MIDWIFERY PRACTICE 3 - 2024/5

Module Overview

This module provides a sequential and integrated learning experience using theory and practice, by a spiraling of content that supports student development. It will prepare students to demonstrate proactive leadership acting as change agents to challenge practice to enhance people’s wellbeing and experience of health care, integrating evidence into their clinical and scholarly practice, becoming an accountable evidence-based professional midwife. Practice within simulation and placement will enable student midwives to draw together learning from university blocks, by consolidating their knowledge and proficiencies within clinical practice in preparation for professional registration. 

Module provider

School of Health Sciences

Module Leader

SARAVIA Vikki (Health Sci.)

Number of Credits: 0

ECTS Credits: 0

Framework: FHEQ Level 6

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:

• Identification and reporting of near misses, critical incidents, major incidents and serious adverse events. Sharing feedback and learning.


• Becoming a Practice Supervisor.


• Safeguarding level 3 (link with Children’s Nursing)


• Preceptorship


• Interview preparation

• Human Rights legislation (including safe guarding), rights of the child, sexual and reproductive rights, legal and ethical frameworks, mandatory reporting duties.


• Understanding the wider role of the HCP


• Women’s Health screening (Breast, ovarian and cervical screening)


• Contraception, sexual and reproductive wellbeing in the puerperium


• OASI (3rd/4th degree tears) detection and prevention

• Non-medical prescribing


• Pharmacology – non-medical prescribing content and safe medicate


• Infection prevention and control, communicable disease surveillance, antimicrobial resistance and stewardship


• NIPE


• BLS/NLS/Moving and handling


• CTG assessment

• Wider public health role - Social circumstances including poverty, homelessness, trafficking, slavery, criminal justice system, domestic abuse, refugees


• Adoption, fostering and surrogacy


• Family Nurse Partnership and teenage pregnancy


• Prison services (linking with vulnerable and disadvantaged families)


• Assisted conception


• STI, HIV and late diagnosis HIV


• Female Genital Mutilation (FGM)


• Eclampsia and HELLP


• Massive Obstetric Haemorrhage and DIC


• Inverted uterus


• Acute fatty liver


• Perineal suturing theory and practice


• Cannulation


• Caring for the critically ill woman (including A-F assessment)


• Obstetric emergency real-time scenario


• Breastfeeding in challenging circumstances


• Invasive Monitoring


• ECG - recognition of abnormal rhythms


• The pregnant cardiovascular system and identification of women requiring cardiovascular support


• Neurological assessment and action


• Critical Care skills practical


• The pregnant urinary system, deteriorating kidney function and AKI, and Fluid management


• The pregnant respiratory system, respiratory assessment and action, Drugs to support breathing


• Interpreting haematological, biochemical and ABG results


• Management of women requiring support

• Use of evidence in quality improvement methodologies and processes, how to read and apply data, use of epidemiological data, service evaluation, audit, risk management


• Human factors, safe staffing, skill mix, team working, escalation of concerns including national guidance, team reflection and debriefing.


• Working in stressful and difficult situations, recognising when we are vulnerable, compassionate self-care, compassionate leadership


• Leadership and role modelling leading


• Critical care/crisis intervention, decision making, consideration of alternative diagnosis, advanced communication (noticing and listening, challenging conversations), Ethical debate and dilemmas when evidence may be conflicting

• Non-medical prescribing


• Pharmacology – non-medical prescribing content


• Safe medicate


• Infection prevention and control, communicable disease surveillance, antimicrobial resistance and stewardship


• Understanding the wider role of the HCP


• Identification and reporting of near misses, critical incidents, major incidents and serious adverse events. Sharing feedback and learning.


• Human factors, safe staffing, skill mix, team working, escalation of concerns including national guidance, team reflection and debriefing.


• Working in stressful and difficult situations, recognising when we are vulnerable, compassionate self-care


• Leadership and role modelling leading – compassionate leadership


• Becoming a Practice Supervisor.


• Critical care/crisis intervention, decision making, consideration of alternative diagnosis, advanced communication (noticing and listening, challenging conversations), Ethical debate and dilemmas when evidence may be conflicting


• Human Rights legislation (including safeguarding), rights of the child, sexual and reproductive rights, legal and ethical frameworks, mandatory reporting duties.


