Midwifery Pre-Programme Information - University of Web viewModule Descriptor. Module Descriptor....

BSc (Hons) Midwifery

Pre-programme information and preparation for September 2017

CONTENTS

WELCOME

Preparing for this programme getting a HEADSTART 3

PRE-PROGRAMME INFORMATIONProgramme aims 4

Title(s) of award(s) 4

Programme structure – overview 3

Module descriptor forms - year one modules 5

HWTW4001 Fundamentals of Professional Practice 6

HWTW4002 Developing Professional Graduate Skills for Health and Social care practitioners 8

HMFM4010 Fundamentals of Midwifery Practice 10

HMFM4020 Biological basis to Normal Childbirth 13

HMFM4030 Public Health in a Maternity Context 15

Programme DRAFT planner for year one 17

Practice placements – general information 18Standard of dress / uniforms 18

Student support systems 19

Student responsibilities 19

PRE-PROGRAMME PREPARATIONOverview 20

TASK 1 – Managing my time 21

TASK 2 – Numeracy self-assessment 28

TASK 3 – The Statutory Professional Body – the Nursing and Midwifery Council 31

TASK 4 – Thinking about personal experience and professional practice 31

TASK 5 – Anatomy & Physiology 32

TASK 6 – What is Health? 32

TASK 7 – Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis 33 WELCOME TO THE MIDWIFERY PRE-REGISTRATION PROGRAMME

Welcome to The University of Cumbria and what we hope will be a challenging but rewarding programme enabling you to apply for registration as a midwife on the Nursing and Midwifery Council (NMC) Professional Register.

This programme is offered by the Department of Nursing Health and Professional Practice. The Department also offers professional programmes in Occupational Therapy, Radiography, Physiotherapy, Social Work and all four fields of Nursing. You will meet and work with students on these programmes in each year.

We’re delighted that you have accepted a place with us and look forward to meeting you again when you join us in September.

Julie Foster (Programme Leader)

PREPARING FOR THIS PROGRAMME

Read and carefully digest the information in this bookletIt is intended to help you to get ready for this programme; read it, work on the tasks and ask us if you have any questions.

HEADSTARTYou should have received an email inviting you to sign up for the HeadStart course on our Virtual Learning Environment (VLE) – Blackboard. This course WILL help you to make a good start to this programme; part of it will contribute to the module HWTW4002.

Work on the activities in this booklet. It is intended that they will enable you to tailor your preparation to your own strengths, development needs and interests in relation to the first semester modules.

Complete the tasks, keep them safe and bring them with you when you start the programme. They will be essential to a good start to the programme; they will be referred to in classroom sessions and in meetings with your personal tutor. You will need to build on them for the modules in semester one and for your assessments.

ICT skills and requirements for home study and Blackboard accessTo access the Blackboard Virtual Learning Environment and engage in discussion with your peers and tutors when you are away from the campus, you will need access to a PC with Broadband connection and to run the web browser Internet Explorer or Mozilla Firefox (if you are a Mac user you can use Safari).

This year, we have moved to online submission of assignments via Turnitin through Blackboard.To produce your assignments you will need to be able to use Microsoft Word and PowerPoint. You will also find it very useful to be able to scan documents into your Word documents.

Off you go!

If you have queries about any of this, please ask us

Email - [email protected]

mailto:[email protected]

PRE-PROGRAMME INFORMATION

PROGRAMME AIMS

The overall aims of the programme are to meet the requirements of the European Union (EU) Directive Recognition of Professional Qualifications 2005/36/EC Article 40 (NMC 2009 pp. 4-7), preparing students to

provide safe and effective practice provide women-centred care meet ethical and legal obligations demonstrate respect for individuals and communities develop quality and excellence in midwifery care respond to the changing nature and context of midwifery practice continue professional development throughout their career (lifelong learning) use the best available evidence to inform midwifery practice

These are detailed in the NMC (2009) Standards for pre-registration midwifery education – standard 17 Midwifery Competencies and Essential Skills Clusters (ESCs).

TITLE(S) OF AWARD(S)This table shows the qualifications that may be awarded to students who successfully complete part of, or the entire programme.

Academic Awards Level Credit points

Professional Qualifications (where relevant)

BSc(Hons) Midwifery 6 360 Registered MidwifeDiploma in Higher Education: Maternity Care

5 240 None

Certificate in Higher Education: Maternity Care

4 120 None

PROGRAMME STRUCTURE – overview

- 3 years full time with 45 programme weeks in each year- modular- all modules are COMPULSORY and must be passed in ordered to be eligible for the awards- 2 semesters / year with a summer period of required programme attendance which will be tailored to each student’s particular learning needs (including re-assessment opportunities).

SEE DIAGRAM ON FOLLOWING PAGE

BSc (Hons) Midwifery - Programme StructureRefer to the modules descriptor forms (MDFs) for module details Academic exit

awardYe

ar 1

leve

l 4

HMFM401040 credits

Fundamentals of Midwifery Practice

Long practice based module which runs over

2 semesters

Cer

t. H

.E M

ater

nity

Car

e

HMFM 402020 credits

Biological Basis to Normal childbearing

Semester 1 Assessment in semester 2

HWTW400120 credits

Working Together: Fundamentals of

Professional Practice

Semester 1

HMFM 403020 credits

Public Health in a Maternity Context

Semester 1

HWTW400220 credits

Working Together: Developing Professional

Graduate Skills for Health and Social Care

Practitioners

Semester 1 & 2

Refer to the modules descriptor forms (MDFs) for module details Academic exit award

Year

2 le

vel 5

HMFM 5010 40 credits

Developing Midwifery Practice – Responding

to Challenges

Long practice based module as above

Dip

lom

a H

.E M

ater

nity

C

are

HMFM 503020 credits

Complexity in Maternity Care

Semester 1 Assessment in semester 2

HWTW 500120 credits

Working Together:Working with Others

Semester 1

HMFM 502020 credits

Contemporary Holistic Care in a Global Context

Semester 1

HWTW 500220 credits

Working Together: Using Evidence to Support

Practice

Semester 2

BSc (Hons) Midwifery - Programme Structure Diagram Academic award

Year

3 le

vel 6

HMFM 6010 40 credits

Preparing for Autonomous Midwifery

Practice

Long practice based module as above

BSc

(Hon

s) M

idw

iferyHMFM 6020

20 creditsEmergencies in

ChildbearingSemester 1

HWTW 600120 credits

Working Together: Professional Practice in

Context

Semester 1

HFMG600720 credits

HMFG9001 QPU

Examination of the Newborn

Semester 2QPU qualificatory

practice unitHWTW 6002

20 creditsWorking together: Using

Evidence to Evaluate Practice

Semester 2

MODULE DESCRIPTOR FORMS (MDFs) for year one modules

On the following pages you will find the module descriptor forms for the first year modules.

