakes a self
assessment and sends Learning Contract (Appendix 8) to Clinical Educator.
Student and Clinical Educator negotiate a learning contract/agreement based on
module learning outcomes, self-assessment by student and placement
opportunities. This should occur prior to the start of the placement where
possible or during an initial tutorial. Timings for formative and summative
assessments are agreed in line with programme requirements. Details of
meetings with the Clinical Educator should be recorded on a Tutorial Form
(Appendix 9).
Clinical Educator arranges contact time with the student. The Clinical Educator
may identify a co-educator and other professionals from the healthcare team to
contribute to the assessment of practice and facilitate learning as appropriate.
Formative review of student is undertaken (minimum of one review during
experience, more than one recommended). Feedback is recorded in the Practice
Portfolio (see Appendix 10). Learning Contract/agreement updated. Any
continuing problems are referred to the University Link Lecturer or Placement
Co-ordinator as appropriate.
Summative (final) assessment is undertaken after the student has had the
required amount of experience and has undertaken one or more formative
reviews. The assessment must be completed by the specified submission date.
Evidence supporting achievement of a Learning Outcome should be collated by
the student and reviewed by the Clinical Educator signing off the Learning
Outcome (eg. Reports from Others (Appendix 11), Reflective Reports
(Appendix 12), Patient Feedback Form (Appendix 13)).
Documentation must be completed and signed in line with programme
requirements (see Learning Outcome Record Sheet, Appendix 14). Any
problems should be referred to appropriate member of the academic staff prior to
this stage where possible.
The student is responsible for submitting the documentation.
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A Mid-Point and End of Placement review meeting should take
place and be recorded in the portfolio (Appendices 15 and 16)
so that the student can self assess and have a record of
progress provided by the Clinical Educator also to show their
Personal Tutor during the review periods between placement
blocks. This will facilitate discussion around any points of
concern or highlighted excellent practice that the student has
demonstrated whilst on the placement up to that point. Where
feedback is not provided formally the personal tutor will be solely
dependent on the student’s report and will not be able to discuss
any issues other than those the student chooses to relay. It is
preferable that a 360° perspective can be provided through
feedback from student, Clinical Educator and patients so issues
can be examined in more depth.
It is strongly recommended that Clinical Educators have a
formalised support system when undertaking their role, and
receive ‘feedback’ on their effectiveness through, for example,
the NHS appraisal system, student and peer review, comments
from external examiners or support from the Plymouth University
Link Lecturer for the area.
3.7
Allocation of Clinical Educators
 Where possible the practice area is informed of a student
placement at least eight weeks before the start of the
experience.

A Clinical Educator is identified who fulfils the criteria for the
role and is familiar with the programme/module content and
assessment of practice strategy.

The clinical placement area identifies the named Clinical
Educator for the student placed in their clinical area.

The student is responsible for contacting the Clinical
Educator, where possible, at least eight weeks before the
contact deadline i.e. eight weeks prior to placement for an
exchange of information.

The Clinical Educator should discuss the clinical profile and
timetable of the placement and discuss the learning
opportunities available with the student.
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4.
TEACHING AND LEARNING STRATEGIES USED IN THE
PROGRAMME
4.1
The theoretical content of the modules of the Podiatry
programme is intended to provide the student with the
underpinning knowledge associated with practice.
4.2
Teaching and learning in practice will reflect the novice point at
which many students enter the programme. Methods such as
observation, supervised practice and indirect supervision of
practice will be utilised to guide the student towards gaining
confidence and competence as a practitioner.
4.3
The teaching and learning strategies will:







