Bachelor of Podiatry (Honours)

Core requirement

Students must be able to manage their own responses and behaviour to work effectively in a range of learning environments with diverse people and tasks. This includes the capacity to be receptive and respond appropriately to constructive feedback. Students should also be able to work with others in a team or group environment and make and maintain effective relationships with a wide range of individuals in order to complete tasks or for professional practice.

See also Student behaviours policy for more information.

Course-specific requirement

Podiatry students require the capacity to manage their own emotions and behaviour effectively when working with peers, supervisors, patients and any other groups or individuals in practice settings.

Podiatry students are required to be examined by their peers and physically examine their peers and patients (of all genders, religions, and cultural backgrounds) in teaching and clinical / hospital environments.

Effective verbal and non-verbal communication is fundamental to podiatric practice and needs to be respectful, culturally safe, clear, attentive, empathetic, honest, and non-judgemental.

The ability to observe and understand culturally safe non-verbal cues assists with building rapport with people and gaining their trust and respect in academic and professional relationships. For example, displaying consistent and appropriate facial expressions, culturally safe eye contact, being mindful of space, time boundaries and body movements and gestures promotes trust in academic and professional relationships. Additionally, being sensitive to individual differences displays respect and empathy to others and develops trusting relationships.

The ability to observe and understand verbal and non-verbal cues is essential for safe and effective observation, recording and reporting of client symptoms and reactions to facilitate assessment, intervention, and treatment.

The ability to work collaboratively in teams, advocate for patients and their supports, and implement leadership skills is important for being able to provide safe and effective patient care.

Core requirement

Students must be able to locate, acquire, retain and apply knowledge as part of their learning and for assessment. They must have the ability to sustain their attention over a designated period, maintain their focus in a variety of learning environments and remember information long enough to complete tasks in a reasonable and safe timeframe.

Course-specific requirement

Safe and effective delivery of podiatry services is based on comprehensive knowledge that must be sourced, understood, and applied appropriately. This includes conceptualising and using appropriate knowledge in response to academic assessment items. It also includes appropriately applying knowledge of theory, research evidence, policies, and procedures in a range of learning and clinical environments. Literacy skills are required to: convey spoken and written messages accurately and effectively; paraphrase, summarise and reference in accordance with appropriate academic conventions in written assignments. Additionally, effective written communication is required to ensure clinical documentation meets professional and legal requirements. Competent application of numeracy skills is essential in podiatry to facilitate the safe and effective service delivery. Examples include recording accurate measurements in client notes; Prescribing footwear and orthotics devices (including componentry) that correctly meets client measurement, weight, and activity requirements; Writing prescriptions for pharmaceuticals and medicines where accurate communication of both numeric and written language is vital for patient safety.

Podiatry service delivery requires sufficient physical and mental endurance to perform multiple tasks in an assigned period and the ability to perform repetitive activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately. Examples include participating in tutorials and lectures in a range of learning environments; Providing consistent, timely podiatry service delivery over a negotiated time frame while on placement.

Refer to The Podiatry Board Professional Capabilities for Podiatrists Podiatry Board of Australia - Accreditation publications and resources

Core requirement

Students should possess the ability to interact with visual, auditory or tactile inputs sufficiently to manage their learning environment and to meet professional performance needs.

Course-specific requirement

Podiatry students require sufficient visual acuity to demonstrate the required range of skills, tasks, and assessments to maintain consistent, accurate and safe care to self and others. Visual observations, examinations and assessment are fundamental to safe and effective podiatric service delivery. Examples include observing and detecting subtle changes in posture, gait, general movement, integrity of the skin and physical systems (e.g., vascular and neurological status) and the ability to perform functional activities during assessment and treatment. Safely operating equipment, tools, and machinery e.g. equipment - grinders, dopplers and sterile operating spaces and the ability to visualise and interpret images (e.g., x-rays and MRI scans).

Sufficient auditory ability is necessary to monitor, assess and manage individual health needs consistently and accurately. Auditory assessments and observations are fundamental to safe and effective podiatry service delivery. Examples include ability to detect and respond to auditory warning / alarm systems; Detecting care requests by calls for help or activation of a call bell (hospital environment); Engaging appropriately to a patient's responses during an assessment.

Tactile assessments and observations are fundamental to safe and effective service delivery, sufficient tactile ability is necessary to monitor, assess and detect patients' physical characteristics and act on any abnormalities detected. Podiatry examples include: Detecting changes in circulation, e.g. temperature; Palpating joints, muscles, and soft tissues, and detecting anatomical or movement abnormalities; Ensuring orthotic devices and shoes fit correctly and are technically safe for patient use.

Refer to The Podiatry Board Professional Capabilities for Podiatrists Podiatry Board of Australia - Accreditation publications and resources

Core requirement

Gross motor skills: Students should possess the strength, range of motion, coordination and mobility sufficient to manage their learning environment and ultimately, professional performance needs.

Fine motor skills: Students should possess the manual dexterity and fine motor skills sufficient to manage their learning environment and ultimately, professional performance needs.

Course-specific requirement

Podiatry students require sufficient gross and fine motor skills to provide, coordinate and prioritise service delivery. This includes the ability to appropriately position self, equipment, and clients to perform tasks consistently and safely to reduce risk of harm to self and others. Tasks that involve gross motor skills include lifting, carrying, pushing, pulling, standing, twisting, and bending. Tasks that involved fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects and individuals. Examples of gross motor skills that are important for podiatry include: Maintaining own and client's balance during assessment and treatment; Completing technical task such as modification of orthotic devices, using specialised equipment to undertake assessment and performing routine nail and skin management; Evaluating clients in a safe and effective manner, who have varying physical capacity, who are positioned on plinths and hospital beds, on chairs and when standing. Examples of fine motor skills that are required for podiatry include: Performing assessment techniques, e.g. evaluation of sensation and joint movement; Performing technical tasks, e.g. fabrication of padding and strapping, including the use of hand tools such as electric nail drills, grinders and dopplers. Diagnostic and therapeutic instrumentation including use of sterile equipment for injection.

Refer to The Podiatry Board Professional Capabilities for Podiatrists Podiatry Board of Australia - Accreditation publications and resources