MIDWIFERY PRACTICE 2 - 2024/5

Module Overview

This module is a year-long module that integrates theory and practice within university learning blocks and placement learning blocks. Students will be supported to apply their knowledge of altered physiology and body functioning to commonly encountered mental, physical, behavioural and cognitive health conditions within maternity care to inform their clinical assessment, decision making and interventions. There will be a focus on management of increased complexity in midwifery care. Students will demonstrate the ability to recognise and respond appropriately to changing risk factors and obstetric emergencies. Students will consider the wider scope of leadership, innovation and change management and its impact on care on maternity multidisciplinary teams and care provision.

Module provider

School of Health Sciences

Module Leader

HARRISON Sam (Health Sci.)

Number of Credits: 0

ECTS Credits: 0

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Crosses academic years

Prerequisites / Co-requisites

None

Module content

Domain 1: Being an accountable, autonomous, professional midwife:

• Using evidence to inform innovations in practice 


• Reflection and thinking creatively to solve problems


• Self management and empowerment


• Behavioural influences on ability to self-manage


• Investigating and critically analysing evidence from a variety of sources


• Mental Health First Aid (looking after own emotional wellbeing)


• Ethical issues in maternity care

• Continuity of carer


• Holistic Assessment (midwifery specific mental health)


• Sexual and reproductive healthcare needs


• Planning and prioritising care

• Medication Management


• Applied physiology


• Applied pharmacology and medicine management


• Interpretation of cardiotocographs


• Relationship building, bonding and baby massage


• NIPE study day

• Understanding physical and mental health challenges in practice


• Mental Capacity Act


• Co-morbidity


• Substance Misuse


• When a baby dies and termination


• Hypertensive disorders (gestational, pre-eclampsia)


• Multiple pregnancy


• Breech


• Cord prolapse


• Antepartum haemorrhage (abnormal placentation, abruptio placenta, ruptured uterus)


• Pre-term labour


• Shoulder dystocia


• Malposition and malpresentation and the effects this has on labour and birth


• Operative delivery


• Vaginal Birth After Caesarean


• Episiotomy and intrapartum perineal care


• Postpartum Haemorrhage


• Obstetric Cholestatis


• VTE in pregnancy (applied)


• Retained placenta


• Sepsis


• Cancer


• Mental health care in pregnancy


• Role of the perinatal health midwife supporting pathways and networks


• PND and psychosis


• The impact, management and outcome of long-term conditions in pregnancy


• The sick neonate (pathological jaundice, hypoglycaemia, infection, low birth weight, IUGR, prematurity, neonatal resuscitation).


• Wound care


• Acute pain management


• Recognition of what complexity is and the effect it has on pregnancy, birth and in the postnatal period


• Indications for induction of labour and methods (prostaglandins and mechanical cervical ripening methods, ARM, oxytocin)


• Epidural and spinal analgesia/anaesthesia


• Recognition and management of delay in labour


• BLS and NLS

• Leadership styles and theories


• Teams working & communication


• Service redesign in todays NHS


• Implementing & managing Change


• Influencing and negotiating skills


• Role of service users and carers in development of services


• Managing resources – time/people/finances


• Multidisciplinary team working


• Use of E:health and e:technologies

• Understand, research, analyse and synthesise evidence to inform an innovative solution to practice.


• Team working and leadership styles including underpinning theories.


• Reflective learning strategies to evaluate own practice and develop accordingly.


• Service redesign and change management including the role of service users and carers in development of services, influencing and negotiating skills and managing resources – time, people, finances.


• Mental and physical health comorbidities and interactions in a social context across the lifespan drawing upon evidence to support understanding.


• The interaction between cognitive abilities and disabilities, mental health and physical well–being.


• Service user and carer focused approach to understanding and relieving psychological and physical distress.


• Range of interventions and evidence to inform a choice of strategies for managing effective, holistic delivery of care, taking account of ethical issues associated with care.


• Furthering knowledge about medication management including more complex delivery methods and medication interaction.


• The benefits and challenges of interdisciplinary and interagency working and communication strategies, including looking after own emotional wellbeing (Mental Health First Aid).

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate an understanding of person-centred care, communication and assessment skills. It will provide them with the skills to review and assess the evidence which underpins practice.

Theoretical, university-based assessment will occur alongside practice-based proficiency assessment using the practice-based assessment documentation (MORA) to achieve the criteria, set by the Nursing and Midwifery Council (NMC, 2019).  Progression will be confirmed by the Practice Assessor and the assigned Academic Assessor.