4.4
place practice centre stage
facilitate the integration of theory and practice
be based on the notion of students accepting responsibility
for their own learning
be based on students’ active involvement in their own
learning, such as enquiry based and problem based learning
establish the principle of lifelong learning
include interactive, collaborative/shared learning, involving
other professions, disciplines and agencies
Facilitate student achievement of the outcomes/proficiencies.
Self Assessment and Self Awareness
Self assessment gives students ownership of their learning and
responsibility for learning experiences and achievements.
Self assessment is to be encouraged on a regular basis in an
informal manner with a Clinical Educator, clinician, or personal
tutor.
Self awareness is key within the reflective process to recognise
personal strengths or learning needs and the students should be
encouraged to reflect more formally in order to receive feedback
and therefore develop the necessary reflective skills for
continuing professional development.
4.5
The Programme is a three-year, modular Honours Degree
course that incorporates the principles of proficiency-based
assessment for the practice learning outcomes.
4.6
Each year comprises approximately 40 weeks of study, and is
divided into two terms; term one operates from September to
January and term two operates from February to July.
4.7
The programme is designed to emulate the patient/practitioner
interaction, which takes place during a period of care. Themes
are developed across the three levels of the programme. The
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theme of Year 1 is the assessment of health care needs; Year 2
focuses upon treatment; Year 3 on the evaluation of
effectiveness of intervention. Thus the cyclical processes of the
patient management are reflected: assess, treat, evaluate.
4.8
Practice experience is allocated throughout the three years to
enable students to achieve the Health and Care Professions
Council Standards of Proficiency as indicated within the practice
portfolio. Clinical practice is organised into five blocks of
differing duration. The first year contains one clinical block in
term two, while the second and third years each contain two
clinical blocks, one in each term. Year one clinical teaching
occurs within the University training clinic environment, ensuring
students have practical experience with patients before
attending placements in Year two. Year two has longer clinical
blocks in order to facilitate the application of skills in the NHS
environment to a suitable level to allow successful students who
may interrupt their studies to practice as a Band 4 practitioner
(under supervision). Year three clinical blocks are arranged so
that they may refresh their skills and study the environment
more deeply prior to their theory modules at the beginning of the
academic year and attend placement again when nearing
completion of the year to consolidate their practice and theory in
the professional setting in preparation for employment.
4.9
During each placement, the students will have ‘supernumerary
status’. This means that, throughout the three-year Programme,
they are part of the care team but additional to the allocated staff
complement. The student is therefore able to take full
advantage of all the learning opportunities and to undertake the
assessment of practice.
4.10
Each module of the programme focuses on a particular area of
theory and practice. The student’s knowledge and proficiency in
the learning outcomes will be summatively assessed. Students
are required to pass all the theory assessments and
demonstrate proficiency in the practice learning outcomes that
are identified in the Practice Portfolio.
4.11
By the end of the programme, all proficiencies (in accordance
with the requirements of the Health and Care Professions
Council (HCPC) Standards of Proficiency, Standards of
Education and Training and the Quality Assurance Agency
(QAA) Benchmark Statements for Podiatry (Appendix 17),
will have been demonstrated through assessment prior to
registration
4.12
These proficiencies are clustered into four domains namely
Professional, Clinical, Communication and Interprofessional.
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5.
WHAT HAPPENS IN THE BSc (HONS) PODIATRY PROGRAMME
YEAR 1
5.1
Year one lasts one year and consists of two terms (Autumn and
Spring/Summer).
5.2
During Year One students receive mandatory training in Fire
safety, Equality and Diversity, Mental Capacity Act, Basic Life
Support and Manual Handling, at different points throughout the
year in readiness for going into the clinical environment in the
final term.
5.3
The broad aim of the term one modules is to develop the core
generic knowledge and skills required for professional practice.
There is a focus is on inter-professional collaboration,
highlighting shared and generic skills required for contemporary
health and social care practice. This is achieved through the
delivery of modules shared with cognate groups of all the
professions within the Plymouth University School of Health
Professions: Dietetics, Operating Department Practitioners,
Optometry, Occupational Therapy, Paramedicine, Physiotherapy
and, of course, Podiatry. This is achieved throughout the
delivery of SOHP101: Preparation for Professional Practice and
SOHP103: Functional Human Anatomy and Physiology.
5.4
During term one they are prepared for podiatric practice through
attendance on the module POD106: Podiatric Studies 1.
Through this module the students learn about assessing the
patient (basic psychosocial and pharmacology), the structure
and function of the skin and associated structures and how
circulation and sensatory ability is assessed.
5.5
The aim of term two is to build on term one studies and enable
students to develop clinical reasoning skills in patient/client
assessment, building knowledge and understanding of the
structure and function of the human body and the pathological
processes relevant to podiatric practice. This is delivered in the
module POD107: Podiatric Pathology, which links the normal
functional and physiological anatomy learned in Term one with
the pathologies that can occur.
5.6
During Term two students will also be working in the Skills
Laboratory acquiring the necessary clinical skills to be able to
treat patients in the final stage of the academic year. Students
will undertake rudimentary patient/client management in a
controlled supervised environment for POD108: Podiatric
Practical Skills. This will involve applying the concepts involved
in professional practice . Treatment skills are introduced for a
range of conditions and the planning, selection and evaluation of
appropriate podiatric techniques explored at a basic level. The
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students build a foundation for clinical work with patients with a
variety of disorders.
5.7
The final part of the year introduces students to clinical practice
in the module POD104: Podiatric Clinical Practice 1 where
practice is undertaken treating patients in the Training Clinic (the
Local Care Centre (LCC), Mount Gould, part of Plymouth
Community Healthcare CIC). This provides the student with
opportunities to apply first year learning in a professional
practice setting.
YEAR 2
5.8
Year two lasts one year and consists of two terms.
5.9
The aim of the second year is to enable students to develop
approaches to podiatric interventions and apply clinical
reasoning skills in the management of specific client groups
using a life span approach. The emphasis will be on the
development of the professional identity and expertise within the
context of interprofessional practice in health and social care
settings. The ethos of a research culture and study of the
disciplines that inform podiatric practice continue within this
level.
5.10
Theory based modules POD207: Systemic Disorders and the
Lower Limb, POD212: Podiatric Studies 2, and POD215:
Podiatric Studies 3 seek to develop the student’s theoretical
knowledge base through the study of lower limb, foot and ankle
disorders in young people and adults and older people
respectively. Through the use of case studies throughout the
year they build the students’ knowledge of a range of therapeutic
modalities and develop skills in managing disorders of the lower
limb foot and ankle in the context of best/evidence-based
practice.
5.11
Relevant National Service Frameworks are reflected in the
indicative syllabus content of these modules.
5.12
At this stage students will also undertake the module SOHP201:
Project Studies which will enable them to develop a sound
understanding of research terminology, methodology and
develop the necessary skills for evidence-based learning and
lifelong learning.
5.13
During year two students will have a nineteen week clinical
practice block. This will be divided into two blocks with
placements in different areas Each of the placement blocks will
be divided into two sections so that students can have a midpoint review with their personal tutor following their mid-point
review with their Clinical Educator (week four/five in a
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placement) and later return for end of placement reviews and
assessments at the end of each block. This will enable them to
have a suitable time period to develop their skills working under
supervision in an interprofessional clinical setting. During this
time they will be compiling evidence in their portfolio. This
should be of a suitable standard that they would be able to
practice at a Band 4 (Knowledge and Skills Framework, 2004)
level should they need to step off the programme following
completion of this stage.
YEAR 3
5.14 Year three lasts for one year and consists of two terms.
5.15 The emphasis in the third year will be on professional mastery
and fitness for practice and purpose within client centered, interprofessional health and social care settings. Knowledge and
context is now more specialised and requires higher level skills
of synthesis, analysis and evaluation.
5.16
POD311: Pharmacology for Podiatry enables the student to
critically evaluate the role of pharmacological management
within the relevant pathologies whilst obtaining knowledge and
understanding of pharmacological principles. This is
complemented by further study of pathologies related to the high
risk patient in the delivery of POD316: The High Risk Patient in
Podiatric Practice.
5.17
POD315: Local Anaesthesia and Nail Surgery introduces and
develops students’ knowledge and practice within the field of nail
surgery. Clinical reasoning and critical reflective skills are
elaborated to effectively achieve this module and therefore
obtain the Certificate of Local Anaesthesia.
5.18 The clinical placement block of year three, term one is
comprised of the clinical module POD319: Podiatric Clinical
Practice 4, providing the student with the opportunity to develop
the clinical management skills to care for patients presenting
with complex and unpredictable medical and surgical disorders.
This encourages the student to synthesize acquired knowledge
and apply this to podiatric practice and inter-professional
collaboration.
5.19 The research module SOHP301: Project Studies 2 is ongoing
throughout the third year. The students will be using the
opportunity to investigate an area of particular research interest
and demonstrate their ability to develop an in-depth and
comprehensive research proposal.
5.20
SOHP302: Preparation for Professional Practice is a module
that the students will study alongside the other healthcare
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professions. The aim of this module is to develop the
application of management, leadership and inter-professional
working within the context of a wider healthcare environment to
improve the quality of care. As part of this module profession
specific sessions will also be delivered to examine the legal,
financial and ethical issues and evolving policy agenda currently
impacting on the management of podiatric practice, both private
and NHS.
5.21
The final clinical module POD320 Podiatric Clinical Practice 5
provides opportunities for the student to consolidate their
practice as an autonomous interprofessional holistic practitioner
within a variety of healthcare settings. It explores the wider
issues of professional practice within the context of
contemporary organisation and delivery of health and social care
whilst enabling the student to refine their self-awareness,
communication and practice skills prior to their final exam which
will enable them to apply for registration with the HCPC on
graduation. A particular skill that will be consolidated during this
placement would be Nail Surgery following completion of the
module POD315.
CLINICAL PLACEMENT
5.22 There is a positive correlation between students’ necessary
opportunity to gain experience and time spent on placement.
The increased amount of time spent in placement setting in the
second year enables the student to gain proficiency in the
practical skills and understanding enabling them to work as an
Assistant Practitioner after completion of the second year,
should this be necessary. In the third year of study, the student
spends time at the beginning of the year refreshing their skills
and reflecting on the roles and responsibilities of the
autonomous practitioner, preparing for the development of their
patient and practice management skills. These skills are
consolidated, linking theory and practice later in the year whilst
on their final placement prior to their final exams.
Practice experience is shared equally between the Plymouth
University/Plymouth Community Healthcare (CIC) training clinic
and time spent out on placement at NHS Trust clinics within the
NHS Southwest region. The placement locations within the
Trust should vary each time students are on placement to
provide a variety of experience and exposure to specialisms.
When not in the placement setting students will still be receiving
clinical training at the training clinic allowing further skills to be
taught and practiced.
During the clinical block of term one at year two, students will
engage in practice following completion of the theory modules
POD207 Systemic Disorders and the Lower Limb and POD212
Podiatric Studies 2 which should therefore inform their
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understanding of practice. The second term begins with another
clinical block allowing students to consolidate their skills in a
different clinical environment, reflecting on any differences and
developing an appreciation of organisational divergence. This
will be further consolidated on the completion of the theory
module POD215 Podiatric Studies 3 following their completion or
the placement.
In year three it is anticipated that students will gain the majority
of their complex clinical experience within placement settings
although they will still be treating patients in the training clinic
when not in placement. They will also receive the initial training
for their nail surgery within the minor surgery unit of Plymouth
Community Healthcare (CIC). The clinical block of year three
term one is comprised of the POD319 Podiatric Clinical Practice
4 module. The clinical block within term two of this Level is
comprised of the clinical module POD320 Podiatric Clinical
Practice 5. Both of these modules seek to encourage the
student to reflect on their development of practice as an
autonomous, holistic, inter-professional practitioner.
5.23
Prior to undertaking each placement learning experience,
students will have received a verbal and written briefing on the
placement process, their annual mandatory training and a verbal
briefing outlining roles, responsibilities and expectations of both
learners and facilitators of learning during the placement.
Students will be encouraged to attend a tutorial to ensure they
have a clear understanding of their learning goals and are duly
prepared.
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6
AS A CLINICAL EDUCATOR, WHAT DO I NEED TO KNOW, IN
GENERAL TERMS, ABOUT THE ASSESSMENT STRATEGY?
6.1
The assessment of theory and practice is designed to test the
ability of the student to apply theory to practice, and to use
practice experiences to verify or challenge theory and practice.
6.2
The assessment strategy places equal emphasis on
achievements in theory and practice.
6.3
Assessments demonstrating the progression towards the
academic award and proficiency in practice are submitted to the
appropriate Award Assessment Board at the end of each
programme year.
What is the purpose of formative assessment?
6.4
The aim of planned formative assessments is to review with the
student their strengths and weaknesses and provide them with
constructive feedback on their performance. Plans can then be
agreed on how to maintain their strengths and improve on their
weaknesses.
6.5
The performance of the student in practice needs to be
monitored and assessed regularly over the three-year period.
Feedback needs to be provided to help the student to progress,
and act as a guide towards achievement of the learning
outcomes of each module. Where possible this should be
recorded in the practice portfolio so that it can be accessed by
the personal tutor and other professionals providing support for
the student. If there should be an appeal against a verdict then
the documentation is required to demonstrate that the
assessment and feedback process was correctly followed and
the student was correctly supported.
6.6
Formative assessments can occur at any agreed point during a
placement at an agreed time that should be recorded within the
relevant paperwork within the portfolio. Once the student is
satisfactorily prepared for repeated competence then a
summative assessment can be planned.
6.7
Formal acknowledgement that this has occurred is recorded on
at least one occasion for each module using the formative
assessment of practice documentation.
6.8
If a student consistently fails to modify their practice in relation to
formative feedback, the Link Lecturer should be informed as this
would suggest the student may fail and support mechanisms for
the Clinical Educator and student may need revision.
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What is the purpose of summative assessment?
6.8
The aim of the summative assessment is to meet with the
student to identify whether they have successfully achieved the
practice learning outcomes set for the module. This is done
through reviewing the evidence to support each performance
criterion or capability.
6.9
The Clinical Educator, using their professional judgment,
decides if the student has achieved or not achieved the required
standard.
6.10
No grade is awarded but the student should receive both verbal
and written comments about their performance. Excellence
should be acknowledged, but the student also needs to be made
aware of weaker areas of practice.
6.11 Summative assessment will normally have taken place by the
week before the end of the placement. If both Clinical Educator
and student agree, summative assessment can be undertaken
after the student has had three weeks in the experience.
6.12 The placement period does safeguard the rigor of the process of
assessment by allowing time for a student to benefit from
formative feedback before a final summative assessment.
6.13 The student should advise you of the submission date(s) for
each module in order to ensure that any outstanding paperwork
can be provided in time.
6.14 A student who is weak in any performance criterion/capability
should not be summatively assessed until an agreed contract
date that allows them the maximum opportunity for formative
assessment prior to the submission date. This ensures
maximum time for the student to develop the skills, gather the
required evidence of competence and achieve their potential.
6.15 Once summative assessment has been conducted the result of
the assessment should be recorded in the portfolio so that it is
apparent that the student has been assessed and has not
achieved.
6.16 The student needs to achieve a pass in the all aspects of the
assessment of practice to achieve accreditation for the module.
This may include some written work (e.g. case study, reflective
report) that will provide a mark for the module. Where either
portfolio or coursework is not accomplished the placement may
need to be retaken.
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6.17 The decision of the Clinical Educator concerning assessment of
learning outcomes is final and where possible must be
supported by suitable evidence.
6.18 The results of summative assessment of practice are presented
at the appropriate Award Assessment Boards at the end of Year
1, Year 2 and Year 3. Any appeals will be considered under the
Plymouth University regulations
6.19 The student will have two attempts at each practice module. A
failed clinical module may not normally be repeated on more
than one occasion.
Why have both formative and summative assessments in
practice?
6.19 A student’s progress should be incremental. If you, as Clinical
Educator, or the student are concerned about their progress, the
Link Lecturer must be contacted without delay. They will
discuss the situation, and be available for support and advice.
The Link Lecturer will also be available for support and if
required a visit will be arranged.
6.20 Similarly the Link Lecturer should be contacted if there are
aspects of a student’s attitude, performance or behaviour that
does not easily fit within the learning outcomes of a module OR
cause concern in any way with regards to safety in practice,
behaviour or attitude.
7.
THE ASSESSMENT OF PRACTICE PROCESS WITHIN THE
BSc (HONS) PODIATRY PROGRAMME
7.1
Modules within the BSc (Hons) Podiatry Programme have
specified learning outcomes that are assessed in practice. Each
learning outcome is assessed through performance criteria, or
capabilities, that specify the quality of what needs to be
achieved.
7.2
The student can gather evidence, which proves to others that
the learning outcome has been achieved, in a variety of ways:






7.3
Direct observation
Questioning, oral or written
Statements from others
Simulation
Evidence products of the student’s work
Reflection
It is expected that direct observation will normally be the main
method of gathering evidence for each performance criterion, or
capability.
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8.
7.4
Direct observation, to assess the proficiency of the student, can
be undertaken by the Clinical Educator or an agreed member of
the multi professional care team (e.g. physiotherapist, district
nurse). The Clinical Educator then makes a judgment and
initials the appropriate box on the Learning Outcome Sheet
(Appendix 14). Details from assessors other than the Clinical
Educator can be recorded on the placement record ‘Reports
from Others’ provided in the portfolio if brought to the session
by the student (Appendix 11). This can be encouraged where
members of other professions are working with the student.
7.5
With the agreement of the Clinical Educator, judgments may be
made based on ‘statements’ from others involved in the care of
the patient/client (health care assistant, physiotherapist, practice
nurse). The student is required to provide written evidence of
proficiency for the Clinical Educator, who can initial the
appropriate box(es) of the summative assessment form if the
relevant performance criteria are achieved.
7.6
Students are encouraged to reflect on their experiences in
practice. The reflections can be oral, diagrammatic, or written
accounts. The latter may form part of a reflective journal.
7.7
Written evidence is stored in a Practice Portfolio. The student is
responsible for collecting their evidence of proficiency and
maintaining the Practice Portfolio. All evidence is crossreferenced by the student to the learning outcomes.
7.8
The student is responsible for making the evidence in the
Portfolio available to the Clinical Educator throughout the
placement as well as at assessment points.
WHAT IS THE PRACTICE PORTFOLIO?
8.1
The Practice Portfolios provide a comprehensive record of the
student’s learning and achievements throughout their three
years of the Programme. The Portfolio is also central to the
assessment of practice.
8.2
The student is expected to take responsibility for his or her own
learning from the beginning of the programme. Regular
updating of their Portfolios ensures that evidence is collected to
support the achievement of proficiency in the modular learning
outcomes.
8.3
The purpose of the Practice Portfolio is to provide a record of the
students different stages of professional development towards
eligibility for registration with the Health and Care Professions
Council and develop the ethos of Continued Professional
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Development. It is a comprehensive record of the students
learning achievements in practice throughout the three-year BSc
(Hons) Podiatry programme. Theory and practice are closely
linked and the material that is collected in the portfolio, for
example reflective accounts, will provide opportunities for
students to identify the links between the theory and practice.
8.4
The Practice Portfolio consists of and will require evidence of:








