Module Specification - University of Leicester€¦ ·

Module Specification

No. Assessment Description Weight % Qual Mark Exam Hours Ass't Group Alt Reass't

001 Practice Assessment Document (PAD) GRADED 75 40002 Online Numeracy Medicines Management Examination 25 80 1

Period: Academic YearOccurence: ACoordinator: Helen McIntyreMark Scheme: UG Honours Level Module Mark Scheme

Academic Year: 2020/1Module Level: Year 1Scheme: UGDepartment: Medical SchoolCredits: 30

Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate safe achievement of the specific competencies identified within the Practice Assessment Document (PAD) forYear 1 (NMC Progressipn Point 1), through participating and initiating care and supporting women throughout theirpregnancy, labour, birth and postnatal period, under the direct supervision of a practising midwife mentor.Demonstrate effective communication and interpersonal skills to support childbearing women and their families relevant tomidwifery practice and the role of the midwife.Demonstrate a sound evidence based knowledge that facilitates the physiology of childbirth and the care of the newborn,applying this to practice.Apply knowledge of psychological, social, emotional and spiritual factors that may positively or adversley influence normalchildbirth physiology.Discuss women's experiences of normal physiological childbirth and into the postnatal period by utilising evidence from asmall caseload.

Teaching and Learning MethodsThe module will be delivered by a combination of lectures, online learning packages, clinical skills / simulation workshops andclinical practice.There will be appropriate clinical placements across the range of maternity services. During the placements students will beencouraged and enabled to develop evidence of achievement of the NMC standards and EU requirements for midwiferypractice for inclusion in the Practice Assessment Document (PAD), including Baby Friendly Initiative (BFI) experiences. Withthe support of their mentor, students will be guided to undertake a small caseload of women and follow them through thechildbirth continuum.During induction week students will participate in an inter-professional 'service user / patient listening' event where midwifery,nursing, physiotherapy, operating department practice and medical students will meet members of the College service usergroup. During Semester 1 student midwives will then join medical students in an online conversation with service users tofurther explore their patient journey and experiences. At the end of the academic year midwifery, nursing, physiotherapy,operating department practitioners and medical students will participate in an inter-professional simulation day which willinvolve role play with simulated patients (services users) and a focus on SBAR as a model for communication.

Assessment MethodsPractice Assessment Document (PAD) GRADEDOnline Numeracy Medicines Management Examination

Pre-Requisites

Co-Requisites

Lectures 30Seminars

Practical Classes & Workshops 20Tutorials

FieldworkProject Supervision

Guided Independent Study 25Demonstration

Supervised time in studio/workshopWork Based Learning

Placement 225Year Abroad

Total Module Hours 300

Student Workload (hours)

MW1001 Midwifery Practice 1

Last Published: 22 April 2020


Excluded Combinations-

Guided Independent Study: Indicative ActivitiesThe student will have access to e-learning for numeracy and medicines calculations and Health Education England CareCertifcate modules and workbooks through www.hee.nhs.uk

NMC Additional informationIndicative ContentMW1002 Biological Sciences applied to midwifery and neonatal care: application of content learned.Communication Skills.Introduction to employer -led models of midwifery supervision.Initial consultation between the woman and midwife.Caseholding and care planning.Pre-conceptual health.Antenatal care.Facilitating physiological labour and birth.Initial care of the healthy term baby.Postnatal care of the mother.Initiation and continuation of optimal infant feeding within the physiological childbirth context.Numeracy and basic medicines management.Inter-professional team-working and professionalism.The role and scope of the student midwife as a novice practitioner.Basic emergency procedures.Skills DevelopmentUniversal Precautions / Hand washing / hygiene / asepsis / infection control.Moving and handling.Vital signs, temperature, pulse, blood pressure and respiration.Elimination: urinalysis, observation of stools, swabs, specimens etc.Intermittent auscultation and continuous monitoring of the fetal heart .Administration of medicines.Abdominal examination: observation, palpation, and auscultation.Vaginal Examination.Injection technique.Venepuncture: taught practice.Postnatal examination of the mother.Initial examination fo the newborn.Optimal infant feeding.HEE Skills for Care and Skills for Health Care Certificate StandardsCore reference sourcesDepartment of Health (2012) Compassion in Practice, Nursing, Midwifery and Care Staff, Our Vision and Strategy, London,Crown Publications.Health Education England Skills for Care and Skills for Health (2015) The Care Certificate, London, HEE.Johnson, R, and Taylor, W,,(2016) Skills for Midwifery Practice (4th ed), Edinburgh, Churchill Livingstone, Elsevier.LIndsay, P, Bagness, C, and Peate, I, (2018) Midwifery at a Glance, Chichester, John Wiley and Sons.Pollard, M, (2017) Evidence-based care for breastfeeding mothers: A resource for midwives and Allied Health Professionals(2nd ed), Abingdon, Routledge.Renfrew, MJ, Homer, CSE, Downe, S, McFadden, A, Muir, N, Prentice, T, and ten Hoope-Bender, P, (2014) Midwifery: AnExecutive Summary for the Lancet Series, Available at:http://www.thelancet.com/series/midwifery.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.World Health Organisation, (1981) International Code of Marketing of Breastmilk substitutes, Geneva, WHO.





001 Written Examination to include one compulsory infant feedingquestion

100 40 3

Period: Semester 1Occurence: ACoordinator: Helen McIntyreMark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:Explain the anatomy and physiology of key bodily systems and their application throughout pregnancy and the childbirthcontinuum.Demonstrate an understanding of the development of the fetus and the newborn's adaptation to extra-uterine life.Explain the anatomy of the breast and the physiology of lactation (UNICEF-UK BFI).Demonstrate application of knowledge to key practical midwifery skills.Apply the principles of safe medicines administration relating to midwifery.

Teaching and Learning MethodsKey lectures, skills / simulation workshops, small group work

Assessment MethodsWritten Examination to include one compulsory infant feeding question (UNICEF-UK Baby Friendly Initiative [BFI]accreditation).

Pre-Requisites

Co-Requisites


Lectures 25Seminars

Practical Classes & Workshops 10Tutorials 5







MW1002 Biological Sciences applied to Midwifery and Neonatal Care



Guided Independent Study: Indicative ActivitiesOnline forums and anatomy and physiology packages via Blackboard.https://www.genomicseducation.hee.nhs.uk/courses/

NMC Additional informationIndicative ContentBasic biochemistry underpinning human physiology.Homeostasis and overview of neuro-hormonal control.Microbiology: normal commensal bacteria / disease causing bacteria.The cell: structure and function of organelles.Genetics: mitosis, meiosis and inherited diseases.Anatomy of the female and male reproductive system.Menstrual cycle and contraception.Confirmation of pregnancy.Anatomy of the breast and physiology of lactation.Cardiovascular system.Respiratory system.Immune system.Endocrine system .Digestion system.The skin.Embryology.Fetal development.Fetal circulation and adaptation to extra-uterine life.The healthy neonate.Thermoregulation.Introduction to pharmacology and drugs commonly used in pregancy and childbirth.Related skills development:Assessing Body Mass Index (BMI) / weight and height.CPR.Infection control / hand hygiene.Vital signs: temperature, pulse, blood pressure, respiration.Urinalyis.Pregnancy testing.CO monitoring.Mechanism of physiological labour and birth.Assessing skin integrity.Medicines administration.Documentation / record keeping.Core reference sourcesJohnson, R, and Taylor, W, (2016) Skills for Midwifery practice, (4th ed) Edinburgh, Churchill Livingstone, Elsevier.Marshall, JE, and Raynor, MD, (2014) Myles Textbook for Midwives, (16th ed), Edinburgh, Churchill Livingstone, Elsevier.Macdonald, S, and Johnson, G, (2017) Mayes' Midwifery (15th ed) Edinburgh, Elsevier.McFadden, R, (2013) Introducing pharmacology for nursing and healthcare (2nd ed) Harlow, Pearson Education.Public Health England (2016) Newborn and Infant Physical Examination Screening Programme Standards 2016/2017,London, Department of Health.Rankin, J, (2013) Myles Midwifery Anatomy and Physiology Workbook, London, Churchill Livingstone.Tortora, GJ, and Derrickson, BH, (2017) Principles of Anatomy and Physiology (15th ed), New York, John Wiley and Sons.Waugh, A, and Grant, A, (2018) Ross and Wilson Anatomy and Physiology in Health and Illness (13th ed), Edinburgh,Elsevier.

