Page 1 of 30 PROGRAMME SPECIFICATION Course summary Final award BSc(Hons) Midwifery Intermediate award BSc Midwifery BSc Health Sciences Dip(HE) in Health Sciences Cert(HE) in Health Sciences Course status Validated Awarding body University of Brighton School Health Sciences Location of study/ campus Eastbourne Partner institution(s) Name of institution Host department Course status 1. SELECT 2. 3. Admissions Admissions agency UCAS PART 1: COURSE SUMMARY INFORMATION
Transcript
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PROGRAMME SPECIFICATION
Course summary
Final award BSc(Hons) Midwifery
Intermediate award BSc Midwifery
BSc Health Sciences
Dip(HE) in Health Sciences
Cert(HE) in Health Sciences
Course status Validated
Awarding body University of Brighton
School Health Sciences
Location of study/ campus Eastbourne
Partner institution(s)
Name of institution Host department Course status
1. SELECT
2.
3.
Admissions
Admissions agency UCAS
PART 1: COURSE SUMMARY INFORMATION
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Entry requirements
Include any progression opportunities into the course.
Applicable for 2016 entry. Check the University’s website for 2017 entry requirements.
A strong GCSE profile is desirable, which must include at least 5 grade C or above, including English, Maths and Science/Social science
A- Levels
A- Level grades ABB (320) – must include a science/social science.
Other suitable qualifications
A wide range of other qualifications will be considered, including:
Access to Health and Social Care Diploma with 60 credits
overall, 45 at level 3, 15 at level 2. with 30 distinction grades achieved at L3. GCSE English and Maths equivalent achieved or 6 credits at Level 3
BTEC National Diploma in a health related subject, - DDM
and above, in addition must have an AS in a relevant subject
Open University K101
All students must have a minimum of 10 years education and all offers will be subject to OH and CRB clearance
NARIC will be used when making judgements regarding overseas qualifications
For all midwifery courses leading to registration with the Nursing and Midwifery Council (NMC) as a Midwife, the following apply:
• Literacy, to ensure a good command of written and spoken English, including reading and comprehension and numeracy will be assessed during the interview process
• Applicants must meet NHS funding requirements
• Evidence of study in the last 5 years is desirable
• If IELTS is offered as evidence of literacy, an overall score of 7 is required, 7 in writing (NMC 2009).
Academic reference indicating good character and potential to study at degree level. If mature: evidence of accredited academic study within the last five years, accompanied by an academic reference. Personal statement indicating ability and desire to become a midwife. Work-based reference indicating good communication skills, caring qualities and a positive attitude. Ability to meet travel requirements and to work over 24/7 cycle of care. Commitment to midwifery.
All shortlisted candidates will be invited to attend an interview. Interviews will normally include representation from practice learning providers.
Practice learning providers are also members of the pre-registration admission forum.
The DDA/Equality Act will apply and all reasonable adjustments made to support students with identified needs.
Feedback to guide future development will be provided if requested for unsuccessful shortlisted candidates.
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Start date (mmm-yy)
Normally September
Sep-16
Mode of study
Mode of study Duration of study (standard) Maximum registration period
Full-time 3 years 5 years
Part-time Select N/A Select N/A
Sandwich Select N/A Select N/A
Distance Select N/A Select N/A
Course codes/categories
UCAS code B720
Contacts
Course Leader (or Course Development Leader)
Sarah Lewis-Tulett
Admissions Tutor Clare Winter / Annie Rimmer
Examination and Assessment
External Examiner(s)
Name Place of work Date tenure expires
Lisa Jesson Birmingham City University
August 2018
Examination Board(s) (AEB/CEB)
BSc(Hons) Midwifery
Approval and review
Approval date Review date
Validation 1
May 2007 2
2012
Programme Specification September 2013
Republished Sept 2014 with
new external examiner and amended module code
Republished Sept 2015 with 3
course structure change Republished June 2016 Q&S
4
Professional, Statutory and Regulatory Body 1 (if applicable): Nursing and Midwifery Council (NMC)
May 2012 5
July 2019 - extension agreed to all BSc midwifery courses by NMC
Professional, Statutory and Regulatory Body 2 (if applicable):
Professional, Statutory and Regulatory Body 3 (if applicable):
1
Date of original validation. 2
Date of most recent periodic review (normally academic year of validation + 5 years). 3
Month and year this version of the programme specification was approved (normally September). 4
Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5
Date of most recent review by accrediting/ approving external body.
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AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
1. To develop confident, resilient and competent midwives who can provide contemporary, safe
and evidence based research midwifery care in collaboration with the woman, her family and the multi-professional team within a variety of settings and within the philosophy of this Course
2. To prepare the student to be autonomous practitioners and lead carers in normal childbirth who can provide holistic, woman-centred midwifery care prior to conception and throughout the antenatal, intrapartum and postnatal periods
3. To prepare the student to undertake critical decision-making to support appropriate referral of
either the woman or baby to other health professionals or agencies when there is recognition of normal processes being adversely affected and compromised
4. To prepare the student to achieve the competencies for pre-registration midwifery education as
specified by the NMC (2009)
5. To develop the skills of independent, creative critical thinking, problem solving and flexibility to meet the needs of individual women
6. To prepare the student for employment and to nurture a motivation and commitment to reflective,
independent, life- long learning and professional development
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by 6
students following the course. These are mapped to external reference points where appropriate .
Knowledge and theory By the end of the Course, the student will be able to:
1. Demonstrate a comprehensive understanding of the professional role
and responsibilities of the midwife, to include a thorough understanding of the legal and statutory framework that governs midwifery practice.
2. Critically analyse the evidence to support decisions made and/or improve care, whilst recognising ambiguity and limits of professional knowledge and expertise
3. Critically apply relevant theoretical frameworks, research and other forms of evidence to inform the comprehensive assessment, planning, implementation and evaluation of the physical, psychological, social and spiritual needs of the woman, family and baby
4. Critically evaluate how cultural, spiritual, political, legal, social, economic and environmental factors can influence the provision of maternity care
5. Demonstrate a comprehensive understanding of the knowledge required to practice in line with the Baby Friendly Initiative, 10 steps to successful breast-feeding.
6. Critically discuss how lifestyle, diversity and socio-economical factors can affect pregnancy and childbirth and the contribution of the midwife within the public health agenda
7. Critically discuss how medical and obstetric disorders, mental ill health and disabilities can affect women, babies and their families
8. Develop individual frameworks and/or techniques of analysis and enquiry within midwifery to question and challenge current research
6
Please refer to Course Development and Review Handbook or QAA website for details.
PART 2: COURSE DETAILS
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and its implication for practice 9. Demonstrate a comprehensive understanding of the anatomy,
physiology and pathophysiology necessary to underpin reproductive health and midwifery practice
10. Demonstrate independent critical thinking, problem solving, flexibility and creativity
11. Demonstrate understanding of their responsibilities within the process of clinical governance, particularly in relation to the requirements for continuing professional development
Skills
Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.