8.5
Application of theory to practice
Acquisition of clinical skills
Achievement of the proficiencies of a podiatrist
Development of communication skills
Interprofessional working
Clinical experiences and reports from Clinical
Educators/supervisors/ tutors/patients
Completion of statutory requirements
Ability of students to take responsibility for their own learning
needs and achievements
Students are responsible for compiling and maintaining their
Practice Portfolio so that their progress in acquiring the
necessary knowledge, skills and attitudes of a podiatrist can be
demonstrated. It will be reviewed regularly by the student, the
Clinical Educator/supervisor and personal tutor/Link Lecturer.
The Portfolio is also the focus for the assessment of practice
and is therefore an extremely important file of documents that
will be presented at Subject Assessment Panels and Award
Assessment Boards.
8.6
Confidentiality
Students must ensure that all due consideration is given to the
confidentiality of the material included in the file; patient details
should not be included in the first instance and Trust documents
should be anonymised.
8.7
Preparatory sessions held at the beginning of the year will
remind students how to prepare for placement and use their
portfolio and sessions will be held prior to the placement to help
students prepare their documentation.
8.8
The portfolio provides explanatory sections for the
documentation and each portfolio contains the learning
outcomes that must be achieved during placements throughout
the academic year.
The Practice Assessment Document provides a record of
students ongoing progression and achievement. You and your
student must complete a summative assessment of practice at
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points agreed by both parties. The stage tutor/module teacher
will provide students with the dates for submission of the
completed portfolio. All learning outcomes within the portfolio
should be assessed as “Proficient” by the submission date in
order for the student to progress on the course and ultimately be
eligible for registration as a Podiatrist with the HCPC.
Continuation sheets are provided to attach to the Practice
Assessment Document if you wish to record extra comments.
The Profile of Clinical Proficiencies (Learning Outcome Record
Sheet, Appendix 14) enables students and their Clinical
Educator/supervisor to identify the proficiencies and the learning
outcomes to be achieved in practice. Students’ progress
towards achieving proficiency is self-assessed and discussed
with their Clinical Educator during formative and summative
assessments.
8.9
Year 3 portfolios will contain a log to record the local
anaesthesia and nail ablation procedures students have
undertaken at Year three.
Students are required to log and administer proficiently a
minimum of four local anaesthetic injections and perform a
minimum of four nail surgery procedures. If students fail to
achieve this they are unable to register with the Health and Care
Professions Council.
8.10 The portfolio contains the Mandatory Experience Log and
records the experience undertaken in each academic year. It is
the student’s responsibility to get the Mandatory Experience Log
needs to be signed and dated by a member of the University
staff.
8.11 Records should be kept by the student and staff member of
tutorials that are provided. These will be provided as a separate
document and should record what was discussed and any
identified outcomes from the discussion. This will act as a
reference document for others who may subsequently work with
the student if a Clinical Educator should go on sick leave and
evidence of what was agreed if there is any dispute. This should
be jointly signed by the students and the Clinical Educator to
demonstrate the agreement.
A Signature Record (Appendix 18) provides details of all
Clinical Educators/supervisors involved in assessing students’
proficiency in practice in each clinical placement block. The
record is submitted as part of the portfolio at the end of each
practice experience.
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A Student Experience Record Sheet (timesheet) (Appendix
3) is used to record time spent by students in both theory and
practice and students are required to submit these on a monthly
basis to the programme administration office. Timesheets are
necessary to ensure students meet the requirements for
registration and are reviewed regularly by the academic team.
The experience record is therefore a very important document
and must be checked, completed and signed by the student and
countersigned by their supervising Clinical Educator/supervisor
during each period in the Local Centre Centre, skills laboratory
or clinical practice placement. The Attendance Record
(Appendix 2) should be referred to for accuracy on placement.
The Practice Feedback Form is submitted with the Practice
Portfolio at each summative point. A Practice Feedback form
must be completed for each module with practice learning
outcomes being assessed. This is obtained by the student form
Programme administration office and does not require a Clinical
Educator signature.
8.12 The portfolio will include selected reflections of chosen by the
student from their personal reflective journal, and reflections
submitted for summative assessment.
Students must ensure that confidentiality of information about
staff, patients and placement areas is maintained.
8.13
The Portfolios therefore provide evidence of the development
and performance of the student, from novice to practitioner. The
practice assessment will identify skills that have been achieved,
and also any areas that need further development.
8.14
The student will maintain their Portfolios throughout their
practice allocations. You are advised to review the content
when the student first begins their practice experience, when
agreeing a learning contract as well as at formative and
summative assessment points.
NB. All students undertaking programmes delivered by the Faculty of
Health and Human Sciences are reminded that any alteration to
University documentation, including practice portfolios, involving
forgery/falsification of a Clinical Educators comments or
signature/initialling will be investigated. This investigation could lead to
disciplinary action, which may lead to a student’s being unable to
achieve professional registration.
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9.
HOW DOES THE ASSESSMENT STRATEGY WORK IN PRACTICE?
9.1
Each student should be allocated a placement Clinical Educator
during each Practice experience.
9.2
A Tutorial Form (Appendix 9) should be used to keep a record
of meetings and action plans or outcomes derived from the
discussions.
9.2.1 Clinical Educators should establish how disclosures by
students are to be addressed before meeting with
students. Reflective reports are headed ‘Private and
Confidential’ and cannot be used as evidence without
further consultation with the Plymouth University.
Students are advised not to identify staff by name where
they seek advice regarding observed practice and cannot
be used as witnesses without having spoken with the Link
Lecturer beforehand and following consultation with the
Plymouth University solicitors.
9.3
Before the placement the student should be provided with a
timetable that indicates the learning opportunities. They should
formulate a learning contract indicating when they would intend
undertaking the different stages of assessment and the preferred
method of assessment. They should then make this available to
the Clinical Educator prior to the placement. At the beginning of
the placement you and your student should meet to review their
learning contract, any previous practice experience, and learning
outcomes for the modules. Possible opportunities and forms of
evidence to demonstrate achievement will be discussed. From
this initial review, you and the student will agree an informal
learning contract within the tutorial record, agreeing learning
strategies, what evidence is to be generated and when formative
assessment(s) will take place.
This learning contract is an obligatory part of the formative
assessment of the student.
9.4
In exceptional circumstances you may identify, when agreeing
the learning contract with the student, that the practice
experience may not provide the opportunity to achieve all of the
learning outcomes. It is the responsibility of the student to
contact the module teacher, who will make a decision about
what course of action to take. When timetabling the placement
a maximum period of a week should be arranged for
observation only at the beginning for the student to
acclimatise. Beyond this time the student should be
participating in practice unless the specialism prevents it.
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9.5
The student should have planned formative assessments at
agreed points during each placement. Using the feedback
sheets both the student and you will review their progress,
based on evidence already collected during the experience.
Discussion will guide the student towards achieving the learning
outcomes, and the learning contract is updated and recorded on
the tutorial record.
9.6
Summative assessment is normally completed by the last week
before completion of the placement. You, as Clinical Educator,
are responsible for reviewing all the evidence of proficiency
provided by the student. The evidence may include any
reflective accounts produced by the student as part of their
assessment of theory for the modules being assessed during the
placement. The module teacher is responsible for marking the
reflective accounts or case studies linked to the relevant
modules.
9.7
All performance criteria/capabilities within a learning outcome
must be attained for the student to achieve a pass for each
element and the Portfolio overall. No grading is attached to the
achievement but verbal and written feedback to the student will
facilitate their progress.
9.8
The Clinical Educator will record on the summative assessment
form (under ‘not achieved’) if the student has not achieved a
performance criterion due to extenuating circumstances, for
example assessor off sick, or clinic closure. The student must
inform the module teacher for the relevant module and discuss
the submission of extenuating circumstances where applicable.
9.9
On rare occasions a student may demonstrate poor standards
following the successful achievement at summative assessment.
The Clinical Educator cannot change the documentation but
must give a detailed account in the feedback of the summative
assessment to enable the Podiatry lecturers to discuss this with
the student. The Link Lecturer must also be informed.
9.10
It is the responsibility of the student to submit it to the
Programme Administration office at the Peninsula Allied Health
Centre by the required date for ratification by the appropriate
Award Assessment Board.
9.11
The student is responsible for keeping a permanent record of
the evidence gathered for each learning outcome. The evidence
must clearly state to which learning outcome(s) it can be
applied. The evidence is stored in their Practice Portfolio, and
must be available at all assessment points of the three-year
Programme.
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9.12
If a Clinical Educator is encountering difficulties with their
assessment of a student’s criteria/capability they should seek
advice from the Link Lecturer. The academic team remain
available to support Clinical Educators at all times.
9.13
Where a student does not achieve all learning outcomes by the
end of the module they will have their submission classified as a
Practice Fail. All students are allowed one resit opportunity for
practice modules and so may subsequently have the opportunity
to achieve the module and progress. The manner in which this
is undertaken is decided by the Assessment Board which meets
each summer.
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10
SUMMARY OF THE ASSESSMENT PROCESS
Clinical Educator Allocated to the Student
Student contacts Clinical Educator
Clinical Educator sends induction pack and timetable for placement
Student develops learning contract and sends to Clinical Educator

Start of Experience
Meet the student
Review Practice Portfolio to date
Discuss all the placement opportunities and review the
experiences/resources available
Review the learning objectives with the student (learning outcomes)
Discuss evidence which will be gathered by the student to demonstrate
their achievement of the learning objectives
Learning contract agreed and recorded on Tutorial Form

During the Experience
At planned points during the placement:
Review Practice Portfolio and students’ progress towards achieving
their learning objectives for the placement.
Review progress in the assessment of practice and written evidence in
the Portfolio (e.g. management plans, reflections).
Agree what still needs to be achieved, and how.
Formative assessment of progress is documented, and learning
contract updated
Mid-point review completed
Personal tutor has tutorial with student to review learning achievement
and plan

