Bachelor of Science with Honours
Faculty of Life and Health Sciences
School of Health Sciences
The UCAS code for Ulster University is U20
The School of Health Sciences undergraduate programmes will relocate to the Magee campus in Derry~Londonderry from September 2022.
Postgraduate Health Sciences teaching will move to the University’s Belfast campus at the same time.
The School of Health Sciences will remain at Jordanstown for the 21/22 academic year to enable sufficient time for transition arrangements to the new locations.
This location decision reflects the benefits and opportunities presented by the co-location of the School of Medicine, Paramedic Practice and the award-winning School of Nursing based at the University’s Magee campus.
Our Magee campus will best enable the NHS strategic emphasis on development of multi-disciplinary teams and rich opportunities for interprofessional learning.
Podiatry at Ulster -100% employment for graduates within 3 months.
We offer this course to people who wish to gain a professional qualification in Podiatry, a good foundation for postgraduate study and for those who would liketo advance to Podiatric Surgery training. The BSc Hons Podiatry course is a full-time, three year programme of study. You willobtain the academic award of a BSc (Hons) degree and be able to apply for registration with the Health and Care Professions Council (HCPC) and membership to the Royal College of Podiatry (RCPod). This will allow you to practice as a podiatrist in the UK Health and Social Services, in private practice or indeed to work abroad in countries like Canada, Australia, New Zealand, Europe and Asia.
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Podiatry is a science based healthcare profession that focusses on the promotion, maintenance and restoration of foot health. The responsibilities of the professional podiatrist are to assess and diagnose problems concerning the lower limbs and feet and to treat these problems effectively.You will be trained to recognise all aspects of health and disease and to work alongside other healthcare professionals to provide the most appropriate care for patients. Practical experience gained in our on-site clinic and on NHS placements will equip. you with the knowledge and skills you need for clinical practice.
The Podiatry course is delivered in away where you are regarded as an adult learner, potential employee and developing practitioner. Staff provide a supportive and encouraging environment to help you meet the challenges of the course with confidence. Within both the teaching and placement modules of the course you are viewed as a potential future colleague and will be treated with respect as such.
Podiatry is a profession of subspecialties: sports medicine, paediatrics, rheumatology, musculo-skeletal, diabetes, general practice, dermatology, medico-legal and podiatric surgery to name a few. All the specialties offer opportunities for employment and furthering your scope of practice. This degree programme will increase your awareness of these roles and the broad base of training will prepare you for entry level into any of these sub-specialties of Podiatry.
In addition, Podiatry at Ulster University is a progressive course, we were the first programme in the UK and Ireland to teach injectible corticosteroid therapy at undergraduate level.
This is a 3-yearfull time course. Classes are held on most days during the week.
You will be taught the theoretical and practical skills you need via lectures, tutorials and through practical sessionsin clinic. Some teaching will be with other groups of AHP students and some will just be with your fellow Podiatry colleagues. You will be taught by staff here in the School but also by outside lecturers who are specialists in their areas.
You will be expected to take more responsibility for your own learning as you progress through the course.
You will be assessed by different methods including, written exams, phase tests coursework, presentationsand clinical exams (with patients) at different times throughout the course.
Attendance at lectures, practicals and clinics is monitored and you will be expected to attend all sessions.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
All teaching staff have a BSc Hons in Podiatry and are HCPC registered. 3 staff have MSc level qualifications and 2 staff have PhD's. 3 staff are currently working towards their PhD.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
Our vision is aligned to the strategic growth plan for the city and region.
Enjoy student life in one of Europe's most vibrant cities.
Our facilities in Magee cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.
At Student Wellbeing we provide many services to help students through their time at Ulster University.
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
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This module involves the systematic study of the functional anatomy and physiology of human body systems. The role of these of systems in the maintenance of homeostatic balance in the overall function of the body is considered.
This module introduces students to the structure and function of the human skin and its appendages and foundation knowledge in podiatric soft tissue pathology and therapeutics including the clinical use and application of mechanical, chemical and physical therapies in practice.