At first glance these forms are hard to follow! We suggest that you take some time to look at the module aims and indicative content. You will also find the core bibliographies useful.

The pre-programme work will enable you consider your own preparation for the programme in relation to your current strengths and development needs.

Faculty of Health and WellbeingLifelong and Interprofessional Learning Quality Group

Module Title: Fundamentals of Professional Practice Module Code: HWTW4001

Date validated:Date amended:

May 2012

CAT credits: 20

Module Leader: Alison Buckley NQF Level: Level 4Campus(s) Carlisle and Lancaster Mode(s) of

delivery:FT, PT & FDL

Owning Quality Group:

Lifelong and Interprofessional Learning Start date: Sept 2012

JACS Code: B700Programme Code N/AIs the module to be available as a stand alone module? No

1 Aims of the Module

To enable students to develop an understanding of the foundations for professional practice by exploring their own value base in order to inform their emerging professional identity

2 Intended Learning Outcomes

On successful completion, you will be able to:

1. Demonstrate skills of self-awareness and the ability to identify your own personal and professional values, behaviour and development needs

2. Demonstrate an awareness of ethical frameworks that inform and underpin professional practice

3. Explore the key principles of personal responsibility in respect of professional regulatory standards and legislative requirements

4. Identify how your developing awareness of inter-personal skills will enable you to work with and support others

3 Indicative Module Content

Introduction to inter-personal skills: communication skills, group working, emotional intelligenceCustomer care skillsProfessional standards and health care legislationInformed consent & mental capacity; privacy, dignity and confidentiality; disclosure and reporting of untoward incidests, professional accountability & advocacy, data protection, duty of care, safeguarding adults and childrenProfessional Codes of Coduct and roles / responsibiliities of professional regulatory bodies / agenciesProfessionalism, professional identity and professional regulationAntidiscriminatory practice, attitudes, values and beliefsIntroduction to ethical reasoning and principles. Personal morality, value base for careConcept of risk and risk assessment

4 Indicative Student Workload

Scheduled learning and teaching 36 HrsGuided independent study 164 Hrs

5 Assessment PlanMethod of assessment length / time

(where appropriate)

ILOs assessed

Weighting (summative only)

Core elements

Summative assessmentYesWritten assignment 3500 1-4 100%

Formative assessmentTutor and peer feedback from group / online discussions will be integrated progressively into the summative written assignment

1-4 n/a

5.1 Reassessment Reassessment in the failed component(s) will be as stated in the Academic Regulations. Specific rules may apply depending on the requirements of the professional bodies involved

6 Indicative Core Bibliography

Banks S, Gallagher A (2008) Ethics in Professional Life: Virtues for Health & Social Care: Character, Conduct & Caring. London, Palgrave MacMillan

Beauchamp TL, Childress JF (2008) Principles of Biomedical Ethics. Oxford, Oxford University Press

Bilo R, Robben S, Rijn R (2010) Forensic Aspects of Paediatric Fractures: Differentiating accidental trauma from child abuse. Springer

Burnard P (1997) Effective Communication for Health Professionals (2nd ed). Cheltenham, Nelson Thornes

Dickens J (2012) Social Work, Law & Ethics. London, Routledge

Dimond B (2008) Legal Aspects of Mental Capacity. Oxford, Blackwell Publishing

Donnelly E, Neville L (2008) Communication & Interpersonal Skills (Health & Social Care: Knowledge & Skills). UK, Reflect Press Ltd

Egan G (2009) The Skilled Helper (8th ed) Wadsworth Publishing Co Inc

Garwood-Gowers A, Tingle J, Wheat K (eds) (2005) Contemporary Issues in Health Care Law. Elsevier.

O’Toole G (2008) Communication: Core Interpersonal Skills for Health Professionals. London, Churchill Livingstone

Scott RW (2008) Promoting Legal & Ethical Awareness for Health Professionals & Patients. London, Mosby

Further texts relevant to each profession will be identified in the module handbook and on the virtual learning environment site

Websites:

www.values-exchange.com

www.dh.gov.uk

www.opsi.gov.uk

Relevant professional and regulatory body websites

7 Additional Notes

HWTW4001 is the Midwifery profession variant of this module and is mirrored by variants for Nurses, Occupational Therapists, Social Workers, Radiographers and Physiotherapists

http://www.opsi.gov.uk/

http://www.dh.gov.uk/

http://www.values-exchange.com/

Faculty of Health and WellbeingLifelong and Interprofessional Learning Quality Group

Module Title: Developing Professional Graduate Skills for Health and Social Care Practitioners

Module Code: HWTW4002


May 2012

CAT credits: 20

Module Leader: Linda Morrison NQF Level: Level 4Campus(s) Carlisle and Lancaster Mode(s) of

delivery:FT, PT & FDL

Owning Quality Group:

Lifelong and Interprofessional Learning Start date: Sept 2012

JACS Code: B700Programme Code (CRS)

N/A

Is the module to be available as a stand alone module? No1 Aims of the

ModuleTo enable the student to develop the skills required to become an independent life long learner and to prepare students for learning alongside other professionals