By the Final Week of the Experience or by the Assessment
Submission Date whichever is earlier
Review the learning contract, and all evidence to support achievement
of each performance criteria/capability
The assessment grid of each learning outcome sheet is completed.
Assessors who are not the Clinical Educator must have recorded their
details on the Placement Record
End of placement review completed
The student checks the documentation is complete and submits the
summative assessment of practice module record to Programme
Administration by the published date
NB:
The student may produce the evidence to demonstrate
proficiency at any agreed point of the placement
(after three weeks of experience)
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11.
STUDENTS’ RESPONSIBILITIES
11.1 The student provides all the documentation for recording the
outcomes of formative and summative assessment of practice.
11.2
The student stores all assessment documentation and
supporting evidence in their Practice Portfolio.
11.3 The student must ensure ongoing discussion with their Clinical
Educator throughout their clinical placement allocation.
11.4 The student must present the Practice Portfolio to their Stage as
requested for a review of progress.
11.5 A range of people provide support for students during their
practice experience and assessment of practice. It is important
that if students have any questions or queries about the clinical
experience, the practice portfolio or the assessment of practice,
they contact the relevant person as soon as possible.
11.6 A Summary of Roles and Responsibilities is available in
Appendix 19
12.
MENTORING STANDARDS
At present the only mentoring standards provided by the Health and
Care Professions Council are incorporated within Section 5 of their
Standards of Education and Training (see Appendix 20).
For further guidance about areas of mentorship that should be
considered when working with students please also see the Nursing
and Midwifery Council Standards to support learning and assessment
in practice shown in Appendix 21, as these contain more detail
regarding factors that can impinge or enhance mentoring practice when
taken into consideration.
Plymouth University runs a Mentorship Module at both level 6 and level
7 that is available to all podiatry clinical educators working with
students. This may be useful for your portfolio or can contribute credits
to a further qualification. For details please ask your Link Lecturer.
The Plymouth University is proud of its teaching and research and it
undertakes all reasonable steps to provide educational services in the
manner set out in this Handbook and in any documents referred to
within it. It does not, however, guarantee the provision of such services.
Should industrial action or circumstances beyond the control of the
University interfere with its ability to provide educational services, the
University undertakes to use all reasonable steps to minimise the
resultant disruption to those services.
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13.
APPENDICES TO CLINICAL EDUCATOR HANDBOOK
1
Glossary of Terms
37
2
Attendance Record
41
3
Sample Timesheet
43
4
Guidelines for the management of incidents that
occur during undergraduate student placements
45
5
Incident Report Form
51
6
Criteria for Identifying Clinical Educators
53
7
Student Profile Document
55
8
Learning Contract
57
9
Tutorial Form (Record of Meetings)
59
10
Practice Portfolio Feedback Sheet
61
11
Reports From Others During Placement Form
63
12
Reflective Report Form
65
13
Patient Feedback Form
67
14
Learning Outcome Assessment/Sign-off Grid
(Example: Communication)
69
15
Mid-Point Report Form
71
16
End of Placement Report Form
73
17
Quality Assurance Agency Benchmark
Statements
75
18
Signature Record
87
19
Summary of Roles and Responsibilities
89
20
HPC Standards for Education and Training
Placements
93
21
NMC Standards to support learning and
assessment in practice
95
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Appendix 1
Glossary
Assessor
A member of the multi-professional health and social care team
who contributes to the assessment of practice as delegated by the
Clinical Educator.
Clinical Educator
A professional member of the healthcare team who facilitates
learning, supervises and assesses students in the practice setting.
Previously termed ‘mentor’, the Clinical Educator is professionally
responsible for assessing the competence of the student and
signing the summative assessment of practice documentation.
Faculty
The BSc (Hons) Podiatry programme is based in the School of
Health Professions within the Faculty of Health and Human
Sciences
Fail
The student does not reach the required standard and is
discontinued from the programme.
Formative
assessment
The aim of formative assessment is to review the student’s
progress towards successfully achieving the practice learning
outcomes for the module and inform development. Strengths and
weaknesses are identified and the learning contract is updated
accordingly.
HCPC
Health and Care Professions Council
HCPC SETS
Health and Care Professions Council Standards of Education and
Training
HCPC SOPS
Health and Care Professions Council Standards of Proficiency
Learning contract A written agreement between two or more people that identifies
individual (student) learning objectives and how they are to be
achieved. Student progress is reviewed and the objectives are
updated at regular intervals
Learning
outcome
Learning outcomes are detailed in the programme specification,
and identify what learners should have achieved as a result of a
learning process.
Mentor
A term previously used for the Clinical Educator role.
Module
The three-year BSc (Hons) Podiatry Programme is comprised of
modules. Each module accrues academic credits at Year 1, Year
2 and Year 3 that are attained through assessment and has
specified learning outcomes that relate to the QAA benchmark
statements and the Health and Care Professions Council
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37
Standards of Proficiency.
Each module has a Plymouth University code and title,
(e.g. POD104, Introduction to Clinical Practice)
OSCE
Objective structured clinical examination.
PDT
Placement Development Team
Placement
A practice area or place to which a student is allocated for a
specified period of time.
Portfolio
A purposeful collection of examples of learning collected over a
period of time that gives detailed and visible evidence of a person’s
competence. The portfolio is a tool that highlights progression in
competence development and is the responsibility of the person
(student) involved.
Adapted from Tillema and Smith (2000)
Proficiency
The
Theterm
termproficiency
proficiencymeans
meanstoto‘describe
‘describethe
theskills
skillsand
andability
abilitytoto
practice
practicesafely
safelywithout
withoutthe
theneed
needfor
fordirect
directsupervision’.
supervision’.
There
Thereare
arehowever
howevermany
manydifferent
differentdefinitions
definitionsand
anda ageneral
generallack
lackofof
agreement
agreementabout
aboutitsitsmeaning.
meaning.
Programme
A number of modules (units) of study, the successful completion of
which leads to an award.
PQDD
Practice Quality Development Division
QAA
The Quality Assurance Agency for Higher Education.
The QAA has prepared a ‘Code of practice for the assurance of
academic quality and standards in higher education’.
Referral
The student does not demonstrate proficiency/achievement of the
practice learning outcomes to the required standard, normally at
the first or second attempt. Three attempts at the summative
assessment of a module are normally permitted before the student
is failed. However students may access information concerning
the University regulations at www.plymouth.ac.u,/studenthandbook
“Rules and Regulations.”
Reflection
Reflection is a form of mental processing – like a form of thinking –
which is used to fulfil a purpose or to achieve some anticipated
outcome. It is largely based on the processing of knowledge,
understanding and emotions that the student already possesses.
Reflection should link theory and practice and lead to professional
and personal development through thoughtful, innovative and
critical practice.
Adapted from Moon (2002).
The assessment of practice method is applied objectively,
Reliability
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38
accurately and consistently in the assessment of each student.
Inter-assessor (Clinical Educator) reliability means that the result of
the assessment of a student would be the same whoever assesses
that student.
Intra-assessor (Clinical Educator) reliability means that a Clinical
Educator/assessor is consistent in their assessment of all students.
SEEC
Southern England Universities Consortium
Summative
assessment
The aim of the final, summative assessment is to determine
whether the student has achieved the required practice learning
outcomes for the module.
Term
The academic year is divided into two terms of 16 weeks. The
autumn term runs from September to January/ February. The
summer term runs from February to June/July
Timesheets
Timesheets (student experience record) are used to record your
time in both theory and practice and are submitted on a monthly
basis to the programme administration office.
Validity
The assessment of practice process effectively measures what it is
supposed to measure i.e. an identified practice learning outcome/
proficiency/capability.
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Appendix 2
Attendance Record
Please can supervising clinicians sign against sessions that the
student has attended so that a record is available to check against
timesheets that students need signing off.
Many thanks
Date
Am
Pm
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
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BSc (HONS) PODIATRY
TOTAL PRACTICE
HOURS:
STUDENT EXPERIENCE RECORD SHEET
NAME:
MONTH:
20____
COHORT:
BASE:
Week 1
Mo Tu
We Th
Fr
Signature Week 2
Mo Tu
We Th
Fr
Signature Week 3
Date
Date
Date
Hours*
Activity
code
Hours*
Activity
code
Hours*
Activity
code
Week 4
Mo Tu
We Th
Fr
Signature Week 5
Mo Tu
We Th
Fr
Signature Week 6
Mo Tu
We Th
Fr
Signature
Mo Tu
We Th
Fr
Signature
Date
Date
Date
Hours*
Activity
code
Activity Codes:
Hours*
Activity
code
Hours*
Activity
code
LCC = Local Care Centre
A = Absence
C = Compassionate Leave*
P = Placement
SD = Study Day (private study)
AL = Annual Leave
SL
FA
S
Hours* - Please indicate hours worked e.g. 7.5, 3.0
= Skills Lab at PAHC
= Family Absence*
= Sick
*you must discuss this with your Personal Tutor or the Programme Lead
Placement: Provide name of practice placement area
Student Declaration
Clinical Educator Declaration
I certify that the information given above is correct
I confirm that the student attended clinical placements as indicated above
Signature:
Signature:
Date:
Name:
(please print)
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Student Experience Record Sheet – guideline notes for students and clinical educators
The reason that the student is required to fill in a Student Experience Record sheet is so that a record of all your theory and practice hours is
kept for the three year BSc (Hons) Podiatry Programme. It is essential that you complete a minimum of 1000 hours of practice before
you are able to graduate.
STUDENTS MUST:


Complete a form for each calendar month of the year (i.e.12 per year) including vacation time.
Record the date, hours and activity code(s) in the relevant boxes.
If you have a day when you undertake different activities in the morning and in the afternoon, this should be recorded
6th
6th
4
3.5
T
TC