Thus, the summative assessment for this module consists of:

• Summative 1: Evidence Enquiry (2 pieces of primary research, critically appraised and significance for practice explored) – 3000 words


• Summative 2: Long term condition case scenario - write about decision-making, care/treatment plan regarding a complex birth/complex neonatal care and infant feeding – 3000 words


• Summative 3: VIVA/OSCE (multi station) – station examples:
  
  
  
  • Management of a midwifery emergency 1 (example breech birth, shoulder dystocia, newborn life support) O
  
  
  • Management of a complex midwifery emergency 2 (example the deteriorating woman) V
  
  
  • Interpreting a CTG V
  
  
  • Pharmacology V
  
  
  • Mental health scenario V/O
  
  
  • NIPE V/O
  
  
  • Pain management and risk assessment
  
  
  • Infant feeding
  
  
  • Ethics
  
  
  • Public Health
  
  
  
  


• Summative 4: Practice Assessment Document (MORA) year long pass/fail


• Summative 5: Safe Medicate exam


• Summative 6: Written clinical account: 1000 words

• Service user needs with a long-term condition 


• Evidence Enquiry – article checking and significance discussion (peer supported)


• Think out loud activity


• Written submission of scenario-based decision making


• VIVA/OSCE


• Safe Medicate

• Self-tests

• Safe medicate


• Anatomy & physiology

• Think out loud activity- decisions in practice


• Simulation with actors (communication)


• Reflective learning journal

• Continuous feedback from teaching fellows & actors within university learning blocks


• Peer feedback within university learning blocks (simulation and theory)


• Continuous feedback from practice whilst on placement learning blocks


• Service user and carer feedback


• Online feedback


• Tutorials

Module aims

• Enable students to assess and apply knowledge of altered physiology and body functioning to commonly encountered mental, physical, behavioural and cognitive health conditions to inform clinical assessment, decision making and interventions. Students will demonstrate the ability to recognise and respond appropriately to changing risk factors and obstetric emergencies. Students will engage in inter professional working and adopting a service user and carer focused approach.
  
• Enable students to explore the relationships between physical and mental health in order to effectively implement holistic midwifery care, develop the knowledge, skills and understanding of the management of long term condtions within midwifery practice. To enable students to examine and care for babies immediately following birth and those with specific health or social needs and refer to other professionals or agencies as appropriate.
  

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to enable students to explore the notions and challenges of leadership and team working through the process of experiential learning. Healthcare Practice within simulation and placement will enable students to further develop clinical proficiencies and assessment skills, focusing on the assessment and management of complexity within holistic scenarios. Students will be provided with the opportunity to develop the knowledge, skills and attributes to holistically care for women, babies (to include the fetus) and their families through existing and emerging, challenging and complex health conditions.

• Simulation


• Seminars


• Online – self-test / additional learning materials / discussion boards / student forums


• Classroom discussions


• Student-led seminars


• Problem based learning


• Case studies / scenarios


• Experiential learning


• Practice placement experience

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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NUR2190

Other information

The School of Health Sciences Midwifery Nursing programme is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities:

Students will explore the digital transformation of care, adopting new digital technology to reimagine healthcare leading to a cultural transformation and the democratisation of care to improve health outcomes, lowering cost of care and improving the human care experience.

Students are also required to develop and

evidence proficiency in effectively utilising general digital search tools and specialist online health science databases as part of their research and study throughout their degree. They will be supported in reaching such proficiency with ongoing learning and guidance from the School and from the University.

Employability:

Students are exposed to a wide range of employability opportunities that extend beyond the development of clinical / professional skills within practice placements. For example, short visits  with specialists in long-term conditions. There is additional  opportunity to undertake two  elective placements. 

Students will be required to demonstrate through their learning and assessment: the ability to source and to assess the accuracy and validity of various sources of information, exercise judgement over how knowledge is analysed, exploring the principles of decision making. 

Opportunity for elective placement abroad 

Global and cultural capabilities:

Students will be supported to continue develop their cultural competence to support the diverse range of communities engaging with services and play a vital role in improving health, preventing and treating diseases.

Students will be encouraged and supported to explore the current social landscape, social justice, ethical and legal and professional frameworks. The programme content and assessment tasks will require students to develop and demonstrate competence in incorporating relevant critical analyses to explore the evidence base to make evaluative judgements.

Resourcefulness and Resilience:

Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to unforeseen circumstances throughout the module and in the clinical environment.  This pillar is fundamental to the development of effective and safe health professionals. Scenario based examples are used to develop students’ ability to respond effectively to changing situations.  These skills are tested through formative and summative assessments and in the clinical environment.  Students are supported to engage with Wellbeing services and are encouraged to foster resilience through peer support.  An integrated programmatic approach and scaffolding helps with both the development of knowledge throughout the academic year and programme and highlights the importance of assessment for learning in the journey of the student.  In the ever changing world resilience skills sustain themselves in challenging and difficult working climates.

Sustainability:

Healthcare resources are finite and this module will explore the role of health promotion in providing service users with information to make good choices regarding health behaviours.  This will give learners the knowledge and skills to compassionately address current inequalities and maximize long term outcomes which may positively impact on their own and the world’s sustainable development.  We have a philosophy which aims to create the future healthcare workforce which is fit for today but which is also future proofed through consideration of an ever changing healthcare landscape. Students will focus on global challenges of our era that are the focus of current policy processes to develop the necessary social skill as global citizens by focusing on social issue (e.g., increase of uptake of vaccines) from the perspective of diverse target audience.

Programmes this module appears in

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 2024/5 academic year.