1. Identify, locate, discriminate and use a variety of information sources to support professional practice

2. Identify and reflect upon own learning needs

3. Demonstrate written communication skills and create effective arguments in a structured and clear manner


Using a library and accessing a range of information sources to inform learning relevant to professional practice. The concept of a hierarchy of evidence. Referencing and plagiarism. Information fluency. Reflective practice. Numeracy (relevant to each profession). The importance of effective reading, understanding of literature and written communication. Digital literacy to support professional learning. Introduction to basic research terminology, methodology and design, introduction to basic evidence based terminology


Scheduled learning and teaching 36 HrsGuided independent study 164 Hrs


(where appropriate)

ILOs assessed


Core elements

Summative assessmentYesWritten assignment 2500 1-3 100%

Formative assessmentSelf-awareness activities, such as on-line sector resources, results of which will be integrated into the summative written assignment

1500 2 n/a

5.1 Reassessment Reassessment in the failed component(s) will be as stated in the Academic Regulations. Specific rules may apply depending on the requirements of the professional bodies involved

6 Indicative Core Bibliography Bradbury, H. (2010) Beyond Reflective Practice: New Approaches To Professional

Lifelong Learning. London: Routledge

Burns, T., Sinfield, S. (2008) Essential Study skills: The Complete Guide for Success at University 2nd Ed. London: Sage

Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis & Argument. Basingstoke: Palgrave Macmillan

Greetham, B. (2008) How to Write Better Essays 2nd Ed. Basingstoke: Palgrave Macmillan

Pears, R., Shield, G. (2010) Cite Them Right: The Essential Referencing Guide 8th Ed. Basingstoke: Palgrave Macmillan

Santy, J., Smith, L. (2007) Being an E Learner in Health & Social Care: A Student’s Guide. London: Routledge

Tamblin, L., Ward, P. (2006) The Smart Study Guide: Psychological Techniques for Student Success. Malden MA: Blackwell

Tyreman, CJ. (2010) Testing Series: How to Master Nursing Calculations: Pass Numeracy Tests & Make Sense of Drug Dosage Charts. London: KoganPage

Further texts relevant to each profession will be identified in the module handbook and on the virtual learning environment site

7 Additional Notes

HWTW4002 is the Midwifery profession variant of this module and is mirrored by variants for Nurses, Occupational Therapists, Social Workers, Radiographers and PhysiotherapistssFormative assessment self-awareness activities will vary according to the professional requirements

Faculty of Health and WellbeingMaternal, Child and Family Quality Group

Module Title: Fundamentals of Midwifery Practice Module Code: HMFM 4010


March 2013

CAT credits: 40

Module Leader: Jan Cottam NQF Level: Level 4Campus (s) Carlisle Mode(s) of

delivery:Full Time

Owning Programme / Quality Group

BSc (Hons) Midwifery /Maternal, Child and Family Quality Group

Start date: Sept 2013

JACS Code B720

Programme Code (CRS)

Is the module to be available as a stand alone module? No


For the student to demonstrate application of fundamental midwifery knowledge, skills and values.



1. Demonstrate application of fundamenatal midwifery knowledge, and performance of skills in relation to the care of women and their families

2. Demonstrate practice performance to the achievement level specified for Year One of this programme in the NMC Midwifery Competencies and Essential Skills Clusters; including medicines calculations*

3. Complete core skills training as specified for Year One of this programme

4. Apply knowledge to the midwifery care of women and their families during uncomplicated childbirth

5. Reflect on and provide evidence of personal development of knowledge, skills and values in the care of women and their families

6. Demonstrate effective Year One programme record keeping


Placements providing experience of midwifery care of women and their babies and families during the antenatal, intranatal and postnatal periods. Elective placement opportunity. Preparation for developing and maintaining the ePortfolio, MyPAD and all programme records. Reflection and practice-theory integration. Evidence base for practice. Preparation for placements. Core knowledge and basic professional skills workshops in preparation for practice, for example - record-keeping, medicines administration and mangement, ANTT, venepucture, personal safety/managing conflict, health and safety. Application of understanding of biological, social and emotional contexts of childbirth to holistic client-centred assessments and care of women, their babies and families during uncomplicated childbirth. Infant feeding and lactation - application of knowledge and skills in the support of women. Psychomotor and interpersonal skills essential to midwifery assessments and care of women, fetuses, neonates and families during uncomplicated childbirth- for example clinical observations (e.g. blood pressure, fetal heart auscultation, mental health assessment, abdominal examination, palpation & auscultation); care in labour; care for comfort and hygiene; skills for supporting breastfeeding women; principles of pre- and post- operative care. Exploration of attitudes and values necessary for woman-centred, diversity sensitive midwifery. Introduction to risk management in midwifery, supervision of midwives. Expert speakers e.g. service users, specialist midwives, supervisor of midwives.Sharing experience and learning through online tutor supported discussions.


Scheduled learning and teaching 66 HrsPractical classes and workshops 30 HrsPlacement 200* HrsIndividual Tutorial 4 Hrs

Guided independent study 100 Hrs

5 Assessment PlanMethod of assessment length / time (where

appropriate)ILOs assessed


Please indicate core elements

Summative assessmentYes

Yes

Practical skills assessment NMC Midwifery competence and ESC profile. * Medicines Management Numerical Assessment 100% pass required by the NMCCore skills profile.Graded practice

1, 2, & 3 50%

Portfolio 3500 w/e 4, 5 & 6 50%Formative assessmentMid-placement, practice-based review with practice mentor and link lecturer x 2. Personal tutor review of portfolio at 2 points in the year.

n/a

5.1 Reassessment Reassessment in the failed component(s) will be as stated in the Academic Regulations. NB Both parts (all components) of the module assessment must be passed. In the case of the practical skills assessment, where there is an incomplete competency and ESC or skills profile, there will normally be a progress review and action plan leading to an additional 4 weeks practice prior to summative assessment. Thereafter, there will be ONE reassessment opportunity for this part.

