Module code: NUR2125

Module Overview

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 practice assessor 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 practice assessor, with or without practice supervisor, 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 practice assessor in line with the needs of service. The practice assessor will take feedback from the team to collate a final assessment.  This can be both formative and summative.  A practice assessor 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.

Module provider

School of Health Sciences

Module Leader

BOLGER Sarah (Health Sci.)

Number of Credits: 60

ECTS Credits: 30

Framework: FHEQ Level 5

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

Overall student workload

Workshop Hours: 3

Clinical Placement Hours: 915

Independent Learning Hours: 26

Seminar Hours: 30

Tutorial Hours: 1

Practical/Performance Hours: 5

Guided Learning: 5

Captured Content: 6

Module Availability

Crosses academic years

Prerequisites / Co-requisites

Completion of previous practice module  

Module content

Indicative content includes:

  • Reflection

  • Case-studies

  • Problem-based learning

  • Simulation

  • CTG

  • Parent education

  • Pain

  • Breastfeeding

  • 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

  • Newborn and Infant Physical Examination (NIPE) (2nd year content)

Assessment pattern

Assessment type Unit of assessment Weighting

Alternative Assessment

None as all are core to meet NMC Standards

Assessment Strategy

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:

  • Portfolio

  • 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 medical 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 should be based on a woman who accesses maternity care. 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.

2000 words

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 3, 4, and 5, the student must demonstrate the learning that has occurred within the reflection

2000 words


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)
    SCBU experience

  • Drug knowledge pages
    Drug assessment in practice

  • Teaching of a client/small group assessment

Student need to complete 975 hours in practice in their 2nd year.

Formative assessment

Mentor formative feedback within the practice setting


Through portfolio progress meetings with mentors and at final summative practice assessment meeting.


Module aims

  • 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, simulation, self directed learning, practice in a clinical environment as well as the Erasmus programme.

Learning outcomes

Attributes Developed
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 women accessing maternity care. This includes a discussion of the impact of long term medical condition on the well being of the fetus/baby and family/carers- 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 ¿high-risk¿ women accessing maternity care - C, K KC
006 To continue developing skills in undertaking new born examinations under supervision supported by a workbook and theoretical sessions. KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

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 – 19 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

  • Newborn and Infant Physical Examination (NIPE) - 3-hour theory and 2 hours skills lab practical

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
Upon accessing the reading list, please search for the module using the module code: NUR2125

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 2025/6 academic year.