Sign to certify that the information on the form is correct. When you are undertaking skills lab sessions, attending LCC or on a
placement your mentor(s) must also sign the form.
Submit the completed and signed form to Programme Administration, PAHC Marjon, by the first day of the next month
Compassionate Leave and Family Absence should be discussed with your Personal Tutor or the Programme Lead before being
declared
Report all absences to your placement (if applicable) and PAHC Programme Administration if you are unable to attend. Each site is
manned from 08.30 – 17.00 hours on Monday to Thursday, and 08.30 - 16.30 hours on Friday. There is an answer- phone outside
these times, the number for PAHC is 01752 588800 or email pahc.reception@plymouth.ac.uk
NOTE THAT TRAVEL CLAIMS CANNOT BE PROCESSED WITHOUT A CORRESPONDING EXPERIENCE RECORD AND
THEREFORE BOTH MUST BE SUBMITTED BY THE 1ST OF EACH MONTH
Note for mentors
It would be appreciated if practitioners could contact the PAHC Marjon Site if a student does not attend a practice placement as planned
DISCLAIMER: All students undertaking programmes delivered by the Faculty of Health and Human Sciences are reminded that any alteration to
University documentation, including practice portfolios, involving forgery/falsification of a mentors comments or signature/initialling will be
investigated. This investigation could lead to disciplinary action, which may lead to a student being unable to achieve professional registration.
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Appendix 4
Guidelines for the management of incidents that occur during
undergraduate student placements
(South West Region NHS funded Podiatry Services)
Introduction
Undergraduate Podiatry Students from the Plymouth University (Plymouth
University) undertake clinical placements with NHS funded Podiatry Services
throughout the South West region. The Clinical Educators Handbook contains
guidance on what is expected of placement providers however the following
are guidelines produced in collaboration with the Plymouth University for the
actions that are recommended to take place in some circumstances that may
not be included. This includes what support may be required for the student
and also placement providers. This doesn’t override organisational policies
that are in place within Service or University protocols.
1.
2.
Incident
Allegation
made about
NHS staff by
student to
Plymouth
University
Allegation
made about
NHS staff by
student to NHS
staff
Action to be taken
Student statements
collected or interviews
conducted.
Considerations
NHS manager
contacted.
Seriousness of
allegations will affect
timeframes to contact
placement provider
Plymouth University may
need to provide written
evidence/attend interview
with student.
Seriousness of
allegations will affect
timeframes to contact
Plymouth University.
Local NHS
organisational
procedures to be
followed if required.
Local NHS
organisational
procedures to be
followed.
Plymouth University
link lecturer to be
informed as soon as is
reasonably practicable
by relevant person.
Student statements
collected or interviews
conducted.
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If the link lecturer is
occupied elsewhere
there may be a delay in
receiving notification so
Programme Lead should
be copied in.
Students should not be
asked to provide
statements/be
interviewed without
support or advice from
Plymouth University.
Reflective reports are
44
labelled Private and
Confidential and cannot
be used for statement
purposes unless
informed consent is
given (student should
contact Plymouth
University beforehand).
3.
Inoculation
Injury
Local NHS
organisational
procedures to be
followed.
If a high risk event has
occurred the Plymouth
University link lecturer
to be informed as
soon as is reasonably
practicable by Clinical
Educator.
Required details to be
recorded in student’s
portfolio (Incident
Record Form) and
replica information
sent in email to link
lecturer (so they can
liaise with personal
tutor if required).
4.
Student fails to
attend for
clinic without
making contact
Placement
provider/Clinical
Educator to report
absence and lack of
report to Plymouth
University link lecturer.
Any further concerns
should also be
reported to the link
lecturer.
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If the event will have
repercussions for the
student then Plymouth
University will need to
ensure the support is
continued when the
student returns from
placement, or may need
to withdraw the student
from placement.
If the event requires
further action the
Plymouth University will
ensure the student is
receiving suitable
support and advice once
notified. Where the
event is low risk (trip,
sterile inoculation, near
miss) a record will be
filed but no further action
taken.
Absence should
simultaneously be
reported to Plymouth
University Programme
Administration (01752
588800) by student at
time of reporting to
Clinical Educator. The
Clinical Educator is
entitled to contact the
student and information
from the Student Profile
should enable this,
however there is no
obligation.
45
5.
Student
reports in sick
6.
Student
causes injury
to a patient &
suffers anxiety
as a result &
doesn’t tell
anyone at the
time.
Absence should be
noted on the
attendance record and
subsequently the
timesheet.
The reason for the
lack of notification
should be checked on
their return and can be
recorded as feedback
in relation to
professional behaviour
if required.
Clinical Educator to
remind student that
this should also be
reported to
Programme
Administration and
ensure that this is
subsequently recorded
on Attendance Record
and timesheet
accurately.
All patients and the
record of treatment
should be checked by
the supervising
Clinical Educator
before the patient
leaves the clinic to
ensure that all
interventions are
recorded and the
supervisor is happy
with the treatment
delivered to the patient
before countersigning
the records.
As soon as possible
after the Clinical
Educator recognises
the student is anxious
or disturbed they
should take the
opportunity to enquire
about the cause and
address it according to
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It should be clarified at
induction what lines of
communication are
expected and enabled for
students, and an
alternative to contact if
someone is sick/on
leave.
Local procedures are to
be followed. Where a
student has Swine Flu
this needs to be reported
to Plymouth University
immediately.
If there is repeated
illness/circumstances
affecting a student
please advise Plymouth
University as a review of
their Fitness to Practice
may be required.
Records of treatment are
countersigned by the
supervisor to indicate
that the student has
acted under their
direction and they hold
responsibility.
If a short discussion can
be held, an offer to talk
later can allay a student’s
concerns without
affecting clinic
management. If a
student is significantly
disturbed then it may be
necessary to remove
46
the level of anxiety.
7.
8.
Service user
raises a
concern about
care received
by a student
Student hasn’t
completed
mandatory
training before
attending
placement
A Patient Feedback
Form can be used to
record the patient’s
concerns directly to
the student and the
Clinical Educator can
assist them on
reflecting on the
encounter.
If the concerns are
considered valid the
Clinical Educator
could request a
reflective report from
the student to outline
the learning from the
experience and
proposed future
actions.
Plymouth University to
contact placement
provider to notify them
of circumstance prior
to placement to
discuss significance
and any possible
readjustments
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them from the room until
a suitable time for further
discussion. Providing
company for them may
be a consideration if they
are very disturbed and
the availability will
depend on the clinic.
Plymouth University
should be informed by
either the Clinical
Educator or student –
this can be the link
lecturer and/or personal
tutor or Programme
Lead. A record of the
occurrence and actions
undertaken can be
recorded in the tutorial
section of the portfolio.
If this is a consistent and
valid concern then the
Clinical Educator should
help the student address
the issue if possible. If
the student is not
responding to the
constructive feedback
assistance either from
the link lecturer or Trust
colleagues should be
sought.
If the student does not
modify their
behaviour/practice the
Plymouth University link
lecturer should be
informed.
The Mandatory Training
Record in students’
portfolios is signed off
prior to placement. If it is
not signed off and the
Plymouth University has
not been in contact it is
possible that the
47
(alternative training
dates may occur
shortly after
commencement of
placement).
9.
Student
expectations
not met
If the lack of training
cannot be suitably
accommodated to the
satisfaction of the
placement provider
the student will be
withdrawn from the
placement.
Students complete a
Pre-Placement Form
indicating the
exchange of
information prior to
commencement of the
placement.
Expectations and
provision should be an
area that is discussed.
Students should
provide Learning
Contract documents
outlining their requests
prior to start of
placement and in
response to the
provision of their
timetable.
If placement provision
is altered and the
student is dissatisfied
with the reason or
concerned that it will
affect their
achievement of the
module, they should
discuss it with their
Supervising Clinical
Educator initially, and
be directed to the
Plymouth University
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paperwork is incomplete
(due to a pressing
timescale) although the
student has attended all
training – please check
with Plymouth University
link lecturer before taking
further action.
Clinical Educators should
be prepared for contact
by the student when they
secure the information
required for the PrePlacement Form and be
able to discuss the
timetable of the
placement and any
alternative experiences
suitable for their level of
learning.
Clinical Educators can
request a Learning
Contract from a student.
It is necessary to ensure
that students’ are able to
gain the experiences
required to achieve the
Portfolio Learning
Outcomes from the
outset of the module.
Where modifications
prevent this, they will
need supporting
evidence from the
Placement provider to
support their Extenuating
48
Link lecturer if the
matter remains
unresolved.
10 Compliment
received from
a service user
about a
student
Circumstances
procedure.
Student to document
this in their portfolio
using the Patient
Feedback Form.
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Appendix 5
Plymouth University
Faculty of Health and Human Sciences
BSc (Hons) Podiatry
Incident Record Form
Incident 1
Student name:
Clinical Educator
name:
Incident form
number:
Brief summary of accident/near miss and actions undertaken:
University informed
(please tick)
by student/Clinical Educator (please delete as applicable)
Recommended Further Actions:
Signed (Clinical Educator)…………………….
Date………………………
Incident 2
Student name:
Clinical Educator
name:
Incident form
number:
Brief summary of accident/near miss and actions undertaken:
University informed
(please tick)
(please delete)
Recommended Further Actions:
by student/Clinical Educator
Signed (Clinical Educator)…………………….
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Date………………………
50
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51
Appendix 6
Criteria for Identification of Clinical Educators
All Clinical Educators should meet the following criteria before they
summatively assess a student during the Years 2 and 3 of the Programme:
a) Have completed a training programme or statutory approved programme
in teaching and assessing in practice or its equivalent.
b) Post qualifying experience of a minimum of one year.
c) Be aware of the aims, content, and structure of the BSc (Hons) Podiatry
Programme. This may be achieved by attendance at one of the
preparation sessions organised by the Institute staff or via self-study
materials.
Allocation of Clinical Educators
The University is responsible for ensuring that sessions are provided for
Clinical Educators on the method for the assessment of practice and general
information on the Programme.
A record will be kept by the Placement Area of those individuals who attend
any sessions of preparation.
The University will provide an opportunity for Clinical Educators to have an
annual up-date on the role as assessors of practice. This process will be
recorded.
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Appendix 7
Faculty of Health and Human Sciences
School of Health Professions
BSc (Hons) Podiatry
Student Profile
Name:
Gender:
Date of Birth:
Contact Numbers:
Email address:
Current level of study:
Level
Placement date
From:
To:
Car available for
placement (Yes/No):
Accommodation
required (Yes/No):
Work history:
Hobbies/Interests
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Appendix 8
LEARNING CONTRACT
Name of Placement: ……………………………………………………………
Date of commencement of Placement:………………………………………
Name of sign-off Clinical Educator:…….………………………………………
The following are my identified learning needs for this placement:
I will liaise with my Clinical Educator and any other supervising practitioners to
ensure that I do all that I can to achieve my learning objectives. I will liaise
with my personal tutor if I have any concerns. I will practise safely and
professionally at all times.
Student signature:
………………………
Date: ……………………..
I will work with the student, and will liaise with all other practitioners
supervising her/his practice when I am not available, to ensure that the
student’s learning needs are being met and that I am able to monitor her/his
progress. I have explained the health and safety issues and emergency
procedures relevant to this placement to the student.
Sign-off Clinical Educator Signature: ……………………….Date:…..…………
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56
Student name:…………………………………………………………….
Name of placement area:………………………………………………..
Date:………………………………………………………………………..
Name of Clinical Educator:…………………………………………...
Learning Contract
Objectives
Strategies/resources
Timeframe
Evidence
Verification/evaluation
(What do I plan to learn?)
(How do I plan to learn it?)
(When do I
plan to finish?)
(How will I show I have
completed the task?)
(How will I demonstrate that I have
learned it?)
Objectives
Strategies/resources
Timeframe
Evidence
Verification/evaluation
(What do I plan to learn?)
(How do I plan to learn it?)
(When do I
plan to finish?)
(How will I show I have
completed the task?)
(How will I demonstrate that I have
learned it?)
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57
Objectives
Strategies/resources
Timeframe
Evidence
Verification/evaluation
(What do I plan to learn?)
(How do I plan to learn it?)
(When do I
plan to finish?)
(How will I show I have
completed the task?)
(How will I demonstrate that I have
learned it?)
Objectives
Strategies/resources
Timeframe
Evidence
Verification/evaluation
(What do I plan to learn?)
(How do I plan to learn it?)
(When do I
plan to finish?)
(How will I show I have
completed the task?)
(How will I demonstrate that I have
learned it?)
Objectives
Strategies/resources
Timeframe
Evidence
Verification/evaluation
(What do I plan to learn?)
(How do I plan to learn it?)
(When do I
plan to finish?)
(How will I show I have
completed the task?)
(How will I demonstrate that I have
learned it?)
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59
Appendix 9 Tutorial Form (Record of Meetings)
Plymouth University
Faculty of Health and Human Sciences
BSc (Hons) Podiatry
Tutorial Form
Student name
Clinical Educator
name
Areas for Discussion
Signed (student)
Dated
Record of Discussion
Signed (Clinical Educator)
Dated
Agreed Action Points
Date for review………………………………………………..
Signed (student)……………………… Date…………..…….
Signed (Clinical Educator)……………………………. Date…………………
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61
Appendix 10
Portfolio Feedback Form
Learning
Outcome Formative Feedback Form and Specific Action Points
Code
Clinical
Educator
Signature and
Date
Student Signature ………………………………………………………………………………………….
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62
Date………………….
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63
Appendix 11
REPORTS FROM OTHERS DURING PLACEMENT

Those podiatrists, or other health professionals, contributing to a
significant part of the student’s supervision during the placement may like
to record comments which will help inform the sign-off Clinical Educator of
evidence of progress