By the end of the Course, the student will be able to:
12. Practice within the Code: Standards of conduct, performance and
ethics for nurses and midwives (NMC 2008) and the Midwives Rules and Standards (NMC 2012) and other relevant legislation
13. Achieve the competencies for pre-registration midwifery education as specified by the NMC (2009) in order to practice safely and effectively as a midwife without the need for direct supervision
14. Contribute with skill and confidence to intra/inter-professional and inter-agency working. Critically apply relevant theoretical frameworks and research evidence to inform the systematic assessment, planning, implementation and evaluation of the physical, psychological, social and spiritual needs of the woman and her family
15. Demonstrate competence in being autonomous practitioners and lead carers to women experiencing normal pregnancy, childbirth and puerperium in a variety of settings through active participation in case-loading
16. Demonstrate the clinical competence required to practice in line with the Baby Friendly Initiative, 10 steps to successful breast-feeding.
17. Demonstrate supportive and effective leadership and management skills
18. Analyse and develop own practice through reflection on and in practice
19. Contribute to enhancing the health and social well-being of individuals and their communities by planning and offering midwifery care within the context of public health policies
20. Be adaptable, flexible and capable of creative thinking and clinical competence in a variety of settings
21. Integrate skills using information technology systems to contribute to the management and development of midwifery care.
Sources
Standards for pre-registration midwifery education (NMC 2009)
QAA bench mark statements for midwifery (QAA 2001)
BSc(Hons) Nursing programme specification 2011
QAA subject benchmark statement (where
7 applicable)
The course learning outcomes have been informed by QAA framework for
higher education (Midwifery)
7
Please refer to the QAA website for details.
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PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.
Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified
midwife. The course fully complies with NMC Standards for Pre-registration Midwifery Education (NMC 2009). In particular:
- Standards for the Lead Midwife for Education (Standards 1-3)
- Standards for admission to, and continued participation in, pre-registration midwifery programmes (Standards 4-8)
- Standards for the structure and nature of pre-registration midwifery programmes (Standards 9- 16)
o Standard 10: students undertake 156 weeks
- Standard 17 – competencies required to achieve the NMC standards (including the Essential Skills Clusters (ESCs)) for pre-registration midwifery education
LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.
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The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.
The Facilitation of Learning Strategy
We recognise that students embarking on the programme bring with them a variety of experiences/ prior knowledge and skills of enquiry. Indeed learning is shaped by prior knowledge and involves active, constructive processes on the part of the learner. In the context of health care programmes, it is integrally interwoven primarily with two main domains, practice and academia and other forms of social interactions. This position lends itself to the constructionist approach to teaching and learning. The theory of the approach rests on several assumptions. Of importance are:
- Knowledge is socially constructed rather than truth or fact.
- Learning is an active, rather than passive process of knowledge construction.
(Gergen 1999)
The pedagogical emphasis in the constructionist approach thus centres on the need for teaching and learning to be based on the process on enquiry. We also recognise that for students to be prepared to practise in an increasingly complex and fast changing clinical setting it is essential that they are educated through an approach to learning which will promote knowledge creation, lifelong learning and leadership. They will take on leading roles in their future working environments: directing change, asking important questions, solving problems, and developing new knowledge.
These insights have fed into the design of both classroom based learning environments and practical learning placements. It builds on the previous adoption of Enquiry based learning [EBL] strategies which aims to build on the experiences those students bring. Central to intention of our programme and its constitutive modules is to continue to promote a culture of enquiry.
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What is enquiry based learning?
There are many interpretations of enquiry based learning as there are of the learning strategies within the approach. In the main it is used as an umbrella term to describe approaches to learning that are driven by a process of enquiry (Khan and O’Rourke 2005). The essence of EBL is to allow a wide range of abilities. Examples of these include, team working, presentation, information literacy, E-learning, problem solving, creativity and project management, scope for students to choose a topic and line of enquiry, scope to adapt a broad approach to a range of issues and using a variety of resources (Khan and O’Rourke 2005). The process of inquiry may be organised in different and progressive stages. It may start with a guided enquiry where the teacher provides the questions and information on the subject matter and the student generate explanations substantiated by evidence. We believe that this stage is necessary as progressive steps in the programme to inculcate students in the process and develop an enquiring mind. As the students become more a familiar and competent with the process a higher level of enquiry is introduced. In this stage the students are expected to engage with research both in evaluating published research and conducting and disseminating the findings of their own research. Thus the teaching and learning ought to include an array of strategy, ranging from lecture led sessions, small group collaborative learning, the use of art, organised exchange visits, reflective strategies, evaluating research and conducting research and using assessment as a method of enquiry.
Within the traditional curriculum the principles of EBL are used to complement the variety of strategies that each module employs, to foster a culture of enquiry. The strategies employed in each module are guided by the learning outcomes to be achieved. Where appropriate, lectures are used to introduce key concepts. By design EBL allows the flexibility of a combination of teaching strategies to be used in a single session. For example a session, depending on the context, may start with a lecture, followed by group work enabling students to explore the key concepts/ issues identified in the lecture with their observation/experience of practice. This approach enables students to make learning from academia and practice integrative. To compliment learning activities taking place in the classroom there is guidance for further investigation as part of self-directed study; with which they may engage in subsequent classroom activities. Within EBL the context of teaching and learning therefore becomes a system of interacting elements.
Current health policy aims to place the users of services at the centre of service planning and delivery. Students will be encouraged to focus on the impact their practice has on childbearing women, their families and communities, from both the user and professional perspectives.
As defined above EBL describes an environment in which learning is driven by a process of enquiry owned by the student. Fundamentally, students are more engaged with the subject and learning is perceived as being more relevant to their own needs. EBL enables students to develop a flexible approach to their studies, giving them the freedom and responsibility to organise their own pattern of work. Current research evidence and policy initiatives support and underpin all taught sessions both theoretical and skills based. Students are encouraged to read a wide variety of evidence based resource materials. In seminar groups students reflect on the literature and its relevance to the subject or aspect of midwifery care under discussion. Working within and communicating to a group are vital for a student’s employability.
EBL involves understanding research and developing the skills to undertake research. Learning activities include undertaking: a literature search, a literature review; culminating in a literature based research project in the final stage of the programme. This is designed to allow students to progressively understand the role and significance of research in midwifery practice. In keeping with the notion of lifelong learning the challenge will be also to build on the experiences student bring by providing learning contexts that embrace practice academic knowledge to meet the intention of the profile of the midwife.
Throughout the course the team are mindful of Biggs Constructive Alignment (2003) to ensure that the assessment process and outcomes reflect the aims and learning outcomes of the programme. Constructive Alignment encourages clarity in the design of the curriculum, and transparency in the links between learning and assessment. This model is also considered to promote deep learning with the activities designed to facilitate learning and develop proficient midwives.
