UNIVERSITY OF [email protected] Lecturer Miranda Leach 01473 338545 [email protected] Associate Lecturer Becky Baker [email protected] 01473 338641 Course Administrator

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UNIVERSITY OF SUFFOLK

School of Health Sciences

BSc (Hons) Midwifery [Shortened]

COURSE HANDBOOK

2018

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Upon request to your Course Administrator this handbook can be provided in an alternative format.

This handbook was compiled on 10th April 2018 and the information presented is correct as of that date.

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CONTENTS

Welcome Statement from Course Team 5

Purpose of This Handbook 5

Course Organisation 6

Course Team 7

Roles of Course Team Members 8

Your Course 10

Course Rationale 10 Philosophy 12 Course Aims 13 Course Learning Outcomes 13 Course Structure 15

Your Study 17

Learning and Teaching Methods 17 A Typical Week 18 Practice Experience 19 Aims of Practice Learning 19 Academic Year 19 Annual Leave 19 Virtual Learning Environment (Learn) 19

Course Plan- 92-Week Allocation Plan for 2017 21

Course Hours 21

Overview of the Modules 22

Indicative Practice Experience: BSc (Hons) Midwifery [Shortened] programme (92 weeks) 22

Assessment 23

Assessment on This Course 23 Referencing 23 Assessment Schedule 23 Assessment and Marking Criteria 23 Assessment Summary 24 Grading Criteria 26 Recognition of Prior Learning (RPL) 32 Assessment Regulations 32 Confidentiality in Assignments and Portfolios 32 Assessment of Practice 34 System for Due Regard 35 Guidelines for students raising and escalating concerns in practice 36 Summary of Types of Feedback on Your Progress During the Course. 40

Feedback for You 40

Feedback from You 40

Course specific guidance 41

Part–time working outside of midwifery 41 Fitness to Practice 41

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Learning Hours for Students of Midwifery undertaking Programmes Leading to Registration 41 Attendance in Theory 41

Theory Hours 41

Registers 42

Recovery of Lost Theory Hours 42

Flo Chart for Non Attendance in Theory 44

Flo Chart for Recovery of Lost Theory Hours 45

Absence in theory - student action plan 46

Attendance in Practice 47 Sickness and Absence during Practice 47

Guidance for Students in Practice Allocation 47

Shift Patterns 47

Make-up Time 47

Practice 48 Night Duty 48 Code of Conduct in Practice 48 Support in Practice 49 Link Lecturer 49 Direct and Indirect Supervision of Care by a Registered Midwife 49 Direct and Indirect Supervision 49 General Guidance for all Indirect Supervision of Care Provided by a Student Midwife 49 Specific Guidance for Indirect Supervision of Student Midwives in the Community 50 Type of Visits that May be Undertaken – Indirectly Supervised 50 Requirements for Undertaking Indirectly Supervised Visits 50 Guidelines for Indirect Supervision in Intrapartum Care – Hospital and Home Settings 50 Preparation for Students and Staff for Indirect Supervision of Care 50 Withdrawal from the Course 51 Dress Code – Health Students 51

Where You Will Learn 55

Databases for Nursing, Midwifery, ODP & Health 55

Planning Your Future 55

Guide to Facilitating Learning Through Reflective Practice 56

Health Education England (HEE) Student Survey 63

FULL MODULE SPECIFICATIONS 64

LEVEL FIVE MODULES 64 MODULE TITLE Promoting Normal Midwifery 64

MODULE TITLE Midwifery Practice 1 [shortened course] 70

LEVEL SIX MODULES 74 MODULE TITLE Dissertation – The Use of Evidence in Midwifery Practice 74