MW1002 Biological Sciences applied to Midwifery and Neonatal Care




001 A reflection on the student's leadership style and development.1500 words.

100 40

Period: Semester 1Occurence: ACoordinator: Jayne MarshallMark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:Discuss the knowledge, skills and attitudes required for effective leadership.Discuss key theories of leadership and how these relate to personal development, clincal practice and the business ofhealthcare.Explain the NHS Leadership Academy Nine Dimensions of Leadership.Reflect on personal leadership and management skills and identify areas for future development.

Teaching and Learning MethodsThis module introduces the student to the key concepts of leadership in healthcare and encourages them to reflect on theskills, knowledge and behaviours they need to develop during the four years of the programme. The students will be in smalllearning sets where they will have the opportunity to discuss their experiences of leadership in clinical practice with a localmidwife/nurse leader.Leadership styles exercises and worksheets.Specialist subject lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc)Roleplay.Problem-based case scenarios.Practice based learning / caseloading.Directed reading and independent inquiry.

Assessment MethodsA reflection on the student's leadership style and development. 1500 words.

Pre-Requisites

Co-Requisites


Lectures 25Seminars 10

Practical Classes & WorkshopsTutorials 5







MW1003 Foundations of Clinical Leadership 1



Guided Independent Study: Indicative ActivitiesResources from the NHS Leadership Academy: https://www.leadershipacademy.nhs.uk/resources/

NMC Additional informationIndicative ContentDefining leadership.Fundamental theories of leadership and management.Introduction to the NHS Leadership Academy Healthcare Leadership Model: The nine dimensions of leadership behaviour.Similarities and differences in leadership and management.Developing resilience in work and study.Identity and self at work.Professional power and responsibility.Roles and role transition. Leadership, politics, power and emotional work.Developing a personal impact (360 process).The challenge of change.Self-analysis and personal development planning.Assertiveness and problem solving.Leadership, gender and diversity.Developing a leadership portfolio.Core reference sourcesAshton, D, Ripman, J, and Williams, P, (2017) How to be a nurse or midwife leader, Chichester, Wiley-Blackwell.NHS Leadership Academy (2013) Healthcare Leadership Model: The nine dimensions of leadership behaviour, Leeds, NHSLeadership Academy.Northouse, PG, (2012) Introduction to Leadership: Concepts and practice, London, Sage.Schedlitzki, D, and Edwards, G, (2014) Studying Leadership: Traditional and Critical Approaches, London, Sage.Stanton, E, Lemer, C, and Mountford, J, (2010).Clinical Leadership: Bridging the divide,.London, Quay Books.

MW1003 Foundations of Clinical Leadership 1





Period: Academic YearOccurence: ACoordinator:Mark Scheme: UG Module Grade Only


Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate safe achievement of the specific competencies identified within the Practice Assessment Document (PAD) forYear 2 through participating and initiating care and supporting women experiencing normal and complex childbirth undersupervision of a practising midwife mentor.Demonstrate effective communication and interpersonal skills to support childbearing women and their families.Demonstrate a sound evidence based knowledge that facilitates the physiology of childbirth and the care of the newborn, innormal and complex situations.Apply knowledge of psychological, social, emotional and spiritual factors that may positively or adversley influence normalchildbirth physiology.Make decisions to support appropriate referral of either the woman or baby to other health professionals or agencies whenthere is recognition of normal processes being adversely affected or compromised.

Teaching and Learning MethodsThe module will be delivered by a combination of lectures, online learning packages, clinical skills / simulation workshops andclinical practice.There will be appropriate clinical placements across the range of maternity services. During the placements students will beencouraged and enabled to develop evidence of achievement of the NMC standards and EU requirements for midwiferypractice for inclusion in the Practice Assessment Document (PAD), including Baby Friendly Initiative (BFI) experiences andthe Newborn and Infant Physical Examination (NIPE) within the NIPE Portfolio.Students will continue to undertake a small caseload of women and follow them through the childbirth continuum.During this module, there will also be short distinct placements outside of the maternity service but relevant to the role of themidwife: e.g. gynaecology / Early Pregnancy Unit, Neonatal Intensive Care Unit and Adult critiical care to address EUDirectives for clinical practice.


Pre-Requisites

Co-Requisites


Lectures 30Seminars











Guided Independent Study: Indicative ActivitiesThe student will have access to e-learning for numeracy and medicines calculations.NMC Additional informationIndicative ContentMW2002: Compassionate and safe maternal and neonatal care: application of content learned.MW2004: Newborn and Infant Physical Examination (NIPE): application of content learned.MW2005 Complex health and social challenges in midwifery and neonatal care: application of content learned.Communication Skills including documentation and Situation, Background, Assessment and Recommendation (SBAR)principles.Cultural issues that impact on midwifery and neonatal care delivery.Initial consultation between the woman and midwife, including care of the pregnant woman with complex health and/or socialneeds.Caseholding and care planning.Antenatal care.Facilitating physiological labour and birth with women who have complex needs.Care of the baby with complex needs.Initiation and continuation of optimal feeding in healthy babies and those with complex needs.Postnatal care of the mother with complex needs.Gynaecological conditions affecting childbearing women.The critically ill adult / pregnant woman.Anaesthesia and its risk in childbearing women.Pre-operative and post-operative care.Identifying risk and maintaining safety in midwifery and neonatal care.Recognising deviations from the normal in childbearing women and neonates.Numeracy and medicines management.Inter-professional team-working and professionalism.The role and scope of the student midwife as an advanced beginner practitioner.Decision making: safety versus risk.The A-EQUIP Empoyer-led model of Supervision in Practice and role of the Professional Midwifery Advocate (PMA).Skills DevelopmentContinued development of knowledge and skills acquired in year1 of the programme.Assessing and monitoring fetal growth and wellbeing.Cardiotocography and interpretation of fetal heart patterns.Induction of labour.Amniotomy.Perineal infiltration and episiotomy.Perineal suturing.Pre-operative and post-operative care.Anaesthesia: epidural, spinal, regional and general.Bladder drainage and catheterisation.Removal of wound closures: sutures, clips.Neonatal screening tests including blood spot screening and bilirubin assessment.Blood glucose monitoring (adults and neonates).Insertion of nasogastric tubes and subsequent feeding.Administration of enemas, suppositories and medicines per rectum.Administration of oral medicines to neonates.Adminstration of intramuscular injections to neonates (Vitamin K),Preparing Intravenous infusions for administration.Adding drugs to Intravenous infusions and preparing intravenous infusion pumps.Core reference sourcesBoxall, G, (2010) Neonatal Intensive Care Nursing, (2nd ed), London, Routledge.Jackson, K, and Wightman, H, (2017) Normalising challenging or complex childbirth, London, Open University Press.Johnson, R, and Taylor, W, (2016) Skills for Midwifery Practice (4th ed), Edinburgh, Churchill Livingstone, Elsevier.LIndsay, P, Bagness, C, and Peate, I, (2018) Midwifery at a Glance, Chichester, John Wiley and Sons.Lissauer, T, Fanaroff, AA, Miall, L, and Fanaroff, J, (2015) Neonatology at a glance, (3rd ed) Chichester, Wiley Blackwell.MBRRACE-UK (2017) Saving Lives, Improving mothers' care - lessons learned to inform maternity care from the UK andIreland Confidential Enquiries into Maternal Deaths and Morbidity 2013-15, Oxford, NPEU, University of Oxford.Raynor, MD, Marshall, JE, and Jackson, K, (2012) Midwifery Practice: Critical illness, Complications and Emergencies CaseBook, Maidenhead, Open University Press,Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.





