DEVELOPING MIDWIFERY PRACTICE - 2020/1
Module code: NUR2125
You will be in a learning environment facilitated by a variety of health professionals, and guided and assessed by a named mentor. Learning will be a progressive learning journey in order to meet the standards at the end of the programme within the scope of practice relevant to your professional group, with the ability to recognize your own limitations and plan how to address these. Supernumerary means you are not counted in the staff numbers but will be working alongside the clinical team. You will develop essential skills, through practice experience, to demonstrate your ability to practice safely and independently within a multi-disciplinary environment. This will be progressively developed throughout the programme. A named mentor is allocated to guide and facilitate your learning experience and undertake assessment to ensure your learning outcomes are achieved. This experience is managed through a team approach and the named mentor, with or without a co-mentor, will be allocated to oversee (directly or indirectly) your clinical time. It is important to note that this can be managed differently within various placements and will be negotiated/discussed with the mentor in line with the needs of service. The mentor will take feedback from the team to collate a final assessment. This can be both formative and summative. A sign off mentor will ensure final learning outcomes are evidenced and assessed at appropriate levels and times. There is a requirement that in order to achieve the above you will need to access a variety of placements across the geographic area. This will also involve working shift patterns (24/7) which meet the needs of that service provision.
School of Health Sciences
BOLGER Sarah (Health Sci.)
Number of Credits: 60
ECTS Credits: 30
Framework: FHEQ Level 5
JACs code: B720
Module cap (Maximum number of students): N/A
Crosses academic years
Prerequisites / Co-requisites
Completion of previous practice module
Indicative content includes:
- Problem-based learning
- Parent education
- Special Care Baby Unit/ Neonatal Unit
- Moving and handling
- Parent education
- Adult, maternal and neonatal basic life support
- Management of medicines and the role of the midwife
- Controlled drugs safety and legislation
Long-term cardiovascular conditions and their effect on the childbearing continuum
Long-term respiratory conditions and their effect on the childbearing continuum
Long-term endocrine conditions and their effect on the childbearing continuum
Long-term neurological conditions and their effect on the childbearing continuum
Long-term gastrointestinal, renal and hepatic conditions and their effect on the childbearing continuum
Long-term muscular-skeletal conditions and their effect on the childbearing continuum
Long-term hematology conditions and their effects on the childbearing continuum
|Assessment type||Unit of assessment||Weighting|
|Coursework||ESC DOCUMENTATION (INCLUDING DRUG ASSESSMENT IN PRACTICE AND TEACHING OSCE)||Pass/Fail|
|Coursework||CLINICAL GRADING TOOL||50|
|Coursework||WRITTEN CASE STUDY ANALYSIS||25|
None as all are core to meet NMC Standards
The assessment strategy is designed to provide students with the opportunity to demonstrate successful completion of the module learning outcomes and the essential skills clusters at the end of the second year
Thus, the summative assessment for this module consists of:
Parent education assessment in practice
Drug assessment in practice
Written reflection submitted via Surrey learn
Written case study analysis submitted via Surrey learn
Written case study essay:
This assignment is a written case study of the student’s involvement in the management of care provided to a woman with a long term condition. A case study, also known as a case report (and not to be confused with a
research case study), is a detailed report of a diagnosis, treatment, and follow-up of the care of an individual patient with a long term condition. Case studies may contain demographics of the patient, and provide professional narratives that feedback on clinical practice guidelines and offer a framework for early signals of effectiveness, adverse events, or cost. A case report is a means of communicating something new that has been learnt from clinical practice. It could be about the usual or unusual management of a common disease.
This scenario may be an antenatal, intrapartum or postnatal experience. The student needs to use a suitable case study/report framework in which to present the work. This assignment needs to demonstrate the ability to critically analyse literature linked to the topic chosen.
With reference to the module learning outcomes 2, 3, 4, and 5, the student must demonstrate the learning that has occurred as a result of the care they have been involved with, of a woman with a long term condition.
Pain reflection essay:
This assignment is a reflective account of the student’s involvement in the management of pain for a woman in their care.
This scenario may be an antenatal, intrapartum or postnatal experience. The student needs to use a recognised framework for reflection to analyse the management of care. The assignment needs to demonstrate knowledge of the physiology of pain, which can then be applied to the method of pain relief chosen for the essay. This assignment also needs to demonstrate the ability to critically analyse literature linked to the topic chosen.