References nd
Biggs, J.B. 2003. Teaching for quality learning at university. 2
ed. Buckingham: Open University
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Press/Society for Research into Higher Education.
Gergen. K.J. 1999. An invitation to Social Construction. London: Sage Publications
Khan, P and K. O’Rourke. 2005. Understanding Enquiry- Based Learning. In: Handbook of Enquiry and Problem-based Learning, edited by T Barrett, I. Mac Labhrainn, H. Fallon. Galway: CELT
Placement Learning
To enable students to function more effectively in practice placements, the emphasis on midwifery practice and skills early on and throughout the programme has been clearly formalised within the practice modules. It is acknowledged that an effective practice environment provides opportunities to apply theoretical frameworks to actual practice and enables students to develop a range of transferable skills than can be modified according to the context in which they are practised.
It is this integration and practical application of formal learning to which employers are giving much emphasis. However discussion about the existence and nature of a theory-practice gap has been a matter of long standing professional debate, and there is now broad consensus about the need for renewed effort to tackle the issue. Educationalists also play an important role in helping students make the most of their placements by providing support before, during and after placements. The modules therefore include opportunity for pre-placement preparation and post placement debriefing so those students have the opportunity to reflect on placement experience. The following roles facilitate this process: course leader, module leader, lecturer practitioner, lecturer and Practice Liaison Lecturers/Teams.
Mentorship
In accordance with The NMC standards to support learning and assessment in practice (NMC 2008), Midwifery mentors are educated to sign off mentor status. Only sign-off midwifery mentors who are on the same part of the register and in the same field of practice as the student midwife may confirm to the NMC that students have met the summative relevant standards of proficiency in clinical practice. The issue of due regard (NMC Circular 02/2008) is also applied in the assessment of student midwives.
The sign off mentor modules are provided at both level 6 and 7. This will ensure that the sign off mentor is at the same academic level as the midwifery students; a requirement of the NMC (2008). These modules prepare sign off mentors to recognise their significant part in the assessment, teaching and support of the midwifery student in clinical practice. The University and Trust will continue to work in partnership to ensure that a registrant designated to sign-off proficiency for a particular midwifery student at the end of a programme has met the NMC (2009) requirements.
The existing links between school and clinical practice areas remains strong. The Lead Midwife for Education (LME) liaises closely with NHS Trust Heads of Midwifery. These links will continue to be developed to inform and support mentors, so that they in turn can support midwifery students on this new course.
Further information regarding the process of how the students learning are supported in clinical practice by the School of Nursing and Midwifery can be found on student central.
Sharing the Woman’s Experience/Case-loading
The Standards for Pre-registration Midwifery Education require higher education institutions to introduce opportunities, in which student midwives are involved in the care of a small group of women throughout their childbearing experience, enabling them to gain experience of continuity of care and carer through case-loading (NMC 2009).The core values of this way of working put women and their families at the forefront of maternity services, being supported by a midwife they know and trust throughout the childbirth continuum (DOH 2007, Darzi DOH 2008). This way of working will take the form of:
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Sharing the Woman’s Experience
This will be an observational role which may take place in year 1 or year 2 of the programme. Students will follow 1-2 women experiencing a normal pregnancy. This will enable students to share the experience of pregnancy from the woman’s perspective to better understand the impact of pregnancy, birth and the integration of a new baby into family life.
Case-loading
In Year 3 and under the supervision of a midwife, students will identify a case-load of 1-2 women with uncomplicated pregnancies. They will provide supervised care and support throughout the antenatal period, during the labour and birth and then into the postnatal period until care by the midwife is complete. This experience will enable students to learn about the practicalities of planning, implementing and evaluating midwifery care in a way that is relevant to women. There is a requirement for completion of the skill ‘Managing a Caseload’ in the Year 3 Practice Assessment Document (MI604 developing Proficient Midwifery Practice)
References
Department of Health 2007, Maternity Matters: Choice, access and continuity of care in a safe service.
London, Department of Health.
Department of Health 2008, Next Stage Review: Final Report of High Quality Care for All. London,
Department of Health.
NMC 2009 Standards for pre-registration midwifery education. London, NMC.
Use of simulation
Simulation is an established method of teaching within the current pre registration midwifery Courses and this will be continued and enhanced. Low fidelity simulation is used in the majority of instances to introduce new skills to students. For example in year one generic skills such as manual handling, physical measurement skills, hand washing, injections and urinalysis along with midwifery specific skills such as abdominal examination, neonatal capillary sampling and vaginal examination are all taught using low fidelity simulation.
Simulation allows skills to be taught within a safe environment without risk to women/babies or other health care staff (Aggarwal and Darzi 2006). In addition each skill may be broken down and taught at a slower speed than could be replicated in practice allowing the student more time to learn. A further advantage of teaching skills by simulation is that it allows the student to experience the skill from the point of view of the woman. For example students may experience having their blood pressure taken or their medical/obstetric history taken. The student perspective is twofold; in addition to the physical experience of being the recipient of the skill the student also becomes aware of the woman’s mental status while awaiting the result of a skill. Students having their blood pressure checked or a history taken become aware of the anxiety such procedures cause. Simulation also allows students to handle connect and disconnect equipment.
Some skills are taught by simulation as they are essential skills but not available on demand; For example, the management of midwifery emergencies such as shoulder dystocia, neonatal and maternal resuscitation and maternal haemorrhage, falls into this category as does the recognition of the sick woman. In year two mannequins are used to teach students how to manage a range of obstetric emergencies. One of the commonest findings in the recent confidential Report into maternal Deaths (2011) was the initial failure by many clinical staff (including midwives) to immediately recognise and act on the signs and symptoms of potentially life threatening conditions. High fidelity mannequins will be used to teach students how to recognise sick women. The mannequins can replicate a variety of acute conditions that require urgent intervention, such as respiratory distress (DVT), haemorrhage (APH/PPH) and sepsis (wound infection/chorioamnionitis). Students can therefore be taught how to systematically assess women and report the condition of the woman accurately and effectively in order elicit the required response.
The emergency midwifery skills are currently assessed by simulation and will continue in the reviewed curriculum. Assessment by simulation has a number of advantages, it promotes consistency of assessment, permits filming of the student which may be used for feedback and moderation and improves lecturer familiarity with the student, a feature that may be lost in a climate of large lecture
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theatres. Watching a student simulate a skill on a one to one basis provides the lecturer with information not only of the student’s clinical ability but also of their cognitive and interpersonal skills. While McMannus et al (2007) found that some examiners may be more rigorous than others; the discrepancy between assessors in simulation is less than if assessment took place in practice. Our Trust colleagues will continue to participate in the formative and summative assessment of midwifery emergencies.