001 Presentation of a case study from personal case load. 2000 words. 100 40

Period: Semester 1Occurence: ACoordinator:Mark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate a sound evidence based knowledge of maternity care provision and midwifery models of care.Demonstrate a sound evidence based knowledge that facilitates the physiology of childbirth and the safe care of the newbornin normal situations.Apply knowledge of psychological, social, emotional and spiritual factors that may positively or adversely influence normalchildbirth physiology.Demonstrate knowledge of promoting a safe environment in a range of maternity settings.Reflect on local, national and international guidelines and frameworks that promote compassionate and safe midwifery andneonatal care.

Teaching and Learning MethodsThe module will be delivered by a combination of lectures and workshops, online learning packages, seminars and studentgroup work.

Assessment MethodsPresentation of a case study from personal case load. 2000 words.

Pre-Requisites

Co-Requisites










MW2002 Compassionate and safe midwifery and neonatal care



Guided Independent Study: Indicative ActivitiesDirected and self-directed learning via VLE Blackboard.Improving safety in maternity services toolkit: https://www.kingsfund.org.uk/projects/safer-births.

NMC Additional informationIndicative ContentPolitics surrounding childbirth and the values of the NHS.The international framework for quality maternal and newborn care.Models of midwifery care.Access to maternity care and health promotion resources.The 6 C's: care, compassion, courage, communication, committment and competence.The qualities of a "good midwife".Guidelines, policies and procedures.Choice, empowerment and collaborative working with women and their families.Case holding and care planning.Safer Maternity Care (DH 2016)Creating a safe and empowering birth environment.Prioritising care and decision making.Health Improvements in maternity and neonatal care.Care Quality IndicatorsCultural awareness.Safety versus risk debate.Communication Skills.Core reference sourcesByrom, S, and Downe, S, (2015) The Roar behind the Silence: why kindness, compassion and respect matter in maternitycare , London, Pinter and Martin.Department of Health (2016) Safer Maternity Care : Next steps towards a national maternity ambition, London, DH.Dixley, A, (2014) Breast Intentions: How women sabotage breastfeeding for themselves and others, London, Pinter andMartin.Johnson, R, and Taylor, W, (2016) Skills for Midwifery Practice (4th ed), Edinburgh, Churchill Livingstone, Elsevier.National Health Service England (2012) Compassion in Practice Vision and Strategy: An Approach to Midwifery Care,London, DH.National Health Service (NHS) England (2016) National Maternity Review: Better Births: Improving outcomes of maternityservices in England, A Five Year Forward View for maternity care. (Chair: Cumberlege, J.) Available at: https://www.england.nhs.uk/wp-content/uploads/2016/02/national-maternity-review-report.pdf.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.Renfrew, MJ, Homer, CSE, Downe, S, McFadden, A, Muir, N, Prentice, T, and ten Hoope-Bender, P., (2014) Midwifery: AnExecutive Summary for the Lancet Series, Available at: http://www.thelancet.com/series/midwifery.Royal College of Midwives (2012) Evidence Based Guidelines for Midwifery-Led Care in Labour: Birth Environment, London,RCM.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.

MW2002 Compassionate and safe midwifery and neonatal care




001 Seminar Presentation based on a case study related to an aspect ofperinatal mental health

100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Discuss the potential impact of psychological / emotional changes during pregnancy, childbirth and the postnatal period on thewoman, baby, partner and family.Demonstrate knowledge of safeguarding, legal and policy issues relating to perinatal mental health including collaborationwithin the multiprofessional and inter-agency team.Critically analyse the evidence relating to complex factors that may increase the risk of perinatal mental health conditions..Critically evaluate current guidelines, national and local perinatal mental health service provision and identify areas for localservice development / improvement.Critically evaluate the assessment, referral pathways and treatment options for perinatal mental health conditions.

Teaching and Learning MethodsLead lectures and workshops by subject specialists, such as specialist midwives and perinatal mental health psychologists,case studies, service users experiences, group work, role play and guided independent study.Insight visits to placements and voluntary organisations supporting parents and families with mental illness will enable thestudents to apply the theory to practice.

Assessment MethodsSeminar Presentation based on a case study related to an aspect of perinatal mental health.

Pre-Requisites

Co-Requisites










MW2003 Perinatal Mental Health



Guided Independent Study: Indicative ActivitiesDirected reading. online learning, VLE via Blackboard and the Royal College of General Practitioners Perinatal Mental HealthToolkit available at: http://www.rcgp.org.uk/clinical-and-research/resources/toolkits/perinatal-mental-health-toolkit.aspx.Edinburgh Postnatal Depression Scale: https://psychology-tools.com/epds.

NMC Additional informationIndicative ContentPhysical, emotional, psychological and social changes during pregnancy, childbirth and the postnatal period.The relationship between perinatal mental health and social, cultural, economic and co-morbidity factors.- Pregnancy loss and end of life care of the neonate.- Sexual health issues: e.g. rape / incest.The policy context and mental health as a public health issue.Perinatal mental health services.Stigma and mental health.Ethnic and cultural considerations relating to mental illness.Mental health issues applied to the perinatal period: mood disorders and psychosis.Father's adaptation to parenthood and perinatal mental health.Service users experience of mental illness.Management strategies, clinical care pathways and national and local clinical guidelines for screening: e.g. The Solihullapproach.Treatment interventions for moderate and severe perinatal illness and impact on fetal/ infant development (cognitive,neurological etc).Assessing emotional well-being.Dual diagnosis and toxic trio.Attachment and responsive parenting / infant feeding (BFI).Maternal reflective functioning.Impact of perinatal mental illness on infant brain development - plasticity and pruning.Communication skills and partnership and relationship based models to care.Care planning.Interagency and inter-professional working.Legal, ethical and statutory issues relating to perinatal mental health and professional practice.Risk management and clinical governance.Safeguarding of vulnerable individuals.Critical reflection on own and other's practice in promoting mental wellbeing for women, babies and families.Core reference sourcesGerhardt, S, (2014) Why Love matters: How affection shapes a baby's brain (2nd ed) Oxford, Taylor and Francis.Hanzak, E, (2015) Another twinkle in the eye: Contemplating another pregnancy after perinatal mental illness, London,Routledge.Henshaw, C, Holden , J, and Cox , J, (2014) Perinatal Mental Health: The Edinburgh Postnatal Depression Scale (EPDS)manual, London, RCPsych Publishers.Latif, Z, (2014) The Maternal Mental Health of Migrant Women, Briefing Series, Better Health Briefing Paper 31, RaceEquality Foundation.Martin, C, (2012) Perinatal Mental Health: A clinical guide. Keswick, M and K Publishing.MBRRACE-UK (2017) Improving mothers' care - lessons learned to inform maternity care from the UK and IrelandConfidentail Enquiries into Maternal Deaths and Morbidity 2013-15, Oxford, NPEU, University of Oxford.National Health Service (NHS) England (2016) National Maternity Review: Better Births: Improving outcomes of maternityservices in England, A Five Year Forward View for maternity care. (Chair: Cumberlege, J.) Available at: https://www.england.nhs.uk/wp-content/uploads/2016/02/national-maternity-review-report.pdf.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviouir for nurses and midwives,London, NMC.Raynor, MD, and England, C, (2010) Psychology for midwives: Pregnancy, Childbirth and Puerperium, Maidenhead, OpenUniversity Press.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UKWenzel, A, and Kleinman, K, (2015) Cognitive Behavior Therapy for Postnatal Distress, New York, Routledge.