MODULE TITLE Complex Midwifery 79

MODULE TITLE The Emerging Practitioner 83

MODULE TITLE Midwifery Practice 2 (shortened course) 87

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Welcome Statement from Course Team We are pleased to welcome you to the BSc (Hons) Midwifery [Shortened] programme at the University of Suffolk. The BSc (Hons) Midwifery [Shortened] programme is offered within the School of Health Sciences. We hope you will enjoy your period of study with us and that it will act as the foundation for a satisfying, enjoyable and fulfilling career for you as a midwife. We expect you to make the best use of the opportunities provided, both within your course and the university as a whole. Our aim is simple; to help you in the process of becoming the midwife that you want to become. The course team is committed to equal opportunity and fair treatment of all students. Purpose of This Handbook This handbook provides you with a detailed introduction to your course and to your experience as a student completing it. You will find details of what you will study and how you will be assessed, the support that will be available to you, and information on other opportunities available to you whilst you are studying. An updated version of this handbook is produced each year – you will be able to access the latest version electronically on the University’s Virtual Learning Environment (Learn). This handbook should be read in conjunction with the University of Suffolk Student Handbook (available on the University intranet MySuffolk) that gives details of how the University provides and administers this course, the processes and policies that ensure we deal with you fairly and transparently, the resources that are available (both physical and staffing) to support you in your studies, and other opportunities available to you whilst you are studying. This handbook should be read in conjunction with the Practice Assessment Documents that you will be provided with prior to undertaking your practice placements. Each University of Suffolk course has a definitive record that summarises its essential features as a reference point for students, employers, applicants, and others taking an interest in the course. While you can explore the Definitive Record on Learn, you will find its content is included in this handbook alongside explanations and more detailed presentation. If you cannot find the information you need in this handbook, further information can be found on MySuffolk where the most up-to-date versions of course and general information is made available electronically. Alternatively, please ask a member of your course team who will be happy to help you. The policies referred to in this handbook are hyperlinked to the policy on MySuffolk. Links to relevant pages on MySuffolk and Learn are also hyperlinked. All policies and procedures can be found in the Forms, Policies and Guides for Students section on MySuffolk.

https://my1.ucs.ac.uk/forms-policies-and-guides-students

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Course Organisation The BSc (Hons) Midwifery [Shortened] programme is offered by the School of Health Sciences. The School team presently supports approximately 800 full and part-time students studying Foundation degrees, Diplomas, Honours degrees, Continued Professional Development (CPD) and postgraduate awards. To support these programmes, we have 70 academic staff based in Ipswich and across the region, who each have extensive expertise and qualifications. The majority of the team hold a professional registration mainly with the Nursing and Midwifery Council (NMC) and in addition are qualified lecturers in higher education and hold postgraduate and doctoral qualifications.

The Dean of School of Health Sciences is Paul Driscoll-Evans, supported by the Subject Lead: Nursing and Midwifery Dr Sam Chenery-Morris.

The School has very strong partnership links with practice across all health fields; this includes the NHS, private, statutory and voluntary sectors. In addition, we work in close liaison with a vibrant Service User Forum, Interprofessional Learning programme and CPD provision.

The School also prepares nurses and midwives for their role as mentors and practice teachers offering a range of Mentorship programmes and PGC / PGD / MA in Healthcare Education. The Mentorship Strategy, supporting mentors of pre-registration nursing and midwifery students in practice, has been put forward by the NMC as 'Best Practice - of National Importance', with many initiatives being described as 'excellent' at the 2010 NMC review.

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Course Team We hope that it will not take you long to settle in at the University and get to know relevant staff. The course team will assist you directly in the achievement of your academic, professional and personal goals, and help you on your path to your chosen career. Below is a list of people who you are likely to meet during the course of your studies, along with their contact details:

Title/Name Telephone number and e-mail address

Dean of Health Sciences Paul Driscoll-Evans

01473 338635 [email protected]