References st
Aggarwal, R., and A. Darzi 2006. Editorial - Technical skills training in the 21 Journal of Medicine 355 (25): 2695 – 2696. Online: www.nejm.org
Century. New England
Centre for Maternal and Child Enquiries (CMACE) Saving Mothers’ Lives: reviewing maternal deaths to make motherhood safer: 2006-08. The Eighth Report on Confidential Enquiries into Maternal Deaths in the UK. BJOG 2011; 118 (SUPPL. 1):1-203.
McManus, I. C., M. Thompson, and J. Mollon, 2006. Assessment of examiner leniency and stringency (‘hawk-dove effect’) in the MRCP (UK) clinical examination (PACES) using multi-facet Rasch modelling. BMC Medical Education. 6(42): 1 – 22.
The ‘Baby Friendly’ initiative
Promoting Breast-feeding is an integral component of the midwife’s role and the women's childbearing journey. There has been significant reliable evidence produced over recent years to show that breastfeeding has important advantages for both infant and mother including those living in industrialised countries. These include both short and long term; physical, emotional, social and spiritual advantages. Despite this evidence there are widespread concerns that breast-feeding rates within the UK remain unacceptably low. The baby friendly initiative is increasingly being recognised as an effective strategy to address this public health issue.
The BSc(Hons) Midwifery and BSc(Hons) Specialist Community Public Health Nursing course teams within the School of Nursing Midwifery are working towards achieving Baby Friendly Initiative accreditation The Baby Friendly initiative (BFI) is a UNICEF, WHO accreditation programme aimed at university departments responsible for midwifery and health visitor/public health nurse education it was initially set-up in response to concern about declining breastfeeding rates in the UK and Worldwide and aims to ensure that midwives and health visitors are equipped with the basic knowledge and skills they need to support breastfeeding effectively.
There are two types of BFI award – one for maternity units that can demonstrate they have met a set of ‘Ten Steps’ to successful breastfeeding, and the other one for universities providing midwifery and/or health visitor training. All three partnership trusts within which the BSc Midwifery students gain clinical experience have specialist breast-feeding coordinators who all work towards the BFI standards and are in the process of BFI's accreditation for their units.
The university award involves meeting the following three principles:
1. To make a written commitment to adhere to the BFI standards. 2. To ensure all students are equipped with the knowledge and skills to support breastfeeding
mothers
A minimum of 18 hours of education on breastfeeding should be provided to all student midwives and health visitors/public health nurses (see Appendix A).
Breastfeeding education and learning outcomes should be included within the core curriculum and should equip students with the knowledge and skills to practise in line with the Ten Steps to Successful Breastfeeding and to support informed decision-making (see Appendix B).
3. To provide teaching without involvement, sponsorship or promotional materials from the artificial feeding industry
Further information is available on the BFI website http://www.babyfriendly.org.uk/page.asp?page=129
E-learning
E- learning comprises all forms of electronically supported learning and teaching and is essentially the computer and network-enabled transfer of skills and knowledge. The school is working with the University Brighton e-learning group to produce a revised e-learning strategy to enhance the current
provision offered. Students currently engage with studentcentral and benefit from a range of on-line learning resources. All modules have a presence on studentcentral and the curriculum fulfils the university e-learning strategy recommendations.
While e-learning has the potential to improve the learning experience, this outcome is not guaranteed success will depend on its judicious use designed to meet specific learning outcomes. Above all the e- learning strategy will be driven by pedagogical considerations and not the capabilities or demands of the technology.
The course will adopt a blended learning as opposed to a distance learning approach. The aim will be to enhance rather than replace the traditional campus-based model of higher education. This places value on nurturing communities of learners and encouraging learning through interaction and reflection. Individual Module teams will identify and adopt what they consider to be the most appropriate balance of e-learning and face to face teaching.
The School have recently adopted the Turnitin system for online submission and grading of assignments. Turnitin encourages best practices for using and citing other people's written material; it provides originality checking and online plagiarism detection while engaging students in the writing process.
Personal Development and the Portfolio
The main aim of the portfolio is to maximise learning experiences and to provide the student with a continuing record of personal and professional development and achievement (Gerrish, 1993). This has the potential to encourage student led learning that is both personal and pertinent to each individual. It will also help students to develop the skills to maintain a professional profile upon registration in preparation for post-registration education and practice (PREP) and midwifery supervision.
Students will be introduced to the concept of Personal Development Planning at the commencement of their programmes. This will be complemented by regular embedding of the portfolio within taught sessions and access to on-line documentation to facilitate the development of their individual portfolio. It is anticipated the portfolio will be the basis of ongoing dialogue between student, personal tutors and practice mentors throughout the programme. At the end of each year/stage of the Course students will be encouraged to summarise their progress to date and formulate action plans for their further study, culminating in the final analysis of achievement in theory and practice at the end of the programme when they will submit a portfolio for summative assessment.
Two issues have been identified as being key to the successful implementation of portfolios within the pre-registration curricula. Summatively assessing portfolios encourages students to give them high priority, however this can adversely affect the extent to which students experience ownership and thereby potentially discourage their use of the portfolio. One effective way to address this paradox is by having a flexible format to allow materials to be added or removed easily (Harris et al 2004). Secondly, consistent support and advice from lecturers regarding the portfolio use is essential if the pedagogic aims for the portfolios are to be achieved. This can be enhanced through the use of carefully prepared guidelines together with structured preparation and ongoing support of students, and lecturers (Clark et al 2011).
The University of Brighton currently provide an online student profile which has been adapted for the current midwifery programmes. A University of Brighton group are currently exploring e-portfolios which aim to significantly enhance the current provision. This should be well embedded by the start of the reviewed curriculum in 2012.
References
Clark, D. et al 2011 Pilot testing of guidelines to support good practice in the development of professional portfolios Nurse Education Today 31: 70-78
Gerrish, K. 1993. An evaluation of a portfolio as an assessment tool for teaching practice placements. Nurse Education Today 13, 172-179
Harris, S, Dolan, G. and G. Fairbairn 2004 Reflecting on the use of student portfolios. Nurse Education Today 21: 278–286
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Midwifery Supervision
The role of the Supervisor of Midwives is framed in statute and protects women and babies by empowering midwives and midwifery students to practice safely and effectively (Rule 12 NMC 2012). Modern Supervision in Action (NMC 2008) emphasises the importance of students in the supervision process and in the interface between supervision and midwifery practice. The document states that Supervisors of Midwives must encourage student midwives to make the most of supervision by working in partnership with their Supervisor.
Midwifery supervision is alive, highly visible and integrated throughout the Course. Student midwives are introduced to the framework for supervision at the beginning of the Course and this is revisited in year 2 and 3. In practice, they are allocated to a named supervisor of midwives from their Trust and they will be actively encouraged to utilise this role and its responsibilities throughout the Course so that they are fully conversant with statutory midwifery supervision at the point of registration. It is anticipated that this engagement throughout the Course will contribute towards a seamless transition into mandatory supervision when the student becomes a registered Midwife.