MW2003 Perinatal Mental Health




001 Literature review. 2000 words. 70 40002 A presentation of a health promotion product on an aspect of the

newborn and infant physical examination30 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Discuss fetal physiology and how the healthy term neonate adapts to extra-uterine-life.Critically analyse the current evidence regarding the holistic examination of the newborn and subsequent decisions madeabout the baby's care.Explain the role and professional, ethical and legal responsibilities of the midwife associated with examining and assessingthe newborn, including referral to other health care professionals.Demonstrate effective communication skills in articulating information about the health and care of the baby with the mother,family and other health care professionals.

Teaching and Learning MethodsLead lectures and workshops, case studies, demonstration and simulation. Guidance and support from NIPE trainedmidwives / paediatricians in developing the skills to undertake the holistic examination of the newborn baby in clinical practice.Students will be provided with a Portfolio during this module to record neonatal examinations they undertake in practice underthe supervision of their trained NIPE mentor. This will also include reflection and critical analysis of their experiences indeveloping knowledge and skills in NIPE. In order to be deemed NIPE competent by the end of the programme, the studentwill be required to undertake a minimum of 30 holistic physical examinations of the baby and be summatively assessed by aNIPE trained midwife or paediatrician / neontaologist through an observed simulated clinical examination (OSCE) in the finalyear.

Assessment MethodsLiterature review.A presentation of a health promotion product on an aspect of the newborn and infant physical examination

Pre-Requisites

Co-Requisites





Guided Independent Study 35Demonstration 10





MW2004 Newborn and Infant Physical Examination



Guided Independent Study: Indicative ActivitiesDirected reading. online learning, VLE via Blackboard and the e-learning online modules from Public Health England Newbornand Infant Physical Examination Screening Programme via Health Education England's e-LfH Platform.

NMC Additional informationIndicative ContentNewborn and Infant Physical Examination Screening Programme Standards applied to the holistic examination of thenewborn baby.United Kingdom / Public Health England NHS Screening Programmes Drivers.Professional concepts: accountabilty, autonomy, responsibility, advocacy, reflection, legal and ethical decision making.Communication: imparting relevant and unbiased information to parents, including in challenging situations (breaking badnews).The relevance of taking a history from the mother in informing clnical decision making in the care of the neonate.Genetic conditions.Holistic examination of the neonate.Cardiac anatomy, physiology and aetiology of cardiac anomalies.Fetal circulation and the examination of the heart.The skin (including pathological jaundice).Musculoskeletal development and aetiology of anomalies.Hip development : theory and examination.The eye: anatomy, examination and aetilogy of anomolies.The testes / female genitalia: anatomy, examination and aetiology of anomalies.Anatomy and physiology of gastrointestinal and genito-urinary systems, problems and related aetiology.Ankyloglossia and infant nutrtition and UNICEF-UK Baby Friendly Initiative (BFI).Safeguarding of babies.Health promotion.Documentation/ record keeping and referral pathways / multi-professional team working (NIPE Screening Management andReporting Tool (NIPE-SMART).Recognition and care of the unwell baby: transitional care, special care and neontal intensive care.The role of the midwife in caring for babies with complex health care needs.Core reference sourcesLomax, A, (2011) Examination of the Newborn: An evidence based Guide, Oxford, Wiley-Blackwell.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviouir for nurses and midwives,London, NMC.Public Health England (2016) Newborn and Infant Physical Examination Screening Programme Handbook 2016/2017,London, Department of Health.Public Health England (2016) Newborn and Infant Physical Examination Screening Programme Standards 2016/2017,London, Department of Health.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.

MW2004 Newborn and Infant Physical Examination




001 Unseen Written Examination to include one compulsory infantfeeding question

100 40 3



Intended Learning OutcomesOn successful completion of the module, students should be able to:Discuss the conditions that may cause deviations from the normal physiology in the childbearing woman and fetus / neonate.Demonstrate knowledge of the physiological processes that influence associated pathological conditions in childbirth and inthe neonate, including their management.Discuss the social factors that can adversely impact on the health and wellbeing of the childbearing woman and fetus /neonate.Critically evaluate the provision of care that vulnerable women, their babies and families experience within the context ofcontemporary multi-cultural maternity, health and social care service.Critically evaluate the role of the midwife as part of the inter-professional team when formulating an appropriate response inmanaging the immediate and ongoing care of women and babies with complex health and social needs.

Teaching and Learning MethodsLead lectures and workshops that include case studies, group work and guided independent study.

Assessment MethodsUnseen Written Examination to include one compulsory infant feeding question (UNICEF-UK Baby Friendly Initiative [BFI]accreditation).

Pre-Requisites

Co-Requisites










MW2005 Complex health and social challenges in midwifery and neonatal care



Guided Independent Study: Indicative ActivitiesDirected reading. online learning, VLE via Blackboard and the e-learning online modules from Health Education England's e-LfH Platform and Public Health England Newborn and Infant Physical Examination Screening Programme via HealthEducation England's e-LfH Platform.