With reference to the module learning outcomes 2, 3, 4, and 5, the student must demonstrate the learning that has occurred within the reflection
Portfolio: With reference to the module learning outcomes 1, 3, 4, and 5, the student must demonstrate the learning that has occurred as a result of the portfolio.
Portfolio: With reference to the module learning outcomes 1, 3, 4, and 5, the student must demonstrate the learning that has occurred as a result of the portfolio. These include:
- 4 grading tools, one in each of the following areas: DS, AN, PN and community
- 5 x user feedback reflections
1 x detailed user feedback reflection
Evidence of at least one visit/short placement
- Maternity insight into nursing (must be at least 37.5 hours over 1st and 2nd year)
- Drug knowledge pages
Drug assessment in practice
- Teaching of a client/small group assessment
Should have 1012.5 hours, including 112.5 hours for the elective.
Mentor formative feedback within the practice setting
Through portfolio progress meetings with mentors and at final summative practice assessment meeting.
- The purpose of this module is to help prepare midwifery students for the reality of working as safe, competent and confident qualified midwives (in line with the Nursing and Midwifery Council (2009) standards), who will be life-long learners working in a complicated world, where the health needs of the pregnant population continue to become increasing complex, often requiring a multidisciplinary approach in order to achieve successful outcomes. Learning opportunities are delivered through taught session, self directed learning, practice in a clinical environment as well as the Erasmus programme.
|001||Completing the essential skills clusters at the end of the second year, and identifying the interaction between effective enquiry, interpersonal communication skills and team working, and successful outcomes for pregnant women and their babies - P, c, K, T||KCPT|
|002||Identifying and explaining the physical and psychological effects of long term medical conditions on pregnancy, childbirth and the postpartum period, and how these affect wellbeing in the mother, baby, and family- C, K||KC|
|003||Applying practical thinking skills to solve authentic problems and make decisions when assessing, planning, implementing, and evaluating individualised midwifery care plans for women during normal childbearing and in more complicated pregnancies, such as those affected by underlying long-term medical conditions. This includes connecting pre-existing knowledge of the pregnant and non-pregnant human body (anatomy and physiology) to the altered physiological states experienced by women with long-term medical conditions - C, K||KC|
|004||Acting as self-directed learners who identify, critically analyse and evaluate bodies of literature relating to the effect of long-term medical conditions on the woman, fetus, baby and developing child, and the role of the health care professional in reducing adverse effects - C, T||CT|
|005||Recognising the value of, and recommending the use of a Modified Early Obstetric Warning System (MEOWS) chart (if appropriate) in the management of all ‘high-risk’ pregnant and postnatal women - C, K||KC|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Personal Tutorial Hours: 1
Workshop Hours: 6
Clinical Placement Hours: 975
Seminar Hours: 20
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Provide significant learning experiences, where students are actively facilitated to successfully complete essential skills required for midwifery practice.
The learning and teaching methods include:
Online learning activities (within the University’s virtual learning environment ), which include podcasts, and blogs – 1.5 hours per week x 2 weeks
Authentic action learning, problem-based learning (PBL) activities, and group work/ inquiry - 10 hours per week x 2 weeks
High and low fidelity simulation – 9 hours per week x 2 weeks
Taught classroom-based theory (promotive interaction), seminars, discussions, interactive electronic quizzes, and patient stories / service user involvement – 12 hours per week x 2 weeks
Self-directed learning / reading/ independent enquiry – 12.5 hours per week x 2 weeks
Reflection and debriefing – 2.5 hours per week x 2 weeks
Mentor supported learning and feedback in the clinical practice settings -37.5 hours x 26 weeks
Students are also given the opportunity to experience midwifery in another country through the Erasmus program. The university is able to send two high performing students who apply for the opportunity to study abroad.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for DEVELOPING MIDWIFERY PRACTICE : http://aspire.surrey.ac.uk/modules/nur2125
Programmes this module appears in
|Midwifery (Registered Midwife) BSc (Hons)(NURSES PRE-REG SEP)||Cross Year||Core||Each unit of assessment must be passed at 40% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.