6 Indicative Core Bibliography

Baston, H., Hall, J. and Henley-Einon, A. (2009-2010) Midwifery Essentials volumes 1-4. London. Churchill Livingstone Elsevier Ebook

Byrom, S., Edwards, G. & Bick, D (Eds.)(2009) Essential Midwifery Practice: Postnatal Care. Oxford. Wiley-Blackwell Ebook

Chenery-Morris, S. & McLean, M. (2012) Normal Midwifery Practice (Transforming Midwifery Practice Series). London. Learning Matters (Sage) NIS

Derbyshire, E. (2011) Nutrition in the Childbearing Years. Oxford. Wiley-Blackwell Ebook

Fraser, D.M. & Cooper, M.A. (Eds.)(2009) Myles' Textbook for Midwives 15th edition. London. Churchill Livingstone Elsevier

Griffith, R. Tengnah, C. & Patel, C. (2010) Professional Issues in Midwifery (Transforming Midwifery Practice Series). London. Learning Matters (Sage) NIS

Johnson, R. & Taylor. W (2011) Skills for Midwifery Practice 3rd edition. Edinburgh. London. Churchill Livingstone Elsevier

Jordan, S. (2010) Pharmacology for Midwives: The Evidence Base for Safe Practice 2nd edition. Basingstoke. Palgrave Macmillan.

Kirkham, M. (2010) The Midwife-Mother Relationship 2nd edition. Basingstoke. Palgrave Macmillan.

Macdonald S & Magill-Cuerden J (Eds.) (2011) Mayes Midwifery 14th edition. London. Bailliere Tindall

Mander, R. & Fleming, V. (2009) Becoming a Midwife. London, Routledge

Nursing and Midwifery Council (NMC) (2012) Midwives Rules and Standards

NMC (2012) Supervisors of midwives: How they can help you

NMC (2011) Guidance on professional conduct for nursing and midwifery students 3rd edition.

NMC (2010) Raising and escalating concerns: Guidance for nurses and midwives

NMC (2009) Record keeping: Guidance for nurses and midwives

NMC (2009) Standards for pre-registration midwifery education

NMC (2009) Modern supervision in action: a practical guide for midwives

NMC (2008) The code: Standards of conduct, performance and ethics for nurses and midwives

NMC (2007) Standards for medicines management (reviewed 2010)

all publications available to download from http://www.nmc-uk.org/

NMC Top resources for students

http://www.nmc-uk.org/Students/Top-resources-for-students/

NHS National Institute for Health and Clinical Excellence (NICE) guidance – various topics

http://www.nice.org.uk/guidance/index.jsp?action=find

Perinatal Institute for maternal and child health (2011) CTG tutor

http://www.perinatal.nhs.uk/ctg/index_ctg.htm

Pollard, M. (2011) Evidence-based Care for Breastfeeding Mothers: A Resource for Midwives and Allied Healthcare Professionals. Abingdon. Routledge.

Walsh, D. & Downe, S. (Eds.)(2010) Essential Midwifery Practice: Intrapartum Care. Oxford. Wiley-Blackwell

Wickham, S. (Ed.) (2009) Midwifery Best Practice Volume 5. Oxford. Books for Midwives

Journals including British Journal of Midwifery, Practising Midwife, Midwives and MIDIRS

7 Additional Notes NB consistent with NMC (2009 p.5) the term 'childbirth' here relates to the childbearing continuum across the antenatal, intranatal and postnatal periods * Indicative student workload -The NMC (2009 p.19) requires students to spend a minimum of 50% course time in practice. During this module students will be allocated for 420 hours placement.

http://www.nice.org.uk/guidance/index.jsp?action=find

http://www.nmc-uk.org/Students/Top-resources-for-students/


Module Title: Biological Basis to Normal Childbirth Module Code: HMFM4020


March 2013

CAT credits: 20

Module Leader: Cassandra Lynch NQF Level: Level 4Campus (s) Carlisle Mode(s) of

delivery:Full Time


BSc Hons MidwiferyMaternal, Child and Family Quality Group


JACS Code B720




This module aims to enable students’ acquisition of biological knowledge related to normal childbirth.



5. demonstrate understanding of the anatomical and physiological basis of reproduction

6. demontrate understanding of maternal, fetal and neonatal anatomical and physiological adaptations during childbirth

7. demonstrate understanding of pharmacodynamics and pharmacokinetics in relation to common pharmaceuticals in childbirth


Anatomy and physiology - general and midwifery specific e.g. male and female reproductive; renal, cardiovascular, respiratory, digestive, neurological and immune systems.Conception, fetal and placental development. Fertility and fetility control.Fetal skull, Pelvis, Pelvic floor, Mechanism of normal labour. Anatomical and physiological changes in the woman, fetus and neonate during normal childbirthAnatomy & physiology of lactation. Introduction to infant nutritionPharmacology - pharmacodynamics and pharmacokinetics in relation to common medicinal products used during childbirth.


Scheduled learning and teaching 149 HrsGuided independent study 50 HrsIndividual Tutorial 1 Hrs


(where appropriate)

ILOs assessed



Summative assessmentYesWritten exam 2 hours 1, 2 & 3 100%

Formative assessmentquizzes n/a

5.1 Reassessment Reassessment in the failed component(s) will be as stated in the Academic Regulations.

6 Indicative Core Bibliography Boyle, M. (2009) ‘How to interpret basic blood values in pregnancy’. Midwives. Feb-

Mar; 12(1) 20 Available online

Coad, J. & Dunstall, M. (2011) Anatomy and Physiology for Midwives 3rd edition. London. Churchill Livingstone Elsevier

Fraser, D.M. & Cooper, M.A. (Eds.)(2009) Myles' Textbook for Midwives 15th edition. Churchill Livingstone Elsevier

Johnson, R; Taylor. W (2011) Skills for Midwifery Practice 3rd edition. Edinburgh. Churchill Livingstone Elsevier

Jones, K. & Jones, N. (2008). ‘How to calculate the expected date of delivery’. Midwives. June-July. 11(3), 19 Available online