References
NMC 2012 Midwives Rules and Standards. London, NMC.
NMC 2008 Modern Supervision in Action: A Practical Guide for Midwives. London, NMC.
Sustainable Development
The Curriculum, and the way in which the Course is delivered, endeavours to meet aims of the UOB Sustainable Development Policy (UOB 2010-2012). The Course helps students to care about themselves, each other and the environment. It is recognised that sustainability and resilience are interconnected. In 2009 the Course team, with the support of Student Services, developed a ‘Wellbeing Strategy’ which is embedded in the curriculum.
One of the risks of the course in terms of sustainability is that the Course is based and delivered at Eastbourne but the students are required to spend 50% of their time in clinical placements at base sites which are spread across the counties of West and East Sussex (Brighton, Eastbourne, Hayward’s Heath, Hastings and Worthing). This is a risk both in terms of the carbon foot print of the travelling involved but also in the potential impact on the resilience of the students. At the recruitment stage students are allocated to one base site and in doing this we attempt to them at a base site near where they live. If they are moving into the area we encourage them to get accommodation near their base site.
Once on the Course the students are only required to travel and attend University in periodic blocks of, usually 3 days per week, for the majority of their programme. Their learning is supported by the use of the e-learning environment, studentcentral, which reduces the need for paper through the use of e- learning materials and electronic submission of written assessments.
The Course prepares students to be client focused and Social engagement opportunities are provided through the International exchanges with partner Universities abroad and National/local electives with NHS Trusts. The Course team will explore further opportunities to develop curricula and pedagogy that will give students the skills and knowledge to live and work sustainably. Furthermore the course team will explore strategies to develop staff well being.
Inter Professional Learning
The course team believe that inter professional education can help each profession enhance its own professional practice, through gaining a deeper understanding of its own knowledge and practice base which complements and supports that of other professions.
The focus of IPL within the Faculty is based around three strands:
- Raising awareness in year 1
- Focussing on specific issues and topics in year 2
- Working together and preparing for collaborative practice in year 3.
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In inter professional learning sessions we make extensive use of actual and simulated case material in order to prepare for or support collaborative practice. The Faculty has expertise and resources in a number of areas which supports inter professional education:
- Virtual learning environment via StudentCentral
- Flexible learning environment – use of a fully equipped flat to support collaborative learning developed by School of Nursing and Midwifery but used by all professions
- Expertise in use of Enquiry Based Learning (EBL) and Problem Based Learning
Inter professional education occurs via planned sessions (lectures, presentations, workshops and small group learning) and day conferences.
Level 4
Raising awareness of the importance of collaboration in practice: exploring the roles, responsibilities and contributions of different professions to a women’s care and working in teams and groups
Indicative sessions: sessions on professional ethics;
(Modules: MI 401 Introduction to Midwifery)
Level 5
Inter professional learning on specific issues
Indicative sessions: sessions on, e.g. child protection and parents with disabilities. Opportunity for IPL with Social Work students
Level 6
Working together and preparation for collaborative practice
Indicative sessions: Sessions on Working collaboratively in children’s services with education, social work, nursing and youth workers;
Faculty Day Conference on current practice issues and work with other students about practice in placements
(Modules: NI601 Leadership)
Course Structure
Please see attached’ Diagrammatic Representation of BSc(Hons) Midwifery Course (3 year)’(Appendix C) The length of the programme and the ratio of theory to practice is as per NMC standards (NMC 2009):
- Standard 10: The length of a pre-registration midwifery programme of education should be no less than three years (equivalent to 156 weeks full time) and each year shall contain 45 programmed weeks.
- Standard 12: the practice to theory ratio of each programme is required to be no less than 50% practice and no less than 40% theory.
Learning and Teaching Method % of Student Effort
Whole Course: 135 weeks (A week = 37.5 hours, inclusive of 7.5 hours reflective time) )
Theory: 2278 hours
100%
45%*
55%*
Modules
Direct Contact
Independent study/Practice
15%
65%*
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Assessment activity
* The course module credit equate to 360 credits over 3 years which is 3600 hours of student effort. A percentage of the module time will therefore have a practice element to achieve the correct balance of theory to practice overall.
20%
ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.
The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.
The course contains some compulsory assessments not included in the breakdown provided on the KIS because they cannot be directly linked to credit. For example a pass/fail skills test included in one of the modules or as a course requirement. Full details of assessments within a module can be found on the University’s VLE, student central.
The key principles guiding the assessment strategy throughout the Course are:
Assessment is an intrinsic part of the learning process and as such, the importance for student, mentor and lecturer is acknowledged.
Students will be sufficiently prepared to undertake the range of assessment strategies within the Curriculum
The assessment process will reflect the philosophy, aims and learning outcomes of the Curriculum
Assessment can direct student behaviour and for this reason, the curriculum will not be driven by the assessment process, but will respond to changes and learning needs
Assessment of both theory and practice will be subject to internal and external quality specification and review
An assessment tool will not only test recall of knowledge, but higher level abilities such as critical thinking, problem solving, communication, practice skills and clinical competence and professional attitudes and behaviour.
There will be a range of methods of assessment which will be valid and reliable
Assessment requirements will be made known to the students in advance
A provisional mark and feedback will be made available to students, in line with UOB policy.
Student self-assessment will be encouraged.
The Course team believe that there needs to be a range of assessment strategies to assess cognitive, psychomotor and affective domains in accordance with the University of Brighton Assessment Policy (2004). These are summarised in the assessment schedule below.
In line with the UOB Student Retention and Success Framework (UOB 2011) all students will receive early formative assessment and feedback on all year one modules of the Course. The type of formative assessment is reflected in the teaching and learning strategy of all the Year 1 modules. Wherever possible, formative assessment will be ongoing throughout the course, with the intention of providing feedback on progress for students. Problems can be high-lighted early and the necessary action can be taken. Formative assessment takes the form of self-assessment, peer assessment, lecturer review of presentations and mentor and user assessment of clinical practice. Some of these reflect the University of Brighton Assessment Strategy.
Summative assessments are those that are used to determine the achievement of module outcomes to enable progression at each stage of the course. Oral presentations will be used with the aim of developing communication and presentation skills. In addition to written assessments, Invigilated examinations will be used in the format of multiple choice questions and Objective Structured Clinical Examination (OSCE) (see below). This will encourage recall of knowledge that can be applied to specific situations such as areas of practice and professional issues.
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Students are required to submit their work in accordance with the University General Examination and Assessment Regulations (GEAR 2011). All work will be marked and moderated so that a provisional
th
mark and feedback can be made available on the 20 working day following submission (SNM 2010)
In order to ensure equality the marking of assessments will follow GEAR. Where assessments follow an essay format the SHS assessment marking criteria framework will be used against which structured feedback on assignments is provided. Other types of assessment such as presentation, OSCE etc. have specific marking criteria appropriate for that assessment format.