NMC Additional informationIndicative ContentMortality and morbidity and demographic changes relating to maternity and neonatal care.The role of the midwife in caring for childbearing women and babies with complex health care and social needs: e.g. migrantfamilies, refugees / asylum seekers, poverty and homeless women, abused women, sex workers, etc.Communication: imparting relevant and unbiased health promotion information to parents, (including those whose firstlanguage is not English).Key gynaecological conditions: e.g. infertility, surrogacy.Motherhood and extremes of age: teenage pregnancy and "elderly" primigravdae.Early pregnancy complications.Medical conditions existing or acquired during the childbirth continuum and their impact on maternal, fetal and neonatalhealth:- anaemia- diabetes- haemoglobinopathies- neurological disorders: e.g. epilepsy- cardiac disease- respiratory disease: e.g. cystic fibrosis- cholestasisTeratogens, medicines and drug use: e.g. alcohol, tobacco, therapeutic medicines (e.g. insulin), opioids etc.Multiple pregnancy.Genetic conditions.Musculo-skeletal problems: e.g. limited mobility, paraplegia.The childbearing woman with learning difficulties and sensory loss / impairment.The obese childbearing woman.Female Genital Mutilation and safeguardingHealth promotion and prevention of disease: e.g. tuberculosis and BCG vaccine.Reduced fetal movements / stillbirth / neonatal death.Bereavement and grief.The small for dates (growth restricted) and unwell baby.Physiological and pathological jaundice.Infant feeding relating to the baby with complex health care needs.Documentation/ record keeping and referral pathways / multi-professional team workingCore reference sourcesGraham, H, (2009). Understanding Health Inequalities (2nd edn). Maidenhead, Open University Press.Jackson, K, and Wightman, H, (2017) Normalising challenging or complex childbirth, London, Open University Press.Lomax, A, (2011) Examination of the Newborn: An evidence based guide, Oxford, Wiley-Blackwell.Marshall, JE, and Raynor, MD, (2014) Myles Textbook for Midwives, (16th ed), Edinburgh, Churchill Livingstone, Elsevier.Macdonald, S, and Johnson, G, (2017) Mayes' Midwifery (15th ed) Edinburgh, Elsevier.MBRRACE-UK (2017) Improving mothers' care - lessons learned to inform maternity care from the UK and IrelandConfidentail Enquiries into Maternal Deaths and Morbidity 2013-15, Oxford, NPEU, University of Oxford.McCance, KL, and Heuther, SE, (2014) Pathophysiology: The Biological Basis for Disease in Adults and Children (7th ed) StLouis, Mo, Elsevier Mosby.Naidoo, J, and Wills, J, (2010) Developing practice for public health and health promotion, London, Ballierre Tindall, Elsevier.National Health Service (NHS) England (2016) National Maternity Review: Better Births: Improving outcomes of maternityservices in England, A Five Year Forward View for maternity care. (Chair: Cumberlege, J.) Available at: https://www.england.nhs.uk/wp-content/uploads/2016/02/national-maternity-review-report.pdf.National Health Service (NHS) England (2016) Saving Babies' Lives: A care bundle for reducing stillbirth, London, Departmentof Health.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviouir for nurses and midwives,London, NMC.Public Health England (2016) Newborn and Infant Physical Examination Screening Programme Standards 2016/2017,London, Department of Health.Raynor, MD, Marshall, JE, and Jackson K, (2012) Midwifery Practice: Critical illness, Complications and Emergencies CaseBook, Maidenhead, Open University Press.Renfrew, MJ, Homer, CSE, Downe, S, McFadden, A, Muir, N, Prentice, T, and ten Hoope-Bender P, (2014) Midwifery: AnExecutive Summary for the Lancet Series, Available at: http://www.thelancet.com/series/midwifery.Saracci, R, (2010) Epidemiology: A very short introduction, Oxford, Oxford University Press.Squire,s C, (2017) The Social Context of Birth (3rd ed), Abingdon, Routledge/ CRC Press.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.

MW2005 Complex health and social challenges in midwifery and neonatal care




001 Production of a poster as part of a small team exploring leadershiprelated to an aspect of healthcare.

60 40

003 1000 word reflection on teamworking as part of the assessment. 40 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Discuss the knowledge, skills and attitudes required to lead others in healthcare practice.Discuss key theories of leadership and how these relate to leading others in an aspect of healthcare.Discuss the NHS Leadership Academy Nine Dimensions of Leadership in relation to engaging others in a shared vision.Reflect on personal leadership and management skills and identify areas for future development in leading others.Work as part of a team to explore aspects of leadership in practice.

Teaching and Learning MethodsThis module develops the students' understanding of leading others within the healthcare setting and encourages them toreflect on the skills, knowledge and behaviours they need to develop. The students will be in small learning sets where theywill have the opportuity to discuss their experiences of leadership in clincal practice with a local midwife/nurse leader.Leadership exercises and worksheets.Specialist subject lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc)Roleplay.Problem-based case scenarios.Practice based learning / caseloading.Directed reading and independent inquiry.

Assessment MethodsProduction of a poster as part of a small team exploring leadership related to an aspect of healthcare.1000 word reflection on teamworking as part of the assessment.

Pre-Requisites

Co-Requisites










MW2006 Clinical Leadership 2




NMC Additional informationIndicative ContentDeveloping and sharing a vision.Personality traits and their impact on leadership and team working.Engaging the team.Inspiring a shared purpose.Leading with care.Setting goals and achieving goals.Improving the service user experience through good teamwork.Service user engagement in health improvement.Building cohesiveness.Handling conflict within the team.Developing a leadership portfolio.Core reference sourcesAshton, D, Ripman, J, and Williams, P, (2017) How to be a nurse or midwife leader, Chichester, Wiley-Blackwell.Gill, R, (2011) Theory and Practice of Leadership, London, Sage.NHS Leadership Academy (2013) Healthcare Leadership Model: The nine dimensions of leadership behaviour, Leeds, NHSLeadership Academy.Northouse, PG, (2012) Introduction to Leadership: Concepts and practice, London, Sage.Schedlitzki, D, Edwards, G, (2014) Studying Leadership: Traditional and Critical Approaches, London,. Sage.

MW2006 Clinical Leadership 2







Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate safe achievement of the specific competencies identified within the Practice Assessment Document (PAD) forYear 3, through participating and initiating care and supporting women experiencing normal and complex childbirth underminimal supervision of a practising midwife mentor.Demonstrate effective communication and interpersonal skills to support childbearing women and their families in a range ofnormal and complex situations.Differentiate when decisions to expedite transfer of care to other health professionals are warranted to reduce morbidity of thechildbearing woman and / or fetus / neonate.Demonstrate competence in applying knowledge of psychological, social, emotional and spiritual factors that may positively oradversely influence normal childbirth physiology when planning midwifery and neonatal care.Demonstrate knowledge and skills in recognising and managing maternal and neonatal emergencies.

Teaching and Learning MethodsThe module will be delivered by a combination of lectures, online learning packages, clinical skills / simulation workshops andclinical practice.There will be appropriate clinical placements across the range of maternity services. During the placements students willcontinue developing their knowledge and skills to provide the evidence of achievement of the NMC standards and EUrequirements for midwifery practice within the Practice Assessment Document (PAD) and the Newborn and Infant PhysicalExamination (NIPE Portfolio, including Baby Friendly Initiative (BFI) experiences.Students will continue to undertake a small caseload of women and follow them through the childbirth continuum.


Pre-Requisites

Co-Requisites


Lectures 30Seminars











Guided Independent Study: Indicative ActivitiesThe student will have access to e-learning for numeracy and medicines calculations.NMC Additional informationIndicative ContentMW3002: Pharmacology and medicines management applied to midwifery: application of content learned.Communication Skills including documentation and Situation, Background, Assessment and Recommendation (SBAR)principles,Sudden Untoward Incidents (SUI).Cultural issues that impact on midwifery and neonatal care delivery.Initial assessment of the woman, including care of the pregnant woman with complex health and / or social needs.Caseholding and care planning.Facilitating physiological labour and birth with women who have complex needs.Care of the baby with complex needs.Initiation and continuation of optimal feeding in healthy babies and those with complex needs.Postnatal care of the mother with complex needs.The critically ill adult / pregnant woman.Identifying risk and maintaining safety in midwifery and neonatal care.Recognising deviations from the normal in childbearing women and neonates.Numeracy and medicines management.Inter-professional team-working and professionalism.The role and developing scope of the student midwife as a competent practitioner.Decision making: safety versus risk: salutogenesis.The A-EQUIP Emp;oyer-led model of Supervision in Practice and role of the Professional Midwifery Advocate (PMA).Skills DevelopmentContinued development of knowledge and skills acquired in year1 and 2 of the programme.Induction of labour.Amniotomy.Application of a Fetal Scalp Electrode (FSE).Episiotomy.Perineal suturing.Neonatal Blood spot screening.Cardiotocograpy and interpretation of fetal heart patterns.Blood glucose monitoring (adults and neonates).Blood gases and acid base assessment.Central Venous Pressure monitoring.Administration of oxygen.Administration of oral medicines to neonates.Adminstration of intramuscular injections to neonates (Vitamin K).Intravenous cannulation.Preparing Intravenous infusions for administration.Adding drugs to Intravenous infusions and preparing intravenous infusion pumps.Blood transfusion.Recognising the deteriorating / critically ill woman.Core reference sourcesJackson, K, and Wightman, H, (2017) Normalising challenging or complex childbirth, London, Open University Press.Johnson, R, and Taylor, W, (2016) Skills for Midwifery Practice (4th ed), Edinburgh, Churchill Livingstone, Elsevier.LIndsay, P, Bagness, C, and Peate, I, (2018) Midwifery at a Glance, Chichester, John Wiley and Sons.Lissauer, T, Fanaroff, AA, Miall, L, and Fanaroff, J, (2015) Neonatology at a glance, (3rd ed), Chichester, Wiley Blackwell.Raynor, MD, Marshall, JE, and Jackson, K, (2012) Midwifery Practice: Critical illness, Complications and Emergencies CaseBook, Maidenhead, Open University Press.MBRRACE-UK (2017) Improving mothers' care - lessons learned to inform maternity care from the UK and IrelandConfidentail Enquiries into Maternal Deaths and Morbidity 2013-15, Oxford, NPEU, University of Oxford.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.Walsh, D, (2019) Evidence and Skills for Normal Labour and Birth: A Guide for Midwives (3rd ed), London, Routledge.