Macdonald S & Magill-Cuerden J (Eds.) (2011) Mayes Midwifery 14th edition. London: Bailliere Tindall NIS

Perinatal Institute for maternal and child health (2011) CTG tutor

http://www.perinatal.nhs.uk/ctg/index_ctg.htm

Rankin, J. (2012) Myles Midwifery Anatomy & Physiology Workbook. Churchill Livingstone Elsevier NIS

Stables, D. & Rankin, J. (2010) Physiology in Childbearing With Anatomy and Related Biosciences 3rd edition. London. Bailliere Tindall

Waugh, A. & Grant, A. (2010) Ross and Wilson Anatomy and Physiology Colouring and Workbook 3rd edition. Churchill Livingstone


Module Title: Public Health in a Maternity Context Module Code: HMFM4030


March 2013

CAT credits: 20

Module Leader: Cassandra Lynch NQF Level: Level 4Campus (s) Carlisle Mode(s) of

delivery:Full Time


BSc Hons Midwifery /Maternal Child and Family Quality Group


JACS Code B720




This module aims to enable students to prepare for their role in promoting the health of women and their families and communities during childbirth and beyond.



8. Demonstrate understanding of the determinants of health

9. Demonstrate understanding of approaches to health promotion in relation to childbearing women and their families

10. Reflect on challenges to healthy lifestyle choices and behaviour change


Concepts of health and illness, theories and models of health, social and cultural determinants and influences on health; disability Social and health policy; screening, BFIApproches to health promotion, salutogenesisMaternal and infant nutrition, sexual health, fertility & contraception, exercise, alcohol use, smokingEmotional transition to parenting / parent-infant interaction


Scheduled learning and teaching 149 HrsGuided independent study 50 HrsIndividual Tutorial 1 Hrs


(where appropriate)

ILOs assessed



Summative assessmentYesReport 2000 words 1, 2 & 3 100%

Formative assessmentgroup seminar 10 minutes n/a

5.1 Reassessment Reassessment in the failed component(s) will be as stated in the Academic Regulations.

6 Indicative Core Bibliography Bowden, J. & Manning, V. (Eds)(2006) Health Promotion in Midwifery: Principles &

Practice 2nd edition. London, Hodder Arnold. Fraser, D.M. & Cooper, M.A. (Eds.)(2009) Myles' Textbook for Midwives 15th edition. Churchill Livingstone Elsevier

Healthtalkonline http://www.healthtalkonline.org/

Hubley, J. & Copeman, J. (2008) Practical Health Promotion. Cambridge, Polity Press

Scriven, A. (2010) Promoting Health: A Practical Guide. 6th edition. London, Balliere Tindall Ebook

Macdonald S & Magill-Cuerden J (Eds.) (2011) Mayes Midwifery 14th edition. London: Bailliere Tindall Ebook

McKay-Moffat, S.F. (Ed.)(2007) Disability in Pregnancy and Childbirth. Churchill Livingstone Elsevier. NIS

Naidoo, J. & Wills, J. (2009) Foundations for Health Promotion 3rd edition. London, Bailliere Tindall

National Institute for Health and Clinical Excellence (2010) How to stop smoking in pregnancy and following childbirth. NICE public health guidance 26

http://www.nice.org.uk/guidance/PH26

Unicef Baby Friendly Initiative

http://www.unicef.org.uk/babyfriendly/

http://www.unicef.org.uk/babyfriendly/

http://www.nice.org.uk/guidance/PH26

http://www.healthtalkonline.org/

BSc (Hons) Midwifery S17 YEAR ONE - FUNDAMENTALS OF MIDWIFERY – This is an example onlySE

MES

TER

ON

E15 weeksweeks commencing

16Sept

23 30 Sept

7 Oct

14

21 28 4 Nov

11 18 25 2Dec

9 16 23 30 6Jan

Welcome week

HOLIDAY 2 weeks

T T T T T T T C C C C C C T T ASSESSMENTS datesto be confirmed

PRACTICE REVIEW 1

HMFM4030 HWTW4001

SEM

ESTE

R T

WO

16 weeksweeks commencing

13Jan

20 27 3 Feb

10 17 24 3March

10 17 24 31 7 April 14 Easter

21 28 5May

1 WEEKHOLIDAY

T T T L L L L T T MW MW MW MW T T TASSESSMENTS dates to be confirmed

HWTW4002

PRACTICE REVIEW 2

HMFM4010 all parts

HMFM4020 EXAM

SUM

MER

PER

IOD

14 weeksweeks commencing.

12May

19 26 2June

9 16 23 30 7July

14 * 21 28 4 Aug

11 18 25

1Sept

8

either RP/C RP/C RP/C RP/C P P P P P P HOLIDAY 4 weeks P P P P

or RP/C RP/C RP/C RP/C P P P P P P P P P P HOLIDAY 4 weeksASSESSMENTS dates to be confirmed

HMFM4010 IF referred

Each practice week comprises 30 hours practice plus a study day. Public holidays in practice weeks should normally be taken from practice hours & as they fall (and must be recorded in the MyPAD) T = theory week; C = community midwifery; L = intrapartum midwifery care; MW = maternity ward placementsSUMMER PERIODRP/C = 4 weeks for referred practice competencies in a suitable placement depending on individual need. If not referred placement will probably be community midwifery.P = SUMMER PERIOD PLACEMENTS – these may be flexible to student need as supported by personal tutor, otherwise it will normally include Midwife led unit (minimum of 2 weeks), Maternity Unit practice (normally returning to the same maternity unit – both labour and maternity wards) and community base. Students should normally be supported by a suitable designated registered midwife for each placement; unless summative assessment is due this need not be a sign off mentor.There is the opportunity for up to 4 weeks elective subject to satisfactory performance and timely approval* Thursday this week is likely to be the Yr 3 dissertation presentations to all midwifery students and will be the study day for all students that week

PRACTICE PLACEMENTS – GENERAL INFORMATIONYou will spend at least 50% of programme time in practice. At the beginning of the programme the campus-based, directed and self-directed study will help prepare you for placement. During your placement you will be able to meet with your same site based peers; to share experience and reflection on practice via the Virtual Learning Environment (VLE) programme site on ‘Blackboard’ and will be well supported by practice based midwife mentors and your link lecturer (one of the midwifery lecturers).