The University GEAR will be applied to all assessments submitted in respect of modules and the final awards
Objective Structured Clinical Examinations (OSCE)
The use of OSCE’s undertaken in simulation is becoming a valid and reliable way of assessing a student’s knowledge, skills and attitudes in relation to a client specific scenario which is unknown until the day of the OSCE. This method is considered most appropriate for assessing skills that students may not be able to experience in practice, notably emergencies. OSCE will only be used at level 5 and as recommended by the NMC (2009) will consist of critical skills which the student would not normally have the opportunity to rehearse in the practice setting, for example, resuscitation, or complications associated with childbirth.
As highlighted in current literature (Rennie and Main 2006, Zaidi 2009) students need to be well prepared for this type of assessment and the use of skills drills and formative assessment opportunities on campus and in clinical practice will be used for this purpose.
Assessment of practice
It would not be appropriate for students to be purely assessed on the theory when the context of their role is within the practice areas. Recognition must be given to the assessment of practice, which includes students ultimately using the results of practice based assessments towards their final marks (NMC 2009).
Assessment of clinical practice will be through the ‘practice modules’ in the form of a Practice Assessment Document. This will integrate the essential skills clusters identified by the NMC (2009) and which must be achieved in order to add clarity to particular current standards of competency.
The Essential Skills Cluster are:
- communication skills
- initiation and continuation of breastfeeding
- normal labour and birth
- initial consultation between the woman and the midwife
- medicinal products and management
The Essential Skills Clusters will be assessed at the end of Year 2 and Year 3 through the elements of the Assessment of Practice.
Assessment of Practice will comprise three elements
1. Safe Medicate on line drugs calculation package
2. Clinical Skills which will be assessed by a sign-off mentor. The clinical skills have been adapted to reflect students achieving these at level 4, level 5 and level 6
3. The NMC Standards of competency will be assessed at the end of each year of the Course and will occur during the final placement interview by a sign-off mentor. The NMC competencies have been adapted to reflect students achieving these at level 4, level 5 and level 6
Sign-off mentors will work with and observe performance in the practice settings and will verify that individual students have met the identified learning outcomes. In addition to the practice modules
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students will maintain a portfolio of evidence demonstrating their ongoing development and achievement of NMC Midwifery Competencies. This will form part of the assessment for the Autonomous Midwifery Practice module.
References
NMC 2009 Standards for pre-registration midwifery education. London, NMC.
Rennie, A and M. Main. 2006 Student midwives’ views of Objective Structured Clinical Assessments.
British Journal of Midwifery. 14 (10): 602-607.
University of Brighton 2004 Assessment Policy.
University of Brighton 2011 General Examination and Assessment Regulations for Taught Courses
(GEAR)
Zaidi, F 2009 How to pass an OSCE. Practising Midwife. 12 (7): 36-40.
Learning Outcome
Assessment method Module Credits
YEAR 1
Trimester 1
1,4,12 Essay that addresses the module learning outcomes (2500 words)
MI 401
Introduction to Midwifery
20
3,9,12,13,16,1 8
Examination - Short answer unseen questions
MI 402
The Physiological Basis of
20
Trimester 2
13, 15,18 Examination – a 90 minutes Multiple Choice Examination consisting of 60
MI 403 The Human Body in Childbearing
20
6,9 Essay (1500 words) MI 404
Human Relationships in
10
Trimester 3
1,3,4,5,6,12,1 4,16,18
Written reflection that addresses the module learning outcomes (2500
MI 405
Introduction to the Art and Evidence of midwifery
20
13,18 1. Satisfactory completion of NMC competencies for year one
MI 406
Developing Midwifery Practice
30
YEAR 2
Trimester 1
2,3,7,9,20 Examination: Seen invigilated written examination – 2 hours 15 mins
MI 502
Altered Health in Childbearing
20
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Trimester 2
6,14,19,21 Plan part of a health promotion website for the general public in response to an identified health need (3000 words)
MI 509
Public Health for
Midwifery Practice
20
1,2,3,8,10,12 A critique of a published empirical research paper provided by the module team (1500 words)
MI 501
Appreciating the Research Process in Midwifery
10
Taught throughout the year
1,2,3,5,8,10,1
1,
Review a clinical guideline, relevant to midwifery practice and analyse an aspect from this guideline in relation to the evidence and quality care (2500 words).
MI 503
Developing Introduction to the Art and Evidence of Midwifery Practice.
20
Trimester 3
1,2,3,12,14,18 ,20
Objective Structured Clinical Examination - The student is required to rotate through two fifteen minute emergency based clinical activities, inclusive of the final 5 minutes for reflection.
MI 504
Midwifery Emergencies
20
1,2,3,4,5,6,7,9 ,10,12,13,15,1 6,17,18,19,20
1. Satisfactory completion of NMC competencies for year two
2. Satisfactory completion of all midwifery skills identified in the Practice Assessment Document.
3. Passing the online assessment of numeracy related to medication management.
All elements must be passed.
MI 505
Developing Competent Midwifery Practice
30
YEAR 3
Trimester 1
1,2,3,4,6,10,1 2,14,18,19
Poster presentation (A4 size) MI 602
Valuing Individual Cultures in Midwifery (Optional/Mandatory)
10
4 Poster presentation (A4 size) MI 603
International Midwifery
Elective
(Optional/Mandatory)
10
Trimester 2
2,3,8,10,12,14 ,18,20,21
The assessment will be by dissertation / research proposal (8000 words)
MI 601
Enquiring into Midwifery Practice
40
14,17 Examination: Assessment by written two-hour examination. Unseen questions about scenario, in invigilated exam conditions. Scenario to be given to students two weeks before the exam.
1. Satisfactory completion of NMC competencies for year two
2. Satisfactory completion of all midwifery skills identified in the Practice Assessment Document.
3. Passing the online assessment of numeracy related to medication management.
All elements must be passed
MI 605
Developing Proficient Midwifery Practice
30
1,2,3,11,12,15 ,18,20
Students will submit a portfolio which should include a range of evidence demonstrating their development as an autonomous midwife.
MI 604
Preparation for Autonomous Midwifery
20
SUPPORT AND INFORMATION
Institutional/ University All students benefit from:
University induction week
Student Handbook: the University and you
Course Handbook
Extensive library facilities
Computer pool rooms
E-mail address
Welfare service
Personal tutor for advice and guidance
Course-specific
Additional support,
specifically where courses have non- traditional patterns of delivery (e.g. distance learning and work-based learning) include:
In addition, students on this course benefit from:
All students will be supported by their personal tutor and peers via the school’s personal group tutorial system.
These provide a supportive environment in which students can:
view the course as a whole
review their own and others’ progress
share ideas and experience on research, working methods, time management
explore the integration of theory and practice
develop communication skills
develop critical abilities
anticipate and prepare for tutorials, assessments, examinations
In practice students are supported by a qualified sign off mentor in all practice placements. Every student has a named Supervisor of Midwives who are also available to support students in practice.