• Wider public health role – social circumstances including poverty, homelessness, trafficking, slavery, criminal justice system, domestic abuse, refugees

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate a wide range of practice-based proficiencies, in order to achieve the criteria set by the Nursing and Midwifery Council (NMC, 2019).

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:

• Practice Development Project
  
  
  
  • Part 1 - identify an area of practice that requires change, including a literature review and consideration of practice (5500 words)
  
  
  • Part 2 - recommendations  for practice based on part 1 (2500)
  
  
  
  


• Complex programme specific OSCE/VIVA


• Medicines management and pharmacology
  
  
  
  • Calculations (100% pass mark)
  
  
  • Medicines management application
  
  
  
  


• Practice assessment document (MORA)


• Autonomous practice essay

• Formative 1 - project plan 


• Formative 2 - OSCE/VIVA practicemidpoint reviews on MORA


• Formative 3 - medicines management

• Self-tests
  
  
  
  • Physical/mental assessment/pharmacology
  
  
  • Safe medicate tests
  
  
  
  


• Simulation with actors


• Reflective learning journal


• OSCE/VIVA

• Continuous feedback from lecturers & 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

• Develop confident, competent and responsive practitioners with the knowledge, skills and behaviours required to deliver and lead high quality evidence-based midwifery care. It will enable students to act with professional integrity and demonstrate achievement of the professional standards as defined by the Nursing and Midwifery Council¿s (2019) Standards of Proficiency for Midwives.
  
• Prepare students to deliver safe and compassionate evidence-based, person centred care, whilst demonstrating the values and attitudes in keeping with non-discriminatory practice and an orientation towards holistic care.
  
• Facilitate partnership working with health and social care professionals, service users, carers and families, acknowledging the contribution of a collaborative approach to care and the importance of education for health.
  
• Enable students to contribute to the planning, design and delivery of care by leading, delegating and supervising other health care professionals.
  
• Develop the capacity to adapt to change and identify and initiate innovations in practice.
  
• Facilitate the development of clinical, analytical and reflective thinking skills with the ability to distil research impacts, integrate and combine sources of knowledge.
  
• Develop a commitment to life wide and independent learning through self-awareness, emotional literacy and reflective practice.
  

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:enable students to successfully develop the skills to qualify them entry to the NMC register as midwives.  It will support them to develop their skills as autonomous and accountable practitioners within the multidisciplinary and multiagency team.    Healthcare Practice within simulation and placement will enable students to continue to develop clinical proficiencies and assessment skills, focusing on developing these in the assessment and management of complex but infrequently occurring holistic scenarios building on learning in years 1 and 2.

 

• 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: NUR3329

Other information

The School of Health Sciences Midwifery 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 evaluate the digital transformation of care, having opportunities to engage with digital technology to support 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. Through the development of recommendations for further research and potential changes to guidelines that inform clinical practice.

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 whilst demonstrating the ability to undertake a substantive project with independent study.

 Employability:

Placements provide the opportunity for students to build connections and relationships that will impact on their future employability and career development to transition into an autonomous practitioner.

The final placement provides the opportunity to develop and evidence their leadership and decision-making skills as they prepare to enter the professional world as registrants.

The variety of assessments are designed to replicate the demands and circumstances of modern professional practice and the programme seeks to complement and scaffold students professional outlook and application through the provision of comprehensive clinical activities and other specialist activities such as change agency and reflective practice.

All students will be offered the opportunity to develop their skills in CV writing, interview skills, and the application process to assist in bridging the transition between study and employment.

In year 3, Midwifery students will have the same placement opportunities as year 2, but with the addition of main recovery placement and opportunities to work within leadership teams (shift leaders, ward managers, consultant midwives and matrons).

Nursing and midwifery students  are offered a developmental  package which enables them to undertake  the supervision  of other learners at the point of  qualification. 

Global and cultural capabilities:

Students will be supported to develop cultural sensitivity which relates to the importance of respect, trust and empathy in therapeutic relationships.

Their role in promoting cultural awareness when working with colleagues in practice and challenge their own and for others thinking to advocate for service-users, relatives, carers and key stakeholders.

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.