Placement provision in this programme is the responsibility of the University of Cumbria and NHS Trust partners (with the exception of any agreed ‘elective’ placements). The programme team through the Faculty Placement Learning Unit arrange all practice placements for midwifery students for the duration of their programme, except for elective placements. The placements used by the University are audited to ensure that they meet the student’s educational requirements and are allocated such that students will have suitable opportunities to meet the relevant module learning outcomes in a safe and supportive environment. As you know, we have two circuits of midwifery placements. The South Circuit has placements in the maternity service of the University Hospitals of Morecambe Bay NHS Trust (based in and around Barrow-in-Furness, Kendal and Lancaster). The North Circuit has placements in the maternity service of the North Cumbria University Hospitals NHS Trust (based in and around Carlisle, Penrith and Whitehaven).

You will be based in the circuit identified when the offer of the programme place was made to you. You should expect to be allocated to practice placements across the whole of your designated circuit in order to gain a range of midwifery experience. Account is also taken of your place of residence / home area, however students were made aware at interview and must remember that our placements cover a large geographical area and that travel will be a necessary part of the programme. Placements will not be altered once they have been organised (except in circumstances deemed exceptional by the Programme Leader), as alteration of placements causes great inconvenience to Service colleagues and the Department.

Whilst on placement, you will be allocated to midwife mentors. They will support, advise, teach and assess you. In order to facilitate these valuable educational functions, your hours of duty will need to be closely aligned with those of your mentor. Whilst on placement you will be required to be on duty for 30 hours per week (PLUS one study day each week) and should work the normal shift pattern of the unit (early / late and some night shifts); students may, but are not required to, work long day shifts (i.e. 12 hour shift).

Typical shift times (they may vary) in the Maternity Units areEarly 07.45 to 15.35Late 12.55 to 20.45Night 20.30 to 08.00Long day 07.45 to 20.45

STANDARD OF DRESS / UNIFORMSDuring practice you will be involved in the delivery of care to patients/clients in hospital or the community and for that purpose you may be required to wear a uniform. The uniform is provided and paid for by the University. This is arranged in the first week of the programme. These uniforms are to last the full length of the programme. They remain the property of the University and must be returned on termination. A charge for items of uniforms not returned will be made. If for any reason during the programme, uniforms need to be exchanged, this will be at the individual student’s expense. In general the standard of dress expected of students will equate to that of other staff in the areas to which students are allocated.

STUDENT SUPPORT SYSTEMSSupport for students comes from a number of sources:Programme team – Lecturing staff; Programme administrators, Placement Learning unit, Practice staff on placements;

University student support services – Library and Student Services (LiSS), who will provide you with further information prior to the programme start and in Welcome weekhttps://www.cumbria.ac.uk/student-life/student-support/

and Chaplaincy staffhttp://www.cumbria.ac.uk/AboutUs/Services/Chaplaincy/Home.aspx

Professional organisationsStudents are encouraged to join professional organisations such as the Royal College of Midwives (RCM). The regional RCM officer usually meets new students in the first couple of weeks of the programme.

STUDENT RESPONSIBILITIESProgramme attendance / engagement requirementsThe NMC requires that you complete all programme time (theory and practice, for the full 45 programme weeks each year. This means full attendance for all practice placements, for University based theory days and full engagement with directed study. Any time that is ‘lost’ from the time allocated for either learning in practice or theory must be made up by the end of the programme in order to meet the requirements for registration. In some cases this may mean that students will be required to make up time that is not covered by the normal grant arrangements. This means accurate records will be kept of attendance both on placement and at University.

Failure to meet these requirements will be managed through the progress review procedures and process and if not resolved may result in discontinuation from the programme.

https://my.cumbria.ac.uk/Student-Life/Support/Responding-to-your-concerns/Student-Progress-Review/

Assignments, Examinations and Assessments You are required to submit written assignments, attend examinations and to complete practical assessments to the time scale determined by the programme. If you are unable to submit your assignments on the due date, you must inform the module leader and seek his/her advice with regard to the programme and University regulations.

Behaviour – The Student Code of Conduct & Adjudication Process The Adjudication Process outlines the expectations regarding the behaviours of all students at the University of Cumbria. It also explains the steps taken if a student allegedly breaches one or more elements of the University Student Code of Conduct.

http://www.cumbria.ac.uk/StudentLife/Support/PuttingThingsRight/Home.aspx

You should also read the NMC Guidance on professional conduct for students of nursing and midwifery (see p.30 of this booklet).

http://www.cumbria.ac.uk/StudentLife/Support/PuttingThingsRight/Home.aspx

http://www.cumbria.ac.uk/AboutUs/Services/Chaplaincy/Home.aspx

PRE-PROGRAMME PREPARATION

This section will encourage you to look- back at your past study and life experiences- at your existing circumstances - forward to the midwifery programme demands

You will be well prepared for the start of the programme if you steadily work through all of these tasks.

Keep the work that you do neat and tidy ready for the start of the course. We suggest that you aim to word process as much as you can.

If you would like to make an individual appointment to talk about aspects of your SWOT analysis with a member of the course team in the first week, please let Julie know on the first day.

THE TASKS

Tasks relevant to module Task number & Title

HWTW4002Working Together: Developing Professional Graduate Skills for Health and Social Care Practitioners

HeadStartthis includes sections onLearning StylesWriting in HEReferencingInformation Literacy

1 – Managing my time

2 – Numeracy self-assessment

7 – SWOT analysis

HWTW4001Working Together: Fundamentals of Professional Practice

3 – The Statutory Professional Body; The Nursing and Midwifery Council

4 – Thinking about personal experience and professional practice

HMFM4010Fundamentals of midwifery practice

5 - Anatomy and physiology

HMFM4020 As above

Biological Basis to Normal childbearingHMFM4030Public Health in a Maternity Context

6 – What is health?