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PART 3: COURSE SPECIFIC REGULATIONS
Page 21 of 30
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.
The structure of the Course complies with the relevant NMC Standards for Pre-registration Midwifery Education (NMC 2009). It is 156 weeks in length, inclusive of 7 weeks annual leave per year. The student’s week is 37.5 hours which is usually divided between university, clinical practice and independent study time. In practice placements students are under the supervision of a sign-off mentor and gain experience in antenatal, intrapartum, and postnatal care. During the course practice placements include evening, weekend and night duty, to ensure the student experiences the 24-hour cycle of care. Students will have a named supervisor of midwives from their clinical trust and be encouraged to engage in dialogue with their nominated supervisor as part of their ongoing professional development.
Please see ‘Diagrammatic Representation of the BSc(Hons) Midwifery Course (3 year)’ appended.
YEAR 1
All students attend Fresher’s week and are able to enjoy events which help them begin the transition to being a university student. This is followed by a week with introductions to the trimester one modules and learning support. All students will have access to study skills and Information Technology support appropriate to their needs. Students will be made aware that modules are supported by on-line learning materials. The next ten weeks are study/practice visit blocks where the students have a mixture of face to face university based sessions independent module study days. This is necessary to equip the students with the basic necessary theory for their first clinical placement. The students will also undertake ‘insight’ visits into practice areas to give them exposure to the healthcare environment and the ways in which midwives and other health professionals work
Year one offers an introduction to Midwifery practice and its professional framework with the focus on normality. Students undertake six modules during the year, see table below. The Introduction to the Art and Evidence of Midwifery Practice module will provide the student with the foundation knowledge for midwifery by integrating learning from all year one modules and helping the student apply this knowledge to clinical practice. This will be demonstrated in the development of the competencies and skills that will be assessed in the module Developing Midwifery Practice.
Content from different modules which is linked will normally be delivered in themed days to enable a more coherent learning experience for the student e.g. Postnatal Care Day: MI402: Physiology of the puerperium, MI405: Role and responsibilities of the midwife in postnatal care and MI406 Postnatal examination of the Mother.
THEORY
CODE TITLE CREDITS TRIMESTER
MI 401 Introduction to Midwifery 20 1
MI 402 The Physiological Basis of Midwifery Assessment 20 1
MI 403 The Human Body in Childbearing 20 1,2
MI 404 Human Relationships in Midwifery Practice 10 2
MI 405 Introduction to the Art and Evidence of Midwifery Practice
20 1,2,3
MI 406 Developing Midwifery Practice 30 1,2,3
PRACTICE
First year placements will take place in the community and hospital settings in short blocks. Students may choose to follow a woman through ‘Sharing a Woman’s experience’.
Progression to next stage of the course
All module results will be taken to the relevant Area Examination Board at the end of each trimester. Student progression to the next stage of the course will be confirmed at the Course Examination Board at the end of the academic year. Students successful in all elements of theory and practice will progress unconditionally.
Intermediate Exit Award: Certificate HE Health Sciences - the student must successfully complete all modules in year one to be awarded 120 level 4 credits.
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Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O/M = Students MUST choose one of these optional modules, the chosen module then becomes mandatory
A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)
8
Level Module code
Status Module title Credit
MI 401 M Introduction to Midwifery 20
MI 402 M The Physiological Basis of Midwifery Assessment 20
MI 403 M The Human Body in Childbearing 20
MI 404 M Human Relationships in Midwifery Practice 10
MI 405 M Introduction to the Art and Evidence of Midwifery Practice
20
MI 406 M Developing Midwifery Practice 30
MI 502 M Altered Health Childbearing 20
MI 503 M Developing the Art and Evidence for Midwifery Practice 20
MI 501 M Appreciating the Research Process in Midwifery 10
MI 504 M Midwifery Emergencies 20
MI 505 M Developing Competent Midwifery Practice 30
MI 509 M Public Health for Midwifery Practice 20
MI 601 M Enquiring into Midwifery Practice 40
MI 602 O/M Valuing Individual Cultures in Midwifery 10
MI 603 O/M International Midwifery Elective 10
MI 604 M Preparation for Autonomous Midwifery 20
MI 605 M Developing Proficient Midwifery Practice 30
MI 610 M Midwifery Leadership 20
8
All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.
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Pass
9
Total number of credits required to be eligible for the award. 10
Minimum number of credits required, at level of award, to be eligible for the award. 11
Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award.
AWARD AND CLASSIFICATION
Award type Award* Title Level Eligibility for award Classification of award
9
Total credits 10
Minimum credits 11
Ratio of marks : Class of award
Final BSc(Hons) Midwifery 6 Total credit 360 Minimum credit at level of award 120
Levels 5 and 6 (25:75) Honours degree
Intermediate BSc Midwifery 6 Total credit Other: 320 Minimum credit at level of award Other: 80 must pass MI605 Developing Proficient Midwifery Practice and achieve other requirements for professional registration as set out in table below.
Select Select
Intermediate BSc Health Science 6 Total credit Other: 330 Minimum credit at level of award 90 excluding pass in MI605 Developing Proficient Midwifery practice
Select Select
Intermediate Diploma in Health Science 5 Total credit 240 Minimum credit at level of award 120
Select Select
Intermediate Certificate in Health Science 4 Total credit 120 Minimum credit at level of award 120
Select Select
*Foundation degrees only
Progression routes from award:
Award classifications Mark/ band % Foundation degree Honours degree 12
Postgraduate degree (excludes PGCE and BM BS)
70% - 100% Distinction First (1) Distinction
60% - 69.99% Merit Upper second (2:1) Merit
50% - 59.99% Lower second (2:2) Pass
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40% - 49.99% Third (3)
12
Refers to taught provision: PG Cert, PG Dip, Masters.
Page 25 of 30
Summary of requirements for professional awards and additional exit points at degree level
Module Title Module code
Credits BSc(Hons)
Midwifery
With RM*
BSc in Midwifery with RM*
‘BSc Health Sciences’* *
Preparation for Autonomous Midwifery
MI 604 20 ,/ ,/ ,/
Developing Proficient Midwifery Practice
MI 605 30 ,/ ,/
Valuing Individual Cultures in Midwifery OR
International Midwifery Elective
MI 602
MI 603
10 ,/ ,/ ,/
Enquiring into Midwifery Practice MI 601 40 ,/ ,/
Midwifery Leadership MI610 20 ,/ ,/ ,/
Satisfy the NMC standard for health and character
,/ ,/
Provide evidence of having met Directive 2005/36/EC of the European Parliament and of the Council (2005) (NMC 2009)
,/ ,/
Completed 156 weeks theory and practice.