001 Written assignment based on a Case Study with medication plan 100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically reflect on the legislative and regulatory frameworks, including national and local policies and guidelines, that governmedicinal products management within the UKDemonstrate an understanding of the pharmacology of specific medicinal products as applied to midwifery and neonatal care.Demonstrate a comprehensive understanding of the actions, interactions and reactions of medicinal products within thecomplexity of midwifery practice.Critically appraise contemporary information sources/advice relating to treatment options and make appropriate judgments inpartnership with the childbearing woman, including the multi-professional team as and when necessary.

Teaching and Learning MethodsSpecialist subject lecturesSmall group tutorialsInteractive computer-based activities (quizzes / VLE, podcasts etc)Practical demonstration and simulation (medicinal products administration)Problem-based case scenariosPractice based learning / work-based learning / caseloadingDirected reading and independent inquiry.

Assessment MethodsWritten assignment based on a Case Study with medication plan

Pre-Requisites

Co-Requisites





Guided Independent Study 35Demonstration 5





MW3002 Pharmacology and medicines management applied to midwifery practice



Guided Independent Study: Indicative ActivitiesNMC Additional informationIndicative ContentClinical pharmacology, including the effects of co-morbidity:- anatomy and physiology as applied to medicinal products,- basic principles of pharmacology - absorption, distribution, metabolism and excretion, including adverse drug reactions(ADR),interactions and reactions,- impact of physiological state on drug responses and safety, e.g. pregnant women/fetus, breastfeeding mothers, neonates,childrenand young people and in elderly people.Role of the pharmacist and developing roles e.g. medicines management technician.Medication plans and medication reviews.Evidence-based practice and clinical governance in relation to medicines and medicines management.Legal, policy and ethical dimensions of medicines and prescribing.Medicines related harm and litigation.Antibiotic stewardship.Professional accountabilty and responsibility in medicines management.Core reference sourcesBarber, P, and Robertson, D, (2015) Essentials of Pharmacology for Nursing, Oxford, Open University Press.Dimond, B, (2015) Legal Aspects of Nursing (7th Ed), London, Quay.Dimond, B, (2013) Legal Aspects of Midwifery (4th Ed) London, Quay.Elliott, RA, Camacho, E, Campbell, F, Jankovic, D, Martyn St James, M, Kaltenthaler, E, Wong, R, Sculpher, MJ, Faria, R,(2018) Prevalence and Economic burden of medication errors in the NHS in England, Manchester, Centre for HealthEconomics / Policy Research Unit in Economic Evaluation of Health and Care Interventions (EEPRU).NHS Resolution: https://resolution.nhs.uk Accessed March 2018.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.Royal Pharmaceutical Society (2018) The Safe and secure handling of medicines: a team approach, London, RoyalPharmaceutical Society.

MW3002 Pharmacology and medicines management applied to midwifery practice




001 A reflection on the student's leadership style and development.1500 words.

100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Construct a learning contract / scheme of work to guide the experience and enhance personal and professional development.Assess the value of undertaking an elective placement or internship in a clinical practice, education, leadership or researchsetting.Critically assess and reflect on the experience through the lens of a midwife leader.

Teaching and Learning MethodsLecture/seminar to launch the module and the organisation of electives/internships as well as seminars for the students toreflect on their experience with peers .A number of internships negotiated by the programme team will be available to students.Students will arrange the experiences themselves, following University policy / guidelines and those of the professionalstatutory and regulatory body: the Nursing and Midwifery Council (NMC).

Assessment MethodsOral presentation to peers: critical reflection on the elective / intership placement with professional development plan.(Moderated by module team).

Pre-Requisites

Co-Requisites



Practical Classes & WorkshopsTutorials


Guided Independent Study27.50Demonstration


Placement12.50Year Abroad



MW3003 Elective/Internship for Midwifery Practice



Guided Independent Study: Indicative ActivitiesPlanning the elective / internship.Developing a report.

NMC Additional informationIndicative ContentCompiling learning outcomes / plan for the elective / internship.Professional Statutory and Regulatory Body (PSRB) regulations and University of Leicester guidance on student electives.Health insurance and personal wellbeing.The role of the International Office and the British CouncilApplying for funding / financial support.Writing a report / publication about the experience.Core reference sourcesMaclean, GD, (2013) Electives and International Midwifery Consultancy: A resource for students, London, Quay Books.Royal College of Midwives Overseas midwifery placements - planning your elective: https://www.rcm.org.uk/content/overseas-midwifery-placements-planning-your-elective.University of Leicester School of Allied Health Professions Elective Placement Guidelines.Woodard, E, (2015) The Ultimate Guide to Internships: 100 steps to get a great internship and thrive in it, New York, AllworthPress.

MW3003 Elective/Internship for Midwifery Practice




001 Objective Simulated Clinical Examination 100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Analyse the concept of risk management within a midwifery context.Critically assess the principles involved in the maintenance of a safe maternity care and neonatal care environment.Critically assess the appropriate midwifery actions necessary for safe resolution of emergency maternity and neonatal caresituations.Debate the ethical, legal and professional issues related to safe care and emergencey service provision for childbearingwomen, the fetus and baby.

Teaching and Learning MethodsThe module will be delivered by a combination of lectures, guided study /online learning packages, clinical skills / simulationworkshops and clinical practice.