Course Leader and Lead Midwife for Education Dr Sam Chenery-Morris


Senior Lecturer Fiona Judge


Lecturer Sarah Bennett-Day


Lecturer Jo Butler


Lecturer Miranda Leach


Associate Lecturer Becky Baker


Course Administrator Jude Gammer


Allocations Officer Annette Clover


mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

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Roles of Course Team Members Some members of your course team take on particular roles and responsibilities within the course’s operation. Course Leader The course leader is the person who oversees all the teaching, assessment and support provided for you on your course. She will work with the course team to arrange your learning sessions, to ensure that assessment schedules are agreed and published, and to provide course information to you. The course leader is a member of the lecturing team and you are most likely to meet her during your normal learning activities. You should first encounter the course leader at induction at the beginning of your course, and she will also meet with students as a group and individually as you progress through your studies. The course leader is the person to contact to discuss major issues to do with course delivery or concerns about your ability to continue on the course. In most situations, your first port of call when you want to discuss your progress or to seek advice is your personal tutor. Personal Tutors As a student on the programme you will be assigned a personal tutor at the beginning of your course. Where possible, you will have the same personal tutor for the duration of the course. Your personal tutor is someone who can get to know you and support you throughout the course, providing advice where needed. Full-time students are encouraged to maintain regular contact with their personal tutor – You are entitled to the equivalent of two 20-minute personal tutorial meetings in each semester whether you are in theory or in practice. You should not hesitate to consult your personal tutor should the need arise at any time. Module Leaders As you will learn from later sections of this handbook, your programme of study is divided up into a number of separate units of learning known as ‘Modules’. Each module will explore a particular aspect of your subject, and you will be assessed on each module separately. Module leaders are responsible for designing the teaching and learning for modules, and for setting and overseeing the assessment for the module. You will need to approach module leaders when you need advice or clarification on module delivery or assessment. You should also inform module leaders when you are unable to attend specific scheduled sessions, and contact them for advice should you have difficulties in meeting assessment deadlines. Lecturers Your lecturers, including module leaders and the course leader, are all here to plan and deliver the course in order to support you in your learning of subject knowledge, use and application of theories and ideas, and application of skills. You are an individual with your own specific strengths and weaknesses and you will need to liaise with your lecturers to learn how you can make the best of the opportunities for learning available on the course. Each module you take has time allocated for subject based tutorials where the lecturers can meet with you individually or in a small group to explore module content and advise on your progress. Should you feel that a tutorial slot would be of value to you, you should request a tutorial by contacting your lecturer directly. Dissertation supervisors In your final year, you will have access to a lecturer who will provide you with academic support for your dissertation. You can either choose or have a supervisor allocated to you. You will meet with your supervisor on a regular basis for discussions about your topic and help with research and the writing up of your dissertation.

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Sign Off Mentors When in practice you will be supported in your learning by a qualified Sign Off Mentor, whose role is one of education and public protection. You will work with different Sign Off Mentors in all areas of midwifery practice experience. The Sign Off Mentor has a pivotal role providing support and guidance in your learning whilst in practice. They will also assess your practice and discuss your progress and development needs throughout your course. They will also liaise with your personal tutor or link lecturer during assessments and if there are any difficulties experienced in practice. You will also work with midwifery mentors who are working towards sign off status. These mentors will liaise with your sign off mentor in the teaching and assessing process while you are in practice. During the course of your studies to meet the EU requirements you will work in non-midwifery placements such as the field of neonatal care. On these placements, you will work under the direction of a mentor. These mentors are unlikely to be on the midwifery part of the NMC register, therefore if they sign any skills in your Practice Assessment Documents these will need to be countersigned by your midwifery sign off mentor. This is to meet with the NMC requirement of due regard (NMC 2008). Link Lecturers All midwifery lecturers link with the NHS trust where you will have your practice experience. Their role is to support student’s learning in practice. This will include visiting you in practice, providing support and advice to mentors and liaising with practice to ensure that the practice environment is suitable to provide education and support to student midwives. External Examiner It is important that the assessment processes we use are of an appropriate standard and quality compared to other Higher Education provision. In order to assure this is the case, each course has an External Examiner, an appropriately qualified and experienced academic from another UK institution who reviews student assessment and the decisions made at Assessment board and completes an annual report on their findings. We appoint a new External Examiner for each course every four years. On this course, the current External Examiner is Melanie Nesbitt, Lecturer at the University of Bradford. Lead Midwife for Education

The Lead Midwife for Education is an experienced practising midwife teacher, who leads on the development, delivery and management of midwifery education programmes. They play a key role in informing the Nursing and Midwifery Council (NMC) whether student midwives are of good character, health and are competent to take on the role of a midwife at the end of their training

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Your Course In the following sections, we describe your programme of study in a number of ways. In the next two sections, we explore what the course is about and what we are trying to achieve through the course. Then we go into more detail describing what you will be expected to get out of the course, and specifying how the course is structured into levels and modules. Details of your course along with a copy of this handbook and other course information can be located in your course area of Learn, and further information is available in the My Course section of MySuffolk.

The University of Suffolk reserves the right to cancel delivery of elements of, or all of, this course should conditions make it impractical for such provision to be continued. In such situations, while the University will endeavour to enable current students to complete their studies, possibly in partnership with another provider, this cannot be guaranteed.