,/ ,/
*Is eligible to register with the NMC as a Registered Midwife (RM) **Is not eligible to register with the NMC as a Registered Midwife (RM)
EXAMINATION AND ASSESSMENT REGULATIONS
Please refer to the Course Approval and Review Handbook when completing this section.
The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).
Specific regulations The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the School Office, Academic Services, )
In addition, the following course-specific regulations apply:
All modules are mandatory
Where the student demonstrates unsafe or unprofessional practice, either in theory or in practice the CEB may rule that no referral is granted
Normally only two attempts will be allowed for Year 1 (MI406) , 2 (MI 505) and 3 (MI605) Practice Modules
Where the students are referred in practice they will normally return to the placement where the referral occurred and may work with the same sign-off mentor to ensure equity of assessment. The period of time to retrieve a referral in clinical practice will be a minimum of six
which materially affect assessment, progression and award on the course
e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.
Page 26 of 30
weeks.
All students must retrieve trailed credits within 12 weeks of conditional progression (PSRB requirement).
Where a student has been referred trailed credits will exceed those permitted under UOB GEAR (2012) however, no student may conditionally progress trailing more than 50 credits.
Students must attempt all modules; intermediate awards are offered following discussion at the Course Examination Board.
Intermission is subject to GEAR (2012) and NMC regulations (NMC 2009)
To qualify for an award, the student must achieve the full credit for that award
Exceptions required by PSRB
These require the approval of the Chair of the Academic Board
All outcomes within a progression period (Year 1, Year 2 and Year 3) have to be achieved and confirmed within 12 weeks of entering the next academic level. The 12 week limit includes both theory and practice. The 12 week period also includes holidays. No extensions to the 12 week period are permitted (NMC 2009).
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Appendix A** Taught module sessions to meet minimum BFI 18 hour taught requirement on
Why breastfeeding matters 1.5 MI 402 The Physiological Basis of Midwifery Assessment
Multiple-choice question exam
2
How breastfeeding works 1.5 MI 402 The Physiological Basis of Midwifery Assessment
Multiple-choice question exam
1
Supporting confident and effective breastfeeding I
1.5 MI 406 Developing Midwifery Practice
Skill in PAD document 3
Helping mums initiate and maintain breastfeeding
1.5 MI 406 Developing Midwifery Practice
Skill in PAD document 4, 7
Supporting confident and effective breastfeeding II
1.5 MI 406 Developing Midwifery Practice
Skill in PAD document 3, 9, 10
When baby wont feed 1.5 MI405 Introduction to the Art and Evidence of Midwifery Practice
Skill in PAD document MI 406
5,6, 8
Strategies to support breastfeeding
1.5 MI405 Introduction to the Art and Evidence of Midwifery Practice
Skill in PAD document MI 406
8,17
Breastfeeding challenges for mum
1.5 MI503 Developing the Art and Evidence of Midwifery Practice
Skill in PAD document MI 505
12, 13, 14, 16
Breastfeeding challenges for baby
1.5 MI503 Developing the Art and Evidence of Midwifery Practice
Skill in PAD document MI 505
15,16
Helping mums initiate and maintain breastfeeding -revision
3.0 MI605 Developing Proficient Midwifery Practice
Formative skills assessment
Skill in PAD document MI 605
9,11
Evidence supporting Breastfeeding update
1.5 MI604 Preparation for Autonomous Midwifery
Portfolio
MI604
18
Total 18
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Appendix B** UNICEF UK Baby Friendly Initiative
Learning outcomes for university courses
Basic knowledge and skills
1. Understand the importance of breastfeeding, and the consequences of not breastfeeding, in terms of health outcomes.
2. Have developed an in-depth knowledge of
the physiology of lactation and be able to apply this in practical situations.
3. Be able to recognise effective positioning, attachment and suckling and to empower mothers to develop the skills necessary for them to achieve these for themselves.
4. Be able to demonstrate knowledge of the
principles of hand expression and have the ability to teach these to mothers.
Initiation and management of normal breastfeeding
5. Understand the potential impact of delivery room practices on the well-being of mother and baby, and on the establishment of breastfeeding in particular.
6. Understand why it is important for mothers
to keep their babies near them.
7. Understand the principle of demand feeding and be able to explain its importance in relation to the establishment and maintenance of lactation.
8. Be equipped to provide parents with accurate, evidence-based information about activities that may have an impact on breastfeeding.
Breastfeeding beyond the newborn period
9. Understand the importance of exclusive breastfeeding for the first six months of life and possess the knowledge and skills to enable mothers to achieve this.
10. Understand the importance of timely
introduction of complementary foods and of continuing breastfeeding during the weaning period, into the second year of life and beyond.
11. Understand the importance of community
support for breastfeeding and demonstrate an awareness of the role of community-
based support networks, both in supporting women to breastfeed and as a resource for health professionals.
Special situations and common complications
12. Be able to support mothers who are separated from their babies (for example, on admission to SCBU or when returning to work) to initiate and/or maintain their lactation and to feed their babies optimally.
13. Be able to demonstrate a knowledge of alternative methods of infant feeding and care that may be used where breastfeeding is not possible, and that will enhance the likelihood of a later transition to breastfeeding.
14. Identify babies who require a managed
approach to feeding and describe appropriate care.
15. Know about the common complications of breastfeeding, how these arise, and how women may be helped to overcome them.
16. Understand the limited number of
situations in which exclusive breastfeeding is not possible and be able to support mothers in partial breastfeeding or artificial feeding in these circumstances.
The Baby Friendly Initiative and the International Code
17. Appreciate the main differences between the WHO International Code of Marketing of breast milk Substitutes and the relevant current UK legislation, and understand the relevance of the Code to their own work situation.
18. Be thoroughly conversant with the Baby
Friendly Initiative best practice standards, understand the rationale behind them and what the Baby Friendly Initiative seeks to achieve through them, and be equipped to implement them in their own workplace
School of Nursing and Midwifery
BSc(Hons) Midwifery Course (3 Year)
Appendix C: Diagrammatic Representation of the 2012 Reviewed Course
YEAR ONE
Modu
les
TRIMESTER 1 TRIMESTER 2 TRIMESTER 3
MI401 Introduction to Midwifery 20 MI404 Human Relationships in Midwifery Practice 10
MI402 Physiological Basis of Midwifery Assessment 20
MI403 The Human Body in Childbearing 20
MI405 Introduction to the Art and Evidence of Midwifery Practice 20
MI406 Developing Midwifery Practice (Practice Assessment Document) 30
YEAR TWO
Modu
les
TRIMESTER 1 TRIMESTER 2 TRIMESTER 3
MI509 Public Health for Midwifery Practice 20 MI501 Appreciating the Research Process in Midwifery 10
MI502 Altered Health in Childbearing 20 MI504 Midwifery Emergencies 20
MI503 Developing the Art and Evidence of Midwifery Practice 20
MI505 Developing Competent Midwifery Practice (PAD) 30
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