TASK 1

MANAGING MY TIME

Many people who are already juggling the pressures of home, family, work and social activities are often very good at time management, although some of us seem to survive in a state of permanent chaos. An opportunity to take stock is never a bad idea and it may well have extra advantages besides enabling you to give the best to your studies. You will need to create time to attend classes, undertake group and individual study and to write assignments. Planning may lead to being more relaxed and actually create time for you to spend on leisure activities. There may also be a bonus in terms of a healthier lifestyle.

As you fit in the HeadStart course, look at these exercises and think about where you will find the time for the Midwifery programme!

There are four main principles to time management.

1 Be aware of how you actually spend your time.

2 Have a clear set of priorities.

3 Plan carefully.

4 Avoid wasting time.

To help you to be aware of how you are currently spending your time, we want you to keep a detailed timetable of a full week's activities.

Before you start to fill in the chart provided on the next page, we suggest that you make several copies (either printed or on your PC) so that you can repeat the activity later if you find it useful.

There are several more activities to help you with your time management. These should not be attempted until you have completed the chart. When you have completed all the activities you might find it useful to discuss your results with a partner, supportive friend or fellow student, someone else may see things in a different way. If you feel this activity shows up serious problems for you, make sure you talk these over with your personal tutor (PT), early in the course.

TASK 1 - Activity 1How DO I spend my time?

TASK 1 - Activity 1 ‘How DO I spend my time?’ continued

TIME INVESTMENT CHART

Date :_____________________

12- 2 am

2- 4am

4-6am

6 – 8am

8 – 10am

10 – 12noon

12 – 2pm

2 – 4pm

4 – 6pm

6 – 8pm

8 – 10pm

10- 12pm

Mon

Tues

Wed

Thu

Fri

Sat

Sun

For one week (7 days) spend a few minutes at the end of each day filling in your chart. Be careful to be totally honest.

Take the ‘time investment chart’ you have completed and make a list of all the activities you have described: calculate how long you spent on each.

For example -

Sleeping 56 hoursEating 14½ hoursIroning 3 hoursStudying 7 hoursUsing the Internet 14 hoursDriving 10 hoursTelephone calls 2 hours

Add to and / or amend this table to suit your own needs

Now consider the following questions

Does anything surprise you about the way you spent last week?

Was it a typical week? If not what was unusual about it?

How satisfied are you with the way you spent your time?

Are there any changes you would like to make?

Can you see ways of saving time if you wished to, so that you could invest it in something else? (This is a good question to discuss with a close friend who may see things that you can't.)

What have you discovered about the ways in which you invest your time?

And now complete the following page with your thoughts around these questions

TASK 1 - Activity 2How DID I spend my time?

TASK 1 - Activity 2 ‘How DID I spend my time?’ continued

Spend a few minutes to write down your thoughts about how you spent your time this week

List your priorities for the use of your time. Return to your previous list and see how much time you spent on those last week. Have you got it right? Are there any changes you want to make?

Desired activity (high priority)

Actual Time spent Proposed time allowance

Other activities (low priority)

Actual Time spent Proposed time allowance

TASK 1 - Activity 3 -What are my PRIORITIES?

Priority Activities

Here are some common ways in which people waste time:

Telephone interruptions Crisis management

Lack of objectives ‘Drop in’ visitors

Lack of delegation Doing too much at once

Meetings (formal or informal)

Personal disorganisation

Inability to say ‘No’ Lack of self-discipline

Personal disorganisation Putting things off (procrastination)

Incomplete information Back log of paperwork

Leaving tasks unfinished Coffee room conversations

Perfectionism Worrying

Lack of Priorities Over-commitment

Waiting

Questions to ask yourself

1. Do you think any of these things affect you?

2. Do you consider them time-wasting in your own situation?

3. If so, review last week and see how much time you wasted?

4. Do you have any other ways in which you waste time?

5. List the five most common ways in which you waste time.

TASK 1 - Activity 4 -How to waste time – do I really do that?

1.

2.

3.

4.

5.

TASK 1 - Activity 5 -Planning for a healthy balance…

On completion of these activities you should have a clearer idea of how you actually spend your time, what causes you to waste time and what priorities you have. You should be able to use this information to plan your time overall.

Some tips for effective planning:

Put your immovable and important times in the plan first (e.g. lectures, assignment completion dates, birthday celebrations), then build the other activities around them

Remember to include research time into your individual study time, and any travelling time required

Be realistic, as then you are more likely to stick to your original plan

Ensure you have a good balance of leisure activities and sleep time in addition to your study time – this will help you to relax and help you work more effectively.

Important leisure activities to keep in my life…

TASK 2NUMERACY SELF ASSESSMENTThe following are examples of the type of maths you will be need to be able to do. Do not worry if you can't do all of them. If you find you are struggling with this numeracy assessment you can share this with your PAT at the start of the course. There is support available for students who are experiencing difficulties with numeracy.

Multiplication Example 0.36 x 100 = 36

1. 8 x 6

2. 8 x 0.6

3. 0.8 x 0.6

4. 0.08 x 0.06

5. 69 x 7

6. 6.9 x 0.7

7. 0.699 x 7

8. 6.9 x 0.07

Division Example 87.5 ÷ 10 = 8.75

9. 18 ÷ 24

10. 64 ÷ 88

11. 105 ÷ 600

12. 225 ÷ 180

13. 20 ÷ 50

14. 90 ÷ 120

15. 120 ÷ 180

16. 150 ÷ 500

17. 900 ÷ 1500

18. 2400 ÷ 3000

Write correct to one decimal place

19. 0.78

20. 0.42

21. 0.29

Change to decimals correct to one decimal place

22. 1/3rd

23. 4/7ths

24. 5/9ths

Change to exact decimal equivalents

25. 3/8ths

26. 11/20ths

27. 3/25ths

28. 23/40ths

Change to decimals correct to two decimal places

29. 3/7ths

30. 5/9ths

Change to decimals correct to three decimal places

31. 13/30ths

32. 49/60ths

Use this to convert the metric units I kilogram = 1000 grams1 gram = 1000 milligrammesI milligramme= 1000 microgrammesI litre = 1000 millilitres

ExampleExpress 0.0075 milligrammes in microgrammes

0.0075 = 0.0075 x 1000 = 7.5 microgrammes

Now try some for yourself

33. How many microgrammes (mcgs) are there in 200 milligrammes (mgs)?

34. Convert 0. I milligrammes (mgs) to microgrammes (mcgs)

35. How many millilitres are there in 0.25 litres?

36. Change 3.6 litres to millilitres.

37. Change 485 millilitres to litres.

38. Calculate the volume of distilled water that must be added to 225 ml of stock solution to make 900 ml of dilute solution.