Others may also document comments on the student’s progress (eg, other
medical/ nursing staff; student peers; service-users or their carers)
Name:........................................Position:..................................Date:.................
Name:.....................................Position:.....................................Date:.................
Name:.......................................Position:.....................................Date:...............
Name:........................................Position:..................................Date:.................
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65
Appendix 12
Private and Confidential
REFLECTIVE ACCOUNT
STUDENT NAME
SETTING
e.g. Acute care, community
Date
REFLECTIVE ACCOUNT
Student Signature
Date
Assessor/Clinical Educator Signature
Date
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67
Appendix 13
Plymouth University
BSc (Hons) Podiatry
Student name:
Patient Feedback Form
Please could you comment on your encounter with the student
who just treated you. This will remain anonymous and your
comments will help them to improve their practice.
Did the student present themselves professionally?
Eg Were they clean and tidy, could you understand them, were
they courteous, did they ensure you understood and consented to
what they were going to do before starting? Please comment:
Was the treatment to your satisfaction?
Eg Was the treatment as thorough as previous treatments, did they
give clear advice, was the advice possible in your circumstances?
Did you feel the student communicated clearly with you?
Eg Did they speak clearly and use terms you understood, did you
feel that they listened to what you had to say, did you feel you had
their full attention when spoke with them?
Was there anything you would have preferred the student to
do differently?
Please indicate on the line below how satisfied you were with
the overall treatment from the student
Very
I___I___I___I___I___I___I___I___I___I___I Extremely
Unhappy 0
10
happy
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69
Appendix 14
Coding
POD208
LO2
C11
Placement
POD208
LO2
C12
Placement
POD208
LO2
C13
Placement
POD208
LO2
C14
Placement
Learning Outcome Sign-off Sheet
COMMUNICATION
Self
Assessment
O
A
S C
The student is able to:
demonstrate effective listening and reassessing skills to ensure that podiatric
treatment is appropriate;
(QAA B4)
Formative
Assessment
Date(s)
Summative
Assessment
Achieved/
Not achieved
communicate effectively with the patient, or
the patient’s relative/guardian/carer or other
health care practitioner, to obtain a general
physical, medical, social, and behavioural
history together with a detailed history of the
presenting complaint;
(QAA B1)
be able to select, move between and use
appropriate forms of verbal and non-verbal
communication with service users and others
(HPC1b3 STAGE TWO SOP)
Achieved/
Not achieved
Demonstrate an understanding of the need to
empower patients to manage their foot health
and related issues and recognise the need to
provide advice to the patient on selftreatment where appropriate. (HPC 1b.4
STAGE TWO SOP)
Achieved/
Not achieved
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Achieved/
Not achieved
70
Evidence
of
Achievement
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71
Appendix 15
MID-POINT REPORT
For documentation of student progress during placement
Student’s self-assessment of progress to date:
PUNCTUALITY
APPEARANCE
PROFESSIONAL
BEHAVIOUR
Student signature:
Date:.............................
....................................................
Sign-off Clinical Educator’s assessment of student’s progress to date:
PUNCTUALITY
APPEARANCE
Sign-off Clinical Educator signature:
Date:.....................
PROFESSIONAL
BEHAVIOUR
..............................................
Personal tutor/podiatry lecturer comments:
Lecturer’s signature:
Date:.............................
...................................................
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Appendix 16
END OF PLACEMENT REPORT
Please note, a report must be written at the end of a placement.
Student’s self-assessment of progress during the placement:
PUNCTUALITY
APPEARANCE
PROFESSIONAL
BEHAVIOUR
Student signature: ...........................................................
Date:.............................
Sign-off Clinical Educator’s assessment of student’s progress during
the placement:
PUNCTUALITY
APPEARANCE
PROFESSIONAL
BEHAVIOUR
I confirm that ……………………………………………..…. (insert student name)
has behaved professionally and safely throughout this placement.
Sign-off Clinical Educator signature:
...........................................
Mentorship/Education qualification:
……………………………..
Date:
………….............................
Personal tutor’s/podiatry lecturer’s comments:
Lecturer’s signature : ......................................................... Date …………….
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Appendix 17
Quality Assurance Agency (QAA)
Subject Benchmark Statements for Podiatry
A The podiatrist working as a professional
A1 Professional autonomy and accountability
The award-holder should be able to:
Maintain the standards and requirements
for state registration in
podiatry;
Appreciate the role of professional and statutory bodies in
podiatry;
Understand the legal responsibilities and ethical
considerations of professional podiatric practice;
Have a detailed knowledge and understanding of the legal
implications of the supply and administration of prescription
only medicines available to chiropodists/podiatrists in
accordance with the relevant exemption order of the 1968
Medicine Act and subsequent orders;
Comply with the requirements of the Statement of Conduct
of the Chiropodists Board in accordance with the 1960
Professions Supplementary to Medicine Act and any
subsequent statutory regulation;
Comply with statutory obligations in respect of the
limitations placed on the podiatrist, e.g. in the use of local
anaesthetic drugs;
Demonstrate an awareness of aspects of employment law
and health and safety regulations in relation to the self
employed podiatric practitioner;
Understand the particular considerations relating to podiatric
private practice, e.g. business planning, confidentiality,
informed consent, appropriate fee structures, taxation, local
licensing, planning and marketing;
Demonstrate an understanding of the ‘professional self’
including aspects of professionalism in manner, dress,
speech, integrity and confidentiality consistent with
contemporary standards and values and which recognise
cultural differences;
Recognise the need for lifelong learning and continuing
professional development in order to maintain fitness for
practice;
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
Contributing
Module(s)
POD104 (LO 1-4)
POD310 (LO 1-5)
POD312 (LO 2)
POD313 (LO 1,2)
POD104 (LO 2)
POD208 (LO 4)
POD310 (LO 1)
POD312 (LO 2)
POD315 (LO 1)
POD311 (LO 2)
POD311 (LO 2)
POD315 (LO 1)
POD104
POD208
POD310
POD312
POD315
POD311 (LO 3)
POD313 (LO 1)
POD313 (LO 1)
POD104 (LO 2)
POD208 (LO 6)
POD312 (LO 2)
POD104
POD310
POD312
76
Demonstrate time management skills including the ability to
prioritise competing demands.
POD208 (LO 3)
POD310 (LO 1)
POD312 (LO 2)
A2 Professional relationships
The award-holder should be able to:
Contributing
Module(s):
Participate effectively in multi-professional approaches to
POD208 (6) Clin 3
health care appropriate to the practice of podiatry;
(LO 2) POD312 (LO
3)
Recognise the unique contribution that podiatric practice
POD208 (6) Clin 3
can make to multi-professional care;
(LO 2) POD312 (LO
3)
Recognise the value of the podiatrist as a health educator; POD208 (LO 2)
POD310 (LO 1)
POD312 (LO 1)
Demonstrate the ability to recognise the limits of one’s own POD310 (LO 1)
practice, referring or discharging the patient as necessary;
POD312 (LO 1+2)
Understand the principles involved in working with foot care POD310 (LO 2)
assistants, technical, support and administrative staff,
POD312 (LO 3)
delegating tasks and responsibilities where appropriate and
in accordance with accepted practice;
Understand that patients' rights override
POD208 (LO 3)
personal/commercial considerations in the practice of
POD310 (LO 1)
podiatry.
POD312 (LO 1+2)
A3 Personal and professional skills
The award-holder should be able to:
Exercise a professional duty of care to
patients/clients/carers in the context of independent
single-handed practice within the NHS, private practice
and the industrial setting;
Practise in an anti-discriminatory/anti-oppressive manner;
Contributing
Module(s):
POD310( 6)
POD312 (LO 1)
POD208 (LO 3)
POD310 (LO 1+6)
POD312 (LO 1,2,3)
Understand the responsibilities associated with
POD312 (LO 1)
independent podiatric diagnosis and the use of all of those POD310 (LO 1,3)
podiatric techniques and treatments that fall within the
podiatrist's scope of practice;
Administer or supply pharmacological agents relevant to
POD315 (LO 2)
podiatric practice (to include local analgesia, anaesthetics,
topical pharmacology and prescription only medicines
schedules with reference to podiatrists' access to drugs);
Conduct surgical interventions for foot pathologies (i.e.
POD315 (LO 2)
procedures performed under local anaesthesia, skin and
nail surgery);
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Perform operative and psychomotor skills using a high
degree of manual dexterity (e.g. scalpel reduction of skin
and nail lesions);
POD104 (LO 1)
POD208 (LO 2)
POD310 (LO 1)
POD312 (LO 1+2)
Conduct Non-Surgical Interventions for Foot Pathologies in the Administration of:
Appropriate mechanical therapies (e.g. taping, padding
POD104 (LO 1)
and strapping, footwear modifications, casted
POD208 (LO 2)
and non-casted orthoses, chair-side orthoses);
POD310 (LO 1)
POD312 (LO 1+2)
Appropriate physical therapies (e.g. exercise,
POD208 (LO 2)
manipulation, rehabilitation, principles of
POD210
physio-therapeutic modalities - i.e. ultrasound,
POD310 (LO 1)
electrosurgery, laser therapy, infra-red, heat & cold,
POD312 (LO 1+2)
cryo-surgery and chemical cautery).
Understand the principles of orthopaedic foot surgery;
POD315 (LO 5)
Recognise the need to develop and maintain current
POD104 (LO 1)
psychomotor skills necessary for effective patient
POD208 (LO 2)
assessment and management. In doing so ensure that
POD310 (LO 1)
skills development satisfies medico-legal requirements of
POD312 (LO 1+2)
podiatric practice and meets the needs of the work place
setting obligation to maintain fitness for practice;
Practise with an appropriate degree of self-protection and POD104 (LO 1)
contribute to the well-being and safety of people in the
POD208 (LO 3)
work place;
POD310 (LO 1)
POD312 (LO 1+2)
Demonstrate an understanding of the need to manage
POD312
and respond effectively to the rapidly changing nature of
the profession of podiatry and the context in which it is
practised;
Evaluate podiatric and related research and other
POD314
evidence to inform and develop practice with regard to the HEAA219
function and disorders of the lower limb and foot;
Continue to develop specific podiatric treatment strategies POD104
for the treatment of loco motor and foot disorders;
POD208
POD310
POD312
Demonstrate a basic level of understanding of the
POD313
evolving policy agenda that impacts on the delivery of
health care and the practice of podiatry;
Uphold the principles and practice of clinical governance.
POD312
POD210
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A4 Profession and employer context
The award-holder should be able to:
Contributing
Module(s):
Contribute to and maintain a safe health care
POD104 (LO 1)
environment within a range of working environments e.g. POD208 (LO 3)
private practice, the national health service, patients' own POD310 (LO 1)
homes, care homes;
POD312
Demonstrate an understanding of the role of the podiatrist POD313 (LO 1)
within public and private health care sectors;
Know about current developments in health care policy
POD313 (LO 2)
and how these impact on podiatry;
Recognise the value of research and other scholarly
POD314 (LO 2)
activity in relation to the development of the podiatry
POD314 ( LO 3)
profession and for the benefit of patient care;
Practise podiatry independently, particularly in the context POD312 (LO1)
of both the public and private sectors, recognising the
particular demands of the commercial sector in relation to
self-employment;
Recognise the value of professional, organisational,
POD313 (LO 1)
business and financial skills needed for self-employed
single-handed podiatric practitioners.
B The application of practice in podiatry
This section describes the principles and concepts held by the profession of
podiatry that are applied to maintain or improve lower limb and foot health.
B1 Identification and assessment of health and social care needs
The award holder should be able to:
Communicate effectively with the patient, or the patient’s
relative/guardian/carer or other health care practitioner,
to obtain a general physical, medical, social, and
behavioural history together with a detailed history of the
presenting complaint;
Conduct appropriate and valid neurological, vascular,
biomechanical, dermatological and podiatric
examinations of the patient’s lower limb and associated
structures, modifying practice according to patient need;
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
Contributing
Module(s):
POD104 (LO 3)
POD208 (LO 4)
POD310 (LO 4)
POD312 (LO 4)
POD104 (LO 4)
POD208 (LO 2)
POD310 (LO 3)
POD312 (LO 1)
79
Conduct or requisition, where appropriate, specialist
clinical or laboratory tests (e.g. X-ray, blood test,
microscopy and culture) in order to reach accurate
conclusions relating to lower limb health status;
Utilise contemporary technologies that aid in patient
assessment, e.g. computerised gait analysis equipment;
Recognise situations where the best interests of the
patient can be more appropriately served by a different
health professional or a multi-disciplinary approach to
care.
POD208 (LO 2)
POD310 (LO 3)
POD312 (LO 1)