It serves as an introduction to the clinical environment, infection control and basic skills acquisition necessary for Podiatric treatment. It also provides students with an orientation placement in the health and social care trust environment.
This module will provide students with a comprehensive knowledge of anatomy of the lower limb and its effect on musculoskeletal function and gait. Theory gained in this module is essential for study of patient assessment and musculoskeletal studies throughout second and final year. The theory of anatomy is extended into clinical practice throughout all practice-based modules.
This module will reinforce the importance of good history taking and the selection of appropriate patient assessments. Teaching will focus on current approaches to interpretation of clinical signs and symptoms to aid diagnosis, including the role of the multidisciplinary healthcare team in the holistic approach to patient management. The teaching programme will develop students' clinical reasoning skills and their awareness of evidence based practice.
This module provides students with an understanding of the clinical recognition of various soft tissue pathological states affecting the foot as well as an introduction to clinical skills to enable complete assessment and treatment of patients. Throughout, students will be able to integrate podiatric theory into clinical practice.
This module provides opportunities to learn in an interprofessional context. Students will acquire skills for both academic and practice based learning. It will provide them with an opportunity to acquire knowledge and skills on issues relating to professional practice and personal development within a supportive environment.
The module develops research knowledge and skills for using published evidence to inform practice and for designing and conducting research and clinical audit post-registration. The focus is on research design and qualitative and quantitative methods appropriate for healthcare research. A series of lectures and seminars will develop research knowledge and its application in using and producing research evidence. Workshops will provide practical experience of research activities including data analysis. In addition, course specific seminars will provide guidance on the development of a research idea and presentation of an outline research proposal.
This module will enable the student to develop the knowledge into understanding drug action, pharmacology and clinical use of drugs in disease management and those specifically on the approved list of medicines for use by Health and Care Professions Council (HCPC) registered podiatrists. The student will gain knowledge required to safely and competently access, supply and administer further medicines that may be added to the approved list.
This module introduces and develops key concepts in relation to common medical conditions. It provides the student with the necessary underpinning knowledge in pathophysiology for effective practice and enables them to explore the relationship between aetiology, pathological changes, and signs and symptoms of a range of acute and chronic systemic diseases. This enables the student to develop an understanding of medical management as a means to consolidate their holistic approach to patient care.
This module will provide students with a comprehensive knowledge of musculoskeletal anatomy of the lower limb and gait analysis. Theory gained in this module is essential for study of patient assessment and musculoskeletal studies throughout second and final year. The theory of anatomy is extended into clinical practice throughout. the HSCT placement component of this module will further enable students to put theory into practice and develop their practical skills.
This module will enable the student to gain competency in the theory and clinical application of local anaesthesia as well as further develop their existing clinical skills. This module also provides the students with four weeks of professional practice placement experience in the health and social care setting to further integrate and consolidate theory into practice.
This module is designed to extend the student's knowledge of biomechanics to more complex clinical situations requiring a higher level of understanding of pathological biomechanical processes and strategies to overcome them. This will involve a problem solving approach and practical classes to reinforce theoretical components. The module will introduce the student to the mechanical assessment of more complex patient groups including children, athletes and those with rheumatological conditions.
In this module students will develop research skills by undertaking a research study on a topic related to practice. Each student, with support, will have an opportunity to undertake one of the following types of research project: (i) a systematic critical review to inform practice;(ii) a research protocol involving the design of a research study or health promotion activity or (iii) a research report involving the collection and/or analysis of data to produce evidence to inform practice. Lectures and clinics, supplemented by online material, will provide the theoretical knowledge and guidance required to undertake the research task. Workshops will provide support for practical skills such as systematic searching for literature, using critical appraisal tools and data management and analysis.
This module will prepare the student to undertake an active role in medicines management within their specified area and scope of practice. The legislative framework and professional and ethical principles which underpin prescribing practice are explored. The student will assimilate pre-existing knowledge and understanding in Pharmacology with legislative requirements, leading to safe and competent access, supply and administration of medicines available on the approved list of medicines for Health and Care Professions Council (HCPC) registered podiatrists.