39. Calculate the volume of distilled water that must be added to 450 ml of stock solution to make 3 litres of diluted solution.

Useful Resources

Numeracy course for the Department of Health Sciences at the University of Yorkhttp://www.mathemagic.org/nursing/#Intro-Intro

Some of the TestandCalc.com quizzes are free to tryhttp://www.testandcalc.com/

http://www.testandcalc.com/

http://www.mathemagic.org/nursing/#Intro-Intro

TASK 3THE STATUTORY PROFESSIONAL BODY - The NURSING AND MIDWIFERY COUNCIL (NMC)

a) Find the NMC website.

b) What does the NMC state are its functions?

c) Locate, download and save a copy of each of the following 4 publications

NMC (2009) Standards for pre-registration midwifery educationNMC (2015) The Code: Standards of conduct, performance and ethics for nurses and midwives

TASK 4PERSONAL EXPERIENCE AND PROFESSIONAL PRACTICE

Go to http://www.healthtalkonline.org/

Now go to the section “Pregnancy and children”.

We suggest that you select from the sections “pregnancy” or “breastfeeding”.

Listen carefully to 2 or 3 of the women’s views – aim to listen to views which contrast with each other.

How do the views and experiences expressed compare with your own?

Make notes of who you listen to (in case you want to return there) the ‘gist’ of what they say your reactions to their views and experiences

Consider ways in which it is possible to value all of our views and experience in order to provide woman centred care.

Consider circumstances which might challenge your ability to do this.

TASK 5

http://www.healthtalkonline.org/

ANATOMY AND PHYSIOLOGY

You will find it helpful to begin to revise your existing knowledge of human anatomy and physiology ready for the first semester community midwifery practice.

You could begin with the following

Female and male reproductive systems – in order to understand human fertility, conception and fertility control For example – the uterusWhat is its function? Where is it located? What are its anatomical relations? What are the tissue layers of the uterus? How does the uterus change during the menstrual cycle? What causes those changes?

Cardiovascular system – in order to understand the assessments of maternal heart rate and blood pressureFor example – the heartWhat is its function? What controls human heart rate and rhythm? What is ‘blood pressure’? What controls it?

Recommended text books relevant to this task would be

Coad J & Dunstall M (2011) Anatomy and Physiology for Midwives 3rd edition. London. Churchill Livingstone Elsevier.

Marshall J. and Raynor M (editors) (2014) Myles textbook for midwives 16th edition. London. Churchill Livingstone Elsevier.

Macdonald S. & Johnson G. (editors) (2017) Mayes Midwifery 15th edition. London. Baillière Tindall.

Rankin J (2012) Myles’ Midwifery Anatomy & Physiology Workbook. Churchill Livingstone Elsevier.

We recommend that you have your own copy of Rankin and either Marshall and Raynor or Macdonald & Johnson

TASK 6 WHAT IS HEALTH?

Some reading and thinking about this will prepare you for the module HMFM4030. Scriven or the relevant chapter in Magill-Cuerden & Macdonald (see the bibliography for this module on the MDF) would be a good start.

TASK 7SWOT ANALYSIS - (Strengths, Weaknesses, Opportunities, Threats)

Once you have completed the previous tasks you should be in a good position to complete this. Being honest about your strengths and weaknesses, and the opportunities for and threats to your success. Being aware of these should help you and your Personal Tutor agree realistic and meaningful targets for your time at University. It will enable you to confidently tackle some things and to confidently seek support for others.

STRENGTHS: What are the qualities and skills where you scored “high” or “good”? What aspects of the preparation have you found relatively easy? How will these help you in your studies?

WEAKNESSES: Where did you score “low” or “not too good”? What aspects of you preparation have you found more difficult? How might your improve these?

OPPORTUNITIES: Where do you see yourself after completing your course? What will have changed for you once you’ve completed the course?

THREATS TO SUCCESS: What might prevent you from staying on this course and becoming a midwife? What can you do about this?

… and finally!

If you didn’t look at the following resources as you were preparing to apply for your place, then you may find them interesting now as you get ready to begin your journey towards this very exciting and demanding career!

Midwives Information and Resource Service (MIDIRS) (2009) “So you want to be a midwife?” http://www.midirs.org/development/studentmidwife.nsf/article/E5080448A11143D88025765B005A9FC3?opendocument

Royal College of Midwives (RCM) Homepagehttp://www.rcm.org.uk/

NMC homepage http://www.nmc-uk.org/

NMC student section http://www.nmc-uk.org/Students/

NHS Careers information – midwiferyhttp://www.nhscareers.nhs.uk/midwife.shtml

http://www.nhscareers.nhs.uk/midwife.shtml

http://www.nmc-uk.org/Students/

http://www.nmc-uk.org/

http://www.rcm.org.uk/

http://www.midirs.org/development/studentmidwife.nsf/article/E5080448A11143D88025765B005A9FC3?opendocument

http://www.midirs.org/development/studentmidwife.nsf/article/E5080448A11143D88025765B005A9FC3?opendocument

Midwifery Pre-Programme Information - University of Web viewModule Descriptor. Module Descriptor....

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