POD208 (LO 2)
POD310 (LO 3)
POD312 (LO 1)
POD208 (6)
POD310 (LO 2)
POD312 (LO 3)
B2 Formulation of plans and strategies for meeting health and social
needs
The award holder should be able to:
Contributing
Module(s):
POD104 (LO 4)
POD208 (LO 2)
POD310 (LO 1,5)
POD312 (LO 1)
POD105 (LO 1)
POD208 (6)
POD310 (LO 1,2)
POD312 (LO 1,3)
POD208 (LO 2)
POD310 (LO 1)
POD312 (LO 1,2)
Use a problem-solving approach to identify and
integrate the findings gathered from patient history
taking and physical examination, to formulate and test a
diagnosis and arrive at and implement a negotiated
podiatric treatment plan;
Understand the need to seek a second opinion and/or
consult with colleagues and/or other members of the
health care team to inform the treatment plan;
In negotiation with the patient/patient guardian/carer,
select appropriate podiatric techniques in accordance
with current best practice/research. These can be
selected from mechanical debridement of skin and nails,
prescription and manufacture of orthoses,
administration of prescription only and non-prescription
medicines, local analgesia techniques, surgical
procedures for skin and nail conditions, physical
therapeutic modalities, and use of chair-side devices;
Demonstrate the ability to record and communicate
POD104 (LO 3)
accurately the outcomes of patient assessment,
POD208 (LO 4)
diagnosis and management plans.
POD310 (LO 4)
POD312 (LO 1,2,4)
B3 Practice
The award holder should be able to:
Demonstrate the ability to utilise safely the full scope of
treatment regimes available to the podiatrist in the
successful management of a patient presenting with a
lower limb problem;
Effectively use appropriate clinical techniques in
accordance with the best accepted practice;
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
Contributing
Module(s):
POD208 (LO 2)
POD310 (LO 1+5)
POD312 (LO 1,)
POD208 (LO 2)
POD310 (LO 1)
80
POD312 (LO 1)
Demonstrate competence in:
Mechanical debridement of skin and nails;
Prescription and manufacture of orthoses
Administration of prescription only and non-prescription
medicines,
Local anaesthesia techniques;
Surgical procedures for skin and nail conditions;
Physical therapeutic modalities;
Use of chair-side orthoses
Demonstrate competency in the use of appropriate
therapeutic technologies that aid patient treatment, e.g.
ultrasound, electrosurgery, laser therapy, infra-red, heat
and cold, cryosurgery and chemical cautery;
Demonstrate a competence in the recognition and
adaptation of approaches to practice to meet the needs
of modifying circumstances to include specific client
groups e.g. children and the older person, and taking
into consideration physical, psychological, social,
environmental, cultural, occupational activity and
economic factors;
Demonstrate the ability to identify and respond to a
range of clinical incidents, threats and psycho-social
crises, e.g. violent patients, alcohol, substance and drug
abuse;
Demonstrate the ability to act swiftly and appropriately
in the best interest of the patient and in accordance with
contemporary practice for the maintenance of life in a
clinical emergency, such as anaphylaxis, toxic reaction,
epileptic attack, faint, hypo/hyperglycaemic attack, heart
attack;
Provide written instructions to a patient concerning
details of a podiatric treatment regime requiring patient
self-treatment/advice;
Obtain and record informed consent for the treatment
plan;
Conform to current data protection legislation;
The podiatric management plan and its evaluation in
order to convey precise meaning to the podiatrist and/or
others who may be required to follow-up the treatment
and to satisfy medico-legal requirements.
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Clinical Educator Handbook 2015
POD104 (LO 1)
POD208 (LO 2)
POD208 (LO 2)
POD315 (LO 1,2)
POD315 (LO 1,2)
POD208 (LO 2)
POD208 (LO 2)
POD208 (LO 2)
POD208 (LO 2)
POD310 (LO 1)
POD312 (LO 1)
POD104 (LO 5)
POD104 (LO 5)
POD315 (LO 3+4)
POD208 (LO 2, 4)
POD208 (LO 3)
POD104 (LO 2)
POD310 (LO 1)
POD312 (LO 1)
POD208 (LO 4)
POD310 (LO 1)
POD312 (LO 1,2)
81
B4 Evaluation
The award holder should be able to:
In the context of evidence based practice, demonstrate
the ability to conduct an ongoing evaluation of the
podiatric management plan against treatment
milestones using recognised health outcome measures;
Use information gathered in evaluating the podiatric
management plan to judge its effectiveness, reviewing
and revising the plan as necessary in negotiation with
the patient;
Demonstrate effective listening and re-assessing skills
to ensure that podiatric treatment is appropriate;
Recognise that clinical problem solving can be an
inexact art, and in solving one problem another may
arise for which further action may need to be taken;
Demonstrate an ability to undertake clinical audit in a
podiatric context;
Use the knowledge and critical appraisal of relevant
podiatric and related research and evaluation
methodologies to enable and facilitate an evidence
based approach;
Demonstrate the ability to recognise the limits of one's
own practice, referring or discharging the patient as
necessary.
Contributing
Module(s):
POD208 (LO 2)
POD310 (LO 1)
POD312 (LO 5)
POD208 (LO 2)
POD310 (LO 1,2,5)
POD312 (LO 1,2,3)
POD208 (LO 2,4)
POD310 (LO 1,4)
POD312 (LO 1,4)
POD208 (LO 5)
POD310 (LO 1,2,3)
POD312 (LO 1,2,3)
POD312
POD208 (LO 2)
POD310 (LO 5)
POD312 (LO 1,2)
POD208 (LO 2,3,6)
POD310 (LO 1,2,6)
POD312 (LO 1,2,3)
C Subject knowledge, understanding and associated skills that underpin
the education and training of a podiatrist
This section describes the subject knowledge, understanding and associated
skills that are essential to underpin informed, safe and effective podiatric
practice. In order to be able to carry an appropriate podiatric assessment,
diagnosis and treatment plan, the award holder should be able to
demonstrate:
C1 Systematic knowledge and understanding of the key concepts that
underpin podiatry
Anatomy and human locomotion studies
Human anatomy with particular reference to the foot
and lower limb, that includes an overview of the gross
anatomy of organ systems underpinning the later study
of podiatry, podiatric biomechanics, surgery,
pharmacology and medicine. He/she will have an
understanding of the development of normal human
bipedal stance and locomotion across the life cycle in
order to develop competence in analysing gait.
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
Contributing
Module(s):
POD103 (LO 1-6)
HEAA138 (all)
82
Histology
Detailed knowledge of the cell and its intra-cellular
components, the structure and function of tissues with
special reference to skin that underpins understanding
of general and podiatric tissue pathology.
Physiology/immunology
Homeostatic mechanisms, cell physiology and
biochemistry; cardiovascular, respiratory, neurological
and endocrine systems plus an overview of hepatic,
renal and digestive systems that provides knowledge of
normal human functioning and underpinning for the
study of pathology and medicine. Understanding of
aspects of microbiology and immunology to underpin
understanding of pathological processes as applied to
the lower limb and foot.
Podiatric orthopaedics and biomechanics
General knowledge and understanding of the basic
principles of biomechanics; causes and mechanisms of
dysfunction with a specific focus on effects on the lower
limb and foot; detailed study of congenital and acquired
changes to normal structure and function; the effects of
abnormal structure and function on stance and
locomotion and the tissues of the lower limb.
Contributing
Module(s):
HEAA318
POD105
Contributing
Module(s):
HEAA138 (all)
POD105 (LO 2,3,4)
Contributing
Module(s):
POD103 (LO
3,4,5,6)
POD208 (LO 2)
Systemic and podiatric pathology
Contributing
Module(s):
Systemic disease and the local manifestations that
POD207 (LO 1)
occur in the lower limb and foot, e.g. diabetes mellitus,
POD210(LO 1,2,3)
the arthropathies, neurological disorders, peripheral
POD209(LO 1,2)
vascular disease, dermatology, oncology, blood
POD311 (LO 1,2)
dyscrasias; the sources and effects of acute and chronic POD316 (LO 1)
trauma to the foot and lower limb; effects of systemic
POD315(LO 1)
and local infections on the foot.
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Podiatric therapeutic sciences
Contributing
Module(s):
The Underpinning Theory that Relates to the Management of Podiatric
Pathologies. This includes Therapeutic Indications, Contraindications
and Complications that may Arise from Podiatric Intervention Using:
Pharmacology (to include local analgesia, anaesthetics, POD311 (LO 3,4,5)
topical pharmacology and prescription only medicines
POD315 (LO 1,2)
schedules with reference to podiatrists' access to
drugs);
Surgical interventions (this includes procedures
POD315 (LO 1,2)
performed under local analgesia, skin and nail surgery,
principles of orthopaedic foot surgery);
Operative and psychomotor skills (including scalpel
POD104 (LO 1)
reduction of skin and nail lesions and foot ulcer
POD208 (LO 2)
debridement);
Mechanical therapies (to include the therapies
POD208 (LO 2)
underpinned by biomechanical principles such as the
prescription of casted and non-casted orthoses, chairside devices and footwear modifications);
Physical therapies (to include exercise, manipulation,
POD208 (LO 2)
rehabilitation, principles of physio-therapeutic
modalities, e.g. ultrasound, electrosurgery, laser
therapy, infra-red, heat and cold, cryosurgery and
chemical cautery).
Behavioural sciences
Social and psychological factors that have an impact on
patients' health and their implications for, and
contribution to, patient care, recognising the
psychosocial effects of loss of mobility and pain and the
role of the podiatrist in their amelioration. This is in the
context of improving the patient's quality of life, mobility
and independence;
The significance of non-compliance/concordance in
relation to foot health and its effect on the
patient/practitioner relationship;
The human factors that impact on the
patient/practitioner relationship, e.g. in special
populations;
The principles of non-discriminatory practice.
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
HEAA137
POD210 (LO 5)
POD209 (LO 1)
POD210 (LO 5)
POD209(LO 1)
POD310 (LO 4)
POD312 (LO !,2)
POD207 (LO 5)
POD210 (LO 5)
POD209 (LO 1,)
POD312 (LO 1)
POD207 (LO 4)
POD210 (LO 5)
POD209(LO 1)
POD310 (LO 4,6)
POD312 (LO 1,2)
84
Foot health promotion/education
The principles and challenges of behaviours and
extrinsic factors that impinge on foot health. The
principles underlying strategies employed by patients' in
self-care of the feet.
Contributing
Module(s):
POD207 (LO 1,2)
POD210 (LO 4,5)
POD209 (LO 3)
Professional studies
Contributing
module(s)
The Nature and Scope of the Podiatry Profession to include:
Concepts of the 'professional self' including aspects of
POD207 (LO 4)
professionalism in manner, dress, speech, integrity and POD210 (LO 5)
confidentiality consistent with contemporary standards
POD209 (LO 1)
and which recognise cultural differences;
POD104 (LO 2)
POD208 (LO 3)
POD310 (6)
POD312 (LO 1,2)
Health service policies, the organisation and delivery of POD313 (LO 2)
health care;
Multi-disciplinary working;
HEAA218
HEAA312(LO 3)
POD208 (6)
POD310 (LO 2)
Codes of conduct, regulatory and legislative frameworks POD104 (LO 1,2)
that apply to podiatry.
C2 Skills
The award holder should be able to demonstrate:
Information gathering
The ability to gather, evaluate and synthesise evidence
and information from a wide range of sources in order to
derive a credible podiatric diagnosis;
The ability to use validated methods of enquiry to collect
and interpret data in order to provide information that
informs the podiatric evidence base
Problem solving
Logical and systematic thinking in the management of
their individual patient and also in their management of
podiatric practice;
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
Contributing
Module(s):
POD207 (LO 1)
POD210 (LO 4)
POD209 (LO 2)
POD104 (LO 4)
POD208 (LO4)
POD310 (LO 1+5)
POD312 (LO 1,2)
POD314 1+
HEAA219
Contributing
module(s)
POD208 (LO 1)
POD310 (LO 1)
POD312 (LO 1)
85
The ability to draw reasoned conclusions and
sustainable judgements in the context of podiatric
practice;
The ability to undertake a research project that includes
some original thinking utilising established methods of
enquiry.
Communication
Effective skills in communicating information, advice,
instruction and professional opinion to colleagues,
patients, clients, their relatives and carers; and, when
necessary, to groups of colleagues or clients;
The ability to provide information to the patient in the
context of obtaining informed consent;
Competence in the maintenance of patient records in
order to meet their medico-legal responsibilities.
Numeracy
The ability in understanding, manipulating, interpreting
and presenting data;
The ability to use number skills to enable good practice
in respect of calculation of dose, interpretation of
physiological, biomechanical and research data.
Information technology
The ability to engage with technology, particularly the
effective and efficient use of information and
communication technology;
A working knowledge of the specialist equipment used
in analysing gait, assessing vascular and neurological
status;
The ability to safely use a range of therapeutic
equipment in podiatric management;
The ability to operate technological systems that
facilitate the management of podiatric practice;
Information technology skills that include knowledge of
the use of statistical packages and the ability to make
use of word processing packages for report writing.
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
POD208 (LO 1)
POD310 (LO 1)
POD312 (LO 1)
POD314 1+
HEAA219
Contributing
module(s)
POD104 (LO 3)
POD208 (LO 4)
POD310 (LO 4)
POD312 (LO 4)
POD208 (LO 3)
POD310 (LO 4)
POD312 (LO 2,4)
POD104 (LO 2)
POD208 (LO 3)
POD310 (LO 4)
POD312 (LO 2,4)
Contributing
Module(s):
POD105 (LO 1)
POD105 (LO 1)
POD208 (LO1)
Contributing
Module(s):
All Modules
POD104 (LO 4)
POD208 (LO 1)
POD105 (LO 1)
POD208 (LO 2)