Assessment MethodsObjective Simulated Clinical Examination

Pre-Requisites

Co-Requisites










MW3004 Maternal and neonatal emergencies



Guided Independent Study: Indicative ActivitiesThe student will have access to web based learning opportunities via the VLE Blackboard.NMC Additional informationIndicative ContentMW2005: Complex health and social challenges in midwifery and neonatal care: application of content learned.MW3002: Pharmacology and medicines management applied to midwifery: application of content learned.Communication Skills including documentation and Situation, Background, Assessment and Recommendation (SBAR)principles,Sudden Untoward Incidents (SUI).Mortality and Morbidity.Identifying risk and maintaining safety in midwifery and neonatal care.Recognising deviations from the normal in childbearing women and neonates.Ethical and legal decision making.Maternal Complications and Emergencies:- Malpresentations and malpositions of the fetus;- antepartum haemorrhage;- preterm labour;- pre-eclampsia, eclampsia and HELLP Syndrome;- thromboembolism;- disseminated intravasular coagulation;- uterine inversion and ruptured uterus;- anaphylaxis;- sepsis;- cardiac arrest (rescuscitation of the mother);- diabetic coma;- shoulder dystocia;- postpartum haemorrhage;- amniotic fluid embolism (anaphylactoid syndrome of pregnancy).Third and fourth degree perineal tears: prevention and management.Fetal Complications and Emergencies:- umbilical cord prolapse;- birth trauma and resuscitation of the newborn baby;- recognition and care of the small and/or unwell baby.Care of the deceased.Psychological considerations associated with maternal and neonatal emergencies.Medicines management.Inter-professional team-working within the wider NHS context e.g. Accident and Emergency , Gynaecology, Adult and/orNeonatal Intensive Care.Instrumental birth.Operative birth.Pre-operative and postoperative care.Pain Management .Core reference sourcesBoyle, M, (2011) Emergencies around Childbirth: A Handbook for Midwives (2nd ed), Oxford, Blackwell Publishing.Johnson, R, and Taylor, W, (2016) Skills for Midwifery Practice (4th ed), Edinburgh, Churchill Livingstone, Elsevier.Lissauer, T, Fanaroff, AA, Miall, L, and Fanaroff J (2015) Neonatology at a glance, (3rd ed) Chichester, Wiley Blackwell.Raynor, MD, Marshall, JE, Jackson ,K, (2012) Midwifery Practice: Critical illness, Complications and Emergencies Case Book,Maidenhead, Open University Press.MBRRACE-UK (2017) Improving mothers' care - lessons learned to inform maternity care from the UK and IrelandConfidentail Enquiries into Maternal Deaths and Morbidity 2013-15, Oxford, NPEU, University of Oxford.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.

MW3004 Maternal and neonatal emergencies




001 Seminar presentation exploring the role of the effective leader. 100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically discuss the knowledge, skills and attitudes required to manage resources.Debate key theories of leadership and how these relate to resource management.Critically discuss the NHS Leadership Academy Nine Dimensions of Leadership.Reflect on personal leadership and management skills and identify areas for future development in managing resources.

Teaching and Learning MethodsThis module develops the students' understanding of managing resources within the healthcare setting and encourages themto reflect on the skills, knowledge and behaviours they need to develop. The students will be in small learning sets where theywill have the opportuity to discuss their experiences of leadership in clincal practice with a local midwife/nurse leader.Leadership exercises and worksheets.Specialist subject lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Roleplay.Problem-based case scenarios.Practice based learning / work-based learning / caseloading.Directed reading and independent inquiry.

Assessment MethodsSeminar presentation exploring the role of the effective leader.

Pre-Requisites

Co-Requisites










MW3005 Leadership 3



Guided Independent Study: Indicative ActivitiesResources from the NHS Leadership Academy: https://www.leadershipacademy.nhs.uk/resources/NMC Additional informationIndicative ContentInfluencing for results.Theories of resource management.Managing human resources.Employment law in human resources.Ethical leadership and resource management.Equality and diversity in human resources.Building capability to enable others to meet future challenges.Coaching and development.Developing a leadership portfolio.Healthcare economics including the private sector.Austerity and financial management.Resource management and risk.Transformational change.NHS Sustainability and Transformational Partnerships (STPs).Physical spaces and hospital / organizational design.Core reference sourcesAshton, D, Ripman, J, and Williams, P, (2017) How to be a nurse or midwife leader. Chichester. Wiley-Blackwell.Better Care Together: http://www.bettercareleicester.nhs.ukGill, R, (2011) Theory and Practice of Leadership, London, Sage.Jackson, D, (2017) Healthcare Economics Made Easy 2nd Ed, Banbury,. Scion.Martin, M, and Whiting, F, (2017) Human Resource Practice, London, Chartered Institute of Personnel Development.NHS Leadership Academy (2013) Healthcare Leadership Model: The nine dimensions of leadership behaviour, Leeds, NHSLeadership Academy.Schedlitzki, D, and Edwards, G, (2014) Studying Leadership: Traditional and Critical Approaches, London, Sage.

MW3005 Leadership 3







Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate safe, effective and proficient achievement of the specific competencies identified within the Practice AssessmentDocument (PAD) for Year 4 (NMC Progression Point 2) through participating and initiating care and supporting womenexperiencing normal and complex childbirth under indirect supervision of a practising midwife mentor.Demonstrate effective communication and interpersonal skills in leading a ward-based midwifery team with support from amidwife mentor / leadership mentor.Critically evaluate maternity care utilising contemporary evidence to compare a small caseload of women with normal andcomplex health and social care during pregnancy, labour and the postnatal period.

Teaching and Learning MethodsThe module will be delivered by a combination of lectures, online learning packages, clinical skills / simulation workshops andclinical practice.There will be appropriate clinical placements across the range of maternity services. During the placements students willcontinue developing their knowledge and skills to provide the evidence of achievement of the NMC standards and EUrequirements for midwifery practice within the Practice Assessment Document (PAD) and the Newborn and Infant PhysicalExamination (NIPE Portfolio, including Baby Friendly Initiative (BFI) experiences.Students will continue to undertake a small caseload of women and follow them through the childbirth continuum.

Lectures 30Seminars











Assessment MethodsThe student will have access to e-learning for numeracy and medicines calculations.

NMC Additional informationIndicative ContentMW3002: Pharmacology and medicines management applied to midwifery: application of content learned.MW3004: Maternal and neonatal emergencies: application of content learned.Communication Skills including documentation and Situation, Background, Assessment and Recommendation (SBAR)principles,Sudden Untoward Incidents (SUI).Cultural issues that impact on midwifery and neonatal care delivery.Initial consultation between the woman and midwife, including care of the pregnant woman with complex health and / or socialneeds.Caseholding and care planning.Facilitating physiological labour and birth with women who have complex needs.Care of the baby with complex needs.Initiation and continuation of optimal infant feeding in healthy babies and those with complex needs.Postnatal care of the mother with complex needs.The critically ill adult / pregnant woman.Identifying risk and maintaining safety in midwifery and neonatal care.Recognising deviations from the normal in childbearing women and neonates.Numeracy and medicines management.Inter-professional team-working and professionalism.The role and scope of the midwife as proficient and expert practitioners (link with NM4003).Decision making: safety versus risk.The A-EQUIP Employer-led model of Supervision in Practice and role of the Professional Midwifery Advocate (PMA).Skills DevelopmentContinued development of knowledge and skills acquired in year 1, 2 and 3 of the programme.Core reference sourcesJackson, K, and Wightman, H, (2017) Normalising challenging or complex childbirth, London, Open University Press.Johnson, R, and Taylor, W, (2016) Skills for Midwifery Practice (4th ed), Edinburgh, Churchill Livingstone, Elsevier.LIndsay, P, Bagness, C, and Peate, I, (2018) Midwifery at a Glance, Chichester, John Wiley and Sons.Lissauer T, Fanaroff AA, Miall L, and Fanaroff J (2015) Neonatology at a glance, (3rd ed), Chichester, Wiley Blackwell.Raynor, MD, Marshall, JE, and Jackson, K, (2012) Midwifery Practice: Critical illness, Complications and Emergencies CaseBook, Maidenhead, Open University Press.MBRRACE-UK (2017) Improving mothers' care - lessons learned to inform maternity care from the UK and IrelandConfidential Enquiries into Maternal Deaths and Morbidity 2013-15, Oxford, NPEU, University of Oxford.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.UNICEF-UK Baby Friendly Initiative (2017) Guide to the UNICEF-UK Baby Friendly Initiative Standards (2nd ed), London,UNICEF-UK.Walsh, D, (2019) Evidence and Skills for Normal Labour and Birth: A Guide for Midwives (3rd ed), London, Routledge.