This module builds on the student's clinical skills and provides them with the opportunity to further integrate theory into practice, with a greater emphasis on management of the 'at risk' patient and the use of nail surgery procedures in the podiatric management plan.
Clinical reasoning will underpin clinical decision-making whilst developing critical reflection for lifelong practice. Students will explore specialist roles and diversity within podiatry and gain a better understanding of the scope of practice and the graduate challenges they may encounter as part of their professional lives.
This module seeks to integrate theory and clinical practice, applying diagnostic and therapeutic techniques to pathways of care for service users. The student will manage caseloads whilst developing clinical autonomy in accordance with their progress. Students will also gain experience of specialist health and social care services and the private practice environments.
This module is designed to explore the relationship between systemic disease and high risk status of the lower limb. Critical evaluation of treatment techniques, clinical reasoning and podiatric risk management across a broad range of client/patient groups will prepare the student for autonomous and multi-disciplinary podiatric practice.
This module explores the health and social care policies relevant to the delivery and organisation of podiatry and other services. The emphasis is on equipping the student with the knowledge and skills to make a successful transition into the workplace.
This module is designed to explore the various diagnostic modalities used to image the foot and lower limb and the surgical produces used to manage many of the conditions which present in the foot. Critical evaluation of treatment techniques, clinical reasoning and podiatric risk management will prepare the student for autonomous and multi-disciplinary podiatric practice.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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Grades BBB to include a grade B from one of the following: Maths, Physics, Chemistry, Biology, CCEA Single Award Life & Health Sciences (first taught September 2016), Double Award Life & Health Sciences (grade BB) or Double Award Applied Science (grade BB).
QCF Pearson BTEC Level 3 Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite) (in a relevant science based BTEC)
Award profile of DDD
RQF Pearson BTEC Level 3 National Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite) (in a relevant science based BTEC)
Award profile of DDM
You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:
QCF Pearson BTEC Level 3 Diploma/ OCR Cambridge Technical Level 3 Diploma (2012 Suite)(in a relevant science based BTEC).
Award profile of DD plus A Level Grade B
RQF Pearson BTEC Level 3 National Diploma/ OCR Cambridge Technical Level 3 Diploma (2016 Suite)(in a relevant science based BTEC).
Award profile of DM plus A Level Grade B
QCF Pearson BTEC Level 3 Subsidiary Diploma/ OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of DplusA Level Gradesaa BB
RQF Pearson BTEC Level 3 National Extended Certificate/ OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of D plus A Level Grades BB
For further information on the entry requirements for this course please contact the administrator as listed in Contact details.
Grades H3,H3,H3,H3,H3 to include two H3 Highers in the following: Maths, Biology, Physics or Chemistry. Plus English and Mathematics Grade H6 at Higher level or Grade O4 at Ordinary level.
Overall Access profile pass with an overall mark of 65%, including 65% in each level 3 module to include two level 3 modules from the following: Maths, Biology, Physics or Chemistry, NICATS maths (25 credits) or maths 1 & 2 or GCSE grade C Maths.
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, additionally GCSE maths Grade C/4.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
As part of the selection method applicants will be required to undertake a successful video interview. Interviews will occur after the 26 January 2022 deadline.
Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently 33. More information on Enhanced Disclosures may be accessed by www.accessni.gov.uk (http://www.accessni.gov.uk).
You will also be required to demonstrate good health prior to commencing the course. You will therefore complete a health declaration form which will be screened by Occupational Health who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be confirmed.
HND (science related) entry requirement:
Pass HND with overall Merit to include 60 distinctions in level 5 credits/units.
HNC (science related) entry requirement:
Pass HNC with overall Distinction to include 90 distinctions in level 4/5 credits/units.
Ulster Foundation Degree
Pass in Foundation Degree in a science related area with an overall mark of 55% in level 5 modules. Applicants will be considered for year one entry only.