POD208 (LO 2)
POD314 (4)
86
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Appendix 18
SIGNATURE RECORD
For all whose signatures appear elsewhere in the portfolio
I consent to share my Ongoing Achievement Record and electronic
portfolio with my sign-off Clinical Educators, other supervising practice
staff and academic staff at their request, to enable my fitness for
practice to be assessed.
Name of student ………………………………………………………………….
Signature
Date/s
………………………………
Placement
Name of
signatory
BSc (Hons) Podiatry
Clinical Educator Handbook 2015
Date…………………………….
Role (i.e.
sign-off
Clinical
Educator/
supervising
podiatrist/
serviceuser)
Signature
Mentorship
qualification
(if
applicable)
88
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89
Appendix 19
Summary of Roles and Responsibilities on Placement
Before Placement
Student
Student completes Student Profile and
sends to Clinical Educator
If student is unable to attend
placement they must inform their
Personal Tutor, the Placement Coordinator, Placement Clinical
Educator and
podplacements@plymouth.ac.uk as
soon as possible
Clinical Educator
On receipt of profile Clinical Educator
sends prepared placement timetable to
student (the beginning of the first week
should include an induction and can be
mostly observational – students should
have a majority of practical experience
beyond this phase)
If a Clinical Educator is unable to
support student on placement they,
or their Head of Department must
inform the Placement Co-ordinator
and podplacements@plymouth.ac.uk
as soon as possible
STUDENTS MUST HAVE CONTACTED THEIR TRUST BY THE 8 WEEK
DEADLINE OTHERWISE THE TRUST MAY WITHDRAW PROVISION
The student should then review their
portfolio and highlight any learning
targets to their Clinical Educator
The Clinical Educator is not obliged to
provide any learning requirements that
are not already indicated through the
learning outcomes in the relevant
portfolio
The student will need to liaise with the The Clinical Educator needs to have
Clinical Educator to assess what
supplied an Induction Pack for the
travel/transport plans are necessary
placement, including who to contact in
and if nursing accommodation is
case of illness/absence, contact names
available for booking
and addresses, clinic addresses,
parking and public transport details,
relevant Trust policies and procedures
(or links to electronic resources) and
any further information about the
placement. This can/should be placed
on ARC.
The student needs to prepare plans for Where possible the Clinical Educator
the assessment of learning outcomes
would ideally be able to contribute to
from the relevant portfolio (the mode of the student's planning prior to the
assessment and learning outcomes that placement
are to be demonstrated) and send to
Clinical Educator in preparation for
induction
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During Placement
Student
Clinical Educator
The student is expected to behave in a
professional manner throughout the
placement and report to the University
(01752 588800) and the Placement
Contact (refer to Trust induction pack) if
unable to attend a clinic or will be late
If a student is not attending their
placement or is behaving
unprofessionally in any way the Clinical
Educator should inform the Placement
Co-ordinator, University Link Lecturer
(and student's Personal Tutor if known)
The student should familiarise
themselves with the information
provided for induction
An induction should be held on the first
day to ensure the students are familiar
with Fire, Health and Safety protocols
and Trust policies, and to negotiate and
discuss the achievement of learning
outcomes throughout the placement
and other considerations for practice
learning
The Clinical Educator should monitor
attendance and performance and
feedback to student. If behaviour is not
modified the Plymouth University Link
Lecturer should be contacted.
Ideally a minimum of 2 tutorials should
be held a week to provide students
with the opportunity to prepare for the
week ahead and receive feedback on
the previous week (ideally in written and
verbal form). All negotiated 'learning
agreements' should be recorded in
tutorial documentation and
countersigned by both student and
Clinical Educator to indicate their
agreement regarding the format and
content of the assessment
If you believe a student is not
performing to the best of their ability, is
not responding to feedback
appropriately, is experiencing personal
difficulties, is not engaging with the
learning process please alert the
Plymouth University Link Lecturer (and
Personal Tutor if known)
The student should organise
themselves so that they are prepared
for each day - clean uniform, travel to
destination, prior reading, prepared
documentation
The student should be proactive in
identifying learning opportunities and
formulating assessments in preparation
for negotiation in tutorials
If a student is experiencing a personal
difficulty that may be affecting their
placement experience and they are
concerned about disclosing it to their
Clinical Educator they should contact
their Personal Tutor to discuss it
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If a student is experiencing problems
regarding accommodation, learning
disability provision, resource provision
(computer access, library access) the
Clinical Educator should be notified
If a student is experiencing problems
regarding accommodation, learning
disability provision, resource provision
(computer access, library access) the
Plymouth University Link Lecturer
should be notified
Students should seek frequent
feedback on performance throughout
the placement and use it constructively
to inform their practice
If a student is considered to be 'failing'
please ensure the Plymouth University
Link Lecturer has been informed as
soon as possible to ensure that support
can be provided for the Clinical
Educator and student involved.
Frequent feedback to the student will
enable them to improve their
performance and enhance their
progress. A student may be considered
to be failing where there is consistently
no progression occurring.
If a Clinical Educator requires further
guidance supporting a student in
practice e.g.. using the portfolio,
assessing, providing feedback they
should contact the Plymouth University
Link Lecturer for advice and support
If a student is concerned that a
placement is not meeting their learning
needs and the Clinical Educator is
aware of their concerns, they should
contact the Placement Co-ordinator
The student should ensure their
portfolio is up to date and bring it to
their midpoint review with their Personal
Tutor
The student should ensure that the
portfolio records are kept up to date
throughout the placement. It is the
student's responsibility to ensure that
all paperwork is appropriately
completed and collated at the end of
the placement prior to departure
The student should complete a
feedback form for the Clinical Educator
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The Clinical Educator should ensure
that a midpoint review report has been
completed and the Plymouth University
Link Lecturer is informed of any
problems
It is essential that all failed learning
outcomes are supported by
documentation detailing feedback from
formative assessments and the
summative assessment
The Clinical Educator should secure
any feedback that is required for
placement or personal development
92
The student should ensure that all
outstanding accommodation fees or
library fines are paid and books are
returned prior to departure
If any fines or fees are due, the student
is responsible for payment. The
Placement Co-ordinator can assist with
communication between the Trust and
the student but the University is not
liable
After Placement
Student
The student will need to submit the
completed portfolio in full by the
published submission date
Clinical Educator
Where there are queries regarding a
portfolio we may need to contact the
Clinical Educator concerned to get
clarification
Students will be required to complete a
placement evaluation which is then sent
back to Trusts via ARC.
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Appendix 20
Standards of Education and Training (HPC 2009).
Section 5: Practice Placement
For Allied Health Professions
5. Practice placement standards
5.1 Practice placements must be integral to the programme.
5.2 The number, duration and range of practice placements must be
appropriate to support the delivery of the programme and the achievement
of the learning outcomes.
5.3 The practice placement settings must provide a safe and supportive
environment.
5.4 The education provider must maintain a thorough and effective system for
approving and monitoring all placements.
5.5 The placement providers must have equality and diversity policies in
relation to students, together with an indication of how these will be
implemented and monitored.
5.6 There must be an adequate number of appropriately qualified and
experienced staff at the practice placement setting.
5.7 Practice placement educators must have relevant knowledge, skills and
experience.
5.8 Practice placement educators must undertake appropriate practice
placement educator training.
5.9 Practice placement educators must be appropriately registered, unless
other arrangements are agreed.
5.10 There must be regular and effective collaboration between the education
provider and the practice placement provider.
5.11 Students, practice placement providers and practice placement
educators must be fully prepared for placement which will include
information about an understanding of:
 the learning outcomes to be achieved;
 the timings and the duration of any placement experience and
associated records to be maintained;
 expectations of professional conduct;
 the assessment procedures including the implications of, and any
action to be taken in the case of, failure to progress; and
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
communication and lines of responsibility.
5.12 Learning, teaching and supervision must encourage safe and effective
practice, independent learning and professional conduct.
5.13 A range of learning and teaching methods that respect the rights and needs
of service users and colleagues must be in place throughout practice
placement
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Appendix 21
Standards to support learning and assessment in practice NMC (2008)
1. Establishing effective working relationships:
 Demonstrate an understanding of factors that influence how students
integrate into a new practice setting
 Provide ongoing and constructive support to support transition from
one learning environment to another.
 Have effective professional and Interprofessional working relationships
to support learning for entry to the register.
2. Facilitation of learning:
 Use knowledge of the student’s stage of learning to select appropriate
learning opportunities to meet individual needs.
 Facilitate the selection of appropriate learning strategies to integrate
learning from practice and academic experiences.
 Support students in critically reflecting upon their learning experiences
in order to enhance future learning.
3. Assessment and Accountability:
 Foster professional growth, personal development and accountability
through support of students in practice.
 Demonstrate a breadth of understanding of assessment strategies and
the ability to contribute to the total assessment process as part of the
teaching team.
 Provide constructive feedback to students and assist them in identifying
future learning needs and actions. Manage failing students so that they
may enhance their performance and capabilities for safe and effective
practice or be able to understand their failure and the implications of
this for their future.
 Be accountable for confirming that students have met, or not met, the
NMC competencies in practice. As a sign-off Clinical Educator confirm
that students have met, or not met, the NMC standards of proficiency in
practice and are capable of safe and effective practice.
4. Evaluation of Learning:
 Contribute to evaluation of student learning and assessment
experiences - proposing aspects for change resulting from such
evaluation.
 Participate in self and peer evaluation to facilitate personal
development and contribute to the development of others.
5. Creating an environment for learning:
 Support students to identify both learning needs and experiences that
are appropriate to their level of learning.
 Use a range of learning experiences, involving patients, clients, carers
and the professional team, to meet defined learning needs.
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

Identify aspects of the learning environment which could be enhanced negotiating with others to make appropriate changes.
Act as a resource to facilitate personal and professional development
of others.
6. Context of practice:
 Contribute to the development of an environment in which effective
practice is fostered, implemented, evaluated and disseminated.

Set and maintain professional boundaries that are sufficiently flexible
for providing interprofessional care.
 Initiate and respond to practice developments to ensure safe and
effective care is achieved and an effective learning environment is
maintained.
7. Evidence-based practice
 Identify and apply research and evidence based practice to their area
of practice.
 Contribute to strategies to increase or review the evidence base used
to support practice.
 Support students in applying an evidence base to their own practice.
8. Leadership:
 Plan a series of learning experiences that will meet students defined
learning needs.
 Be an advocate for students to support them accessing learning
opportunities that meet their individual needs - involving a range of
other professionals, patients, clients and carers.
 Prioritise work to accommodate support of students within their practice
roles.
 Provide feedback about the effectiveness of learning and assessment
in practice.
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