Pre-Requisites

Co-Requisites










001 Oral poster presentation 50 50002 Written paper to support the rationale / background to the poster.

2000 words.50 50



Intended Learning OutcomesOn successful completion of the module, students should be able to:Compare and contrast the provision of maternal and child health in countries outside of the United Kingdom.Critically assess the role of the midwife in improving global maternal and child health through health promotion andleadership.Critically appraise change management theory within the context of improving a specific aspect of global maternal and/or childhealth.Construct a poster of the global health issue to present to a professional audience of academics and peers.

Teaching and Learning MethodsThe module will be delivered by a combination of lead lectures, seminars, practical and critical appraisal workshops andstructured guided study.









MW4002 Promoting safe motherhood from a global perspective



Assessment MethodsThe module will be supported by Blackboard, the online VLE, including e-learning packages, discussion room and tutorials.

NMC Additional informationIndicative ContentThe 17 Sustainable Development Goals (2016).Global maternal and infant mortality and morbidity.The role of international agencies in maternal and child health improvements: World Health Organisation, UNICEF,International Confederation of Midwives, White Ribbon Alliance etc.Infant feeding methods and practices and their impact on global health.Concepts of health.Cultural aspects of health and health inequalities .Population epidemiology; immunsation and vaccination programmes.Health promotion models.Community development and empowerment of communities.The Management of Change.The role of the leader and entrepreneur in developing health improvements.Poster and oral presentation skills.Core reference sourcesDownie, RS, Tannahill, C, and Tannahill, A, (2000) Health Promotion Models and Values (2nd ed), Oxford, Open UniversityPress.Graham , H, (2009) Understanding Health Inequalities (2nd edn). Maidenhead, Open University Press.Hayes, J, (2014) The Theory and Practice of Change Management (4th ed), London, Palgrave Macmillan.Levine, R, (2007) Case Studies in Global Health: Millions saved, Sudbury, Jones and Bartlett Publishing.Naidoo, J, and Wills, J, (2010) Developing practice for public health and health promotion, London, Ballierre Tindall, Elsevier.Saracci, R, (2010) Epidemiology: A very short introduction. Oxford, Oxford University Press.United Nations Development Programme (2016) 17 Sustainable Development Goals, available at:http://www.undp.org/content/undp/en/home/sustainable-development-goals.html.World Health Organisation, (1981) International Code of Marketing of Breastmilk substitutes, Geneva, WHO.

Pre-Requisites

Co-Requisites










001 Presentation of a Business case to lead and manage a change inhealth care practice (Dragon's Den).

75 50

002 Leadership Portolio, including reflection and career map. 25 50



Intended Learning OutcomesOn successful completion of the module, students should be able to:Evaluate change management theory and strategies within organisations.Construct a business case to effect a change in health care practice.Evaluate the NHS Leadership Academy Nine Dimensions of Leadership and its strategic approach to the future health careagenda within the UK and internationally.Critically reflect on personal leadership and management skills and identify areas for future development in managingresources.

Teaching and Learning MethodsThis module develops the students' understanding of change management theory, including the strategies and tools requiredto effect change at local, national and international level. The students will utilise their Leadership Portfolio to reflect on theirlearning experiences during the programme as part of small leadership learning sets and during elective / internshipopportunities facilitated by national leaders of the midwifery / nursing professions.Leadership exercises and worksheets.Specialist subject lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc)Roleplay.Problem-based case scenarios.Practice based learning / work-based learning / caseloading.Directed reading and independent inquiry.

Assessment MethodsPresentation of a Business case to lead and manage a change in health care practice (Dragon's Den).Leadership Portolio, including reflection and career map.

Pre-Requisites

Co-Requisites










MW4003 Professional Leadership 4




NMC Additional informationIndicative ContentChange Management Theory: strategies and tools.Innovations and Entrepreneurialship.Strategic versus operational thinking.Developing a business case.Setting up a business: taking the risk.Healthcare economics.Finances and budgeting.Quality Indicators and Service Improvements.Communicating a compelling and credible vision / influencing change.Developing a leadership portfolio and career map.Core reference sourcesAshton, D. Ripman, J, and Williams, P. (2017) How to be a nurse or midwife leader, Chichester, Wiley-Blackwell.Gill, R. (2011) Theory and Practice of Leadership. London. Sage.Hayes, J, (2018) The Theory and Practice of Change Management (5th ed), London, Palgrave Macmillan.Jackson, D, (2017) Healthcare Economics Made Easy 2nd Ed, Banbury, Scion.Martin, M, and Whiting, F, (2017), Human Resource Practice, London, Chartered Institute of Personnel Development.NHS Leadership Academy (2013), Healthcare Leadership Model: The nine dimensions of leadership behaviour, Leeds, NHSLeadership Academy.National Health Service England (2016) Leading Change, Adding Value: A framework for nursing, midwifery and care staff,London, NHS. Available at: https://www.england.nhs.uk/wp-content/uploads/2016/05/nursing-framework.pdfSchedlitzki, D, and Edwards, G, (2014) Studying Leadership: Traditional and Critical Approaches, London, Sage.

MW4003 Professional Leadership 4




001 Viva / mock employment interview 50002 Written reflection and personal professional development plan. 2000

words.50



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically evaluate the professional issues that impact on autonomous midwifery/nursing practice and care delivery.Written reflection and personal professional development plan.Critically analyse the role of the midwife/nurse in a dynamic and challenging practice environment.Written reflection and personal professional development plan.Debate the various career pathways available to midwives/nurses beyond professional registration.Written reflection and personal professional development plan.Construct a personal professional development plan commensurate with an early career midwife/nurse leader.

Teaching and Learning MethodsThe module will be delivered by a combination of lead lectures, structured scenario role play or simulation workshops andpractice based learning / clinical practice.

Assessment MethodsViva / mock employment interviewWritten reflection and personal professional development plan. 2000 words.

Pre-Requisites

Co-Requisites










MW4004 Preparing for Professional Practice



Guided Independent Study: Indicative ActivitiesThe module will be supported by Blackboard, the online VLE, including e-learning packages, discussion room and tutorials.

NMC Additional informationIndicative ContentProfessionalism and building resilience.Ethical and legal decision making.Accountability.Autonomy.Responsibility.Delegation.Advocacy.Team working and creating an effective working environment.Leadership.Risk Management.Clinical Governance and employer-led models of midwifery/nursing supervision.Whistle blowing.Preparing a Curriculum Vitae.Preparing for interview.Professional registration.Facilitating the learning and assessment of students (introduction to mentorship).Preceptorship.Coaching.Revalidation and lifelong learning.Personal and Professional Development Plan and Appraisal.Core reference sourcesChang, E, and Daly, J, (2016) Transitions in Nursing: Preparing for Professional Practice, (4th ed), Chatswood, NSW,Elsevier.Health Education England (2017) Preceptorship Framework, London, HEE/NHSE/NHSI. Available at: https://hee.nhs.uk/sites/default/files/documents/CapitalNurse%20Preceptorship%20Framework.pdf.Jacob, S, and Lavender, T, (2008) Preparing for Professional Practice: an essential guide for student midwives, London,Quay Books.Murray, C., Rosen L., and Staniland K., (eds.) (2010) The Nurse Mentor and Reviewer Update Book, Maidenhead, OpenUniversity Press.National Health Service England [NHSE] (2017) A-EQUIP a model of clinical midwifery supervision. Available at: https://www.england.nhs.uk/wp-content/uploads/2017/04/a-equip-midwifery-supervision-model.pdf.Nursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives,London, NMC.Nursing and Midwifery Council (2015) How to revalidate with the NMC.www.nmc.org.uk/revalidation,Thomson, B., (2014) First Steps in Coaching, London, Sage Publications.

MW4004 Preparing for Professional Practice


Documents

Module Specification - University of Leicester€¦ ·