This course no longer requires applicants to sit the Health Professions Admissions Test (HPAT-Ulster).
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Graduates from this course are now working for:
With this degree you could become:
Podiatry offers a rewarding career if you wish to work ina caring profession. Podiatry can provide flexibility of working, a challenging scope of practice andthe opportunity to work with a variety of patient groups such as the elderly, children and amateur or professional athletes. Working as a podiatrist can be exciting because you can work with a number of other health care professionals including physiotherapists and prosthetists. Over time, you may find areas of clinical practice you want to focus on for your future career development and undertake further training across a number of areas eg. high risk foot management, biomechanics, podopaediatrics, surgery etc. There are employment opportunities for you within both the National Health Service and private practice, where the locations you work will depend on the scope of your practice. This could include: hospitals, community clinics, patients' homes, private clinics, sports clubs or fitness centres. Companies in industry and retailmay employ you as part of the occupational health team. Opportunities also exist within the education sector for fullor part time postgraduate study or employment as a lecturer or researcher. While many people work in the UK or Ireland, many choose to work abroad in countries like Canada, Australia, New Zealand, Europe and Asia. If you decide to work abroad you may have to meet specific requirements for professional recognition/registration in the country you go to and may require some experience within the UK first.
It is a requirement of The Royal College of Podiatry (our professional body), that as part of undergraduate training you must complete a minimum of 1000 hours of practice education.
To achieve this,you mustattend weekly clinics on campus during semester and placements within one of the fiveHealth Trusts in Northern Ireland during semester times. These Trust placements consist of 19 weeks in total, spread across all three years of study.
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a chiropodist/podiatrist.
Graduates of accredited programmes in Podiatry or Podiatric Medicine are deemed to be fit for the profession of podiatry. They may join the Society of Chiropodists and Podiatrists and, upon acceptance, will have the right to use the post-nominal letters: MChS.
Fees illustrated are based on academic year 22/23 entry and are subject to an annual increase.
If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Correct at the time of publishing. Terms and conditions apply.
The Northern Ireland Branch of the Royal College of Podiatry sponsor annual monetary prizes for each of the year groups.
Additional costs include - AccessNI Check, Health Screening, Indemnity, Placement Expenses, Uniforms.
As part of entry to your course, you will be required to purchase a uniform during the first semester. 2019-20 costs were approx. 120.
Royal College of Podiatry
Student membership of the Royal College of Podiatrists is free however, you will be required to obtain indemnity insurancefrom the College to enable you to practice clinically as a student. The cost will be approximately 125 for the three years.
Students may incur expenses during periods of placement. Some placements may be outside Northern Ireland and will incur additional costs. Travel expenses will not be reimbursed however, if a student is required to take a third address for the duration of their placement the University will contribute towards this costbut will not be liable for the total amount.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
International Admissions Office
'This is a great time to be studying podiatry with plenty of job opportunities in a variety of roles. There's a great mix of theory and practical based teaching and the small class number provides a great opportunity to get to know the others in your class! It's a more challenging and varied course than I had imagined but very rewarding!'
Final Year Student 2020
'Podiatry is FUN! The lecturing staff are incredibly supportive of learning, they make the podiatry material exciting as well as keeping students up-to-date with current research in podiatry.Podiatry really has something for everyone whether you enjoy the sports side of podiatry and MSK, to wound management, it is all covered in the three years. There are plenty of opportunities for hands on learning whether it is at the clinic at Ulster University or out in Trust placements. During these experiences we apply our learning and theoretical knowledge to patients in real life clinical scenarios. The podiatry degree at Ulster University is a starting point in your career as a podiatrist and opens up doors to other areas you could progress into such as working abroad, being a specialist podiatrist, sports podiatrist, podiatric surgeon or research. At Ulster, you are supported to grow and develop as a podiatry student, equipping future podiatrists with essential skills required in podiatry. This is a fantastic career to be involved in! I could not recommend podiatry enough!'
Final Year Student 2020