Course Rationale The focus of this curriculum is to facilitate midwives to provide woman-centred care that is evidence based. This course provides an exciting opportunity to equip midwives for preparation for practice in the second decade of the 21st century where they will be working with increasing levels of clinical and technological complexity and more diverse populations (Department of Health, 2010). There are continuing challenges to midwives – the need to maintain the focus of making normal birth a reality (Maternity Care Working Party, 2007) in the face of increasing reports from practice on the growing number of women and their families who present for care with complex health and social care needs (Garrod et al, 2011; Draycott et al, 2011). The National Perinatal Epidemiology Unit [NPEU] report (Redshaw et al, 2010) provides a clear picture of commonalities and diversity in the experience and views of different groups and individual women. Maternity Matters (Department of Health, 2007) requires maternity services to address four national choice guarantees. Whichever choice is selected by women, the involvement of a midwife to provide women focused family centred care is paramount. It is acknowledged that midwives work in challenging situations, cope with rising birth rates and face increasing scrutiny so the need to become expert practitioners embedded within multi-professional teams is paramount (Department of Health, 2009). This course will enable you to acquire appropriate knowledge, skills and attitudes to affect safe and high quality maternity care for all women and their partners. It will also equip you to develop interpersonal and negotiation skills that can be utilised within a range of multidisciplinary settings to improve choice, access and continuity of care for childbearing women and their families. This is supported by recent research into women’s experiences of maternity care which identified good communication, support, involving women in their care and being treated with respect, dignity and kindness, as factors which contributed to a positive experience (Commission for Healthcare Audit and Inspection, 2007). The public health agenda acknowledges that midwifery care has a significant impact on the overall health of the population and has specific impact on the health outcomes of women, babies and their families (Department of Health, 2010). This requires midwives to have their awareness raised and to develop knowledge, understanding and skills of public health approaches to practice in an attempt to tackle health inequalities in the future (Department of Health 2003; Department of Health 2004[a]; Department of Health 2004[b]). You will have the opportunity to participate in the delivery of care in a range of settings prior to entry to part 2 of the NMC Professional Register and you will have the opportunity to compare and contrast midwifery care provision across a variety of Trusts. An analysis of the impact of political, local and global agendas on women’s health and maternity outcomes will be used to explore care provision (Healthcare Commission, 2007; Rogers, 2010; Lewis 2011; NPEU & NCT, 2011).

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You will be encouraged throughout your course in the effective use of theory in practice and the use of practice to inform theory. The integration of academic study and practice-based learning will facilitate the concept of lifelong learning and reflection, to support best practice and the maintenance of professional standards. You will be facilitated to apply and link the theoretical constructs to practice and develop the skills of critical analysis, appraisal, synthesis and evaluation to their learning and so be empowered to question midwifery practices with assertion and confidence. The contribution of service colleagues – managers, and mentors is valued in the delivery of this programme. The experience of service users is incorporated into the curriculum to enhance cultural sensitivity to women’s needs and views. These personnel, together with past and present students have actively participated in the development of this curriculum. NOTE: It is recognised that since the validation of this course that there has been a newer initiative from the Department of Health of ‘Better Births’ and CMACE has now changed to MMBRACE, and these things may also influence midwifery practice. References Department of Health (2003) Tackling health inequalities: a programme for action. London: Department of Health. Department of Health (2004[a]) The NHS improvement plan: putting people at the heart of the Public Services. London: Department of Health. Department of Health (2004[b]) Choosing health, making healthier choices easier. London: Department of Health. Department of Health (2007) Maternity matters; choice, access and continuity of care in a safe service. London: Department of Health. Department of Health (2009) Delivering high quality midwifery care: the priorities, opportunities and challenges for midwives. London: Department of Health. Department of Health (2010) Prime minister’s commission on the future of nursing and midwifery. London: Department of Health. Draycott, T., Lewis, G. and Stephens, I. (2011) Executive Summary Centre for Maternal and Child Enquiries (CMACE), BJOG 118 (Suppl. 1), e12–e21. Garrod, D., Beale, V. and Miller, A. (2011) Midwifery Summary Centre for Maternal and Child Enquiries (CMACE), BJOG 118 (Suppl. 1), e1–e11. Healthcare Commission (2007) Women's experiences of maternity care in the NHS in England: key findings from a survey of NHS trusts carried out in 2007. London: Commission for Healthcare Audit and Inspection. Available from: www.healthcarecommission.org.uk Accessed 26/11/12. Lewis, G. (2011) Saving Mothers’ Lives: Reviewing maternal deaths to make motherhood safer 2006-08. The Eighth Report of the Confidential Enquiries into Maternal Deaths in the United Kingdom Saving Mothers’ Lives Centre for Maternal and Child Enquiries (CMACE), BJOG 118 (Suppl. 1) 203. Maternity Care Working Party (2007) Making normal birth a reality. London: NCT /RCM/RCOG.

http://www.healthcarecommission.org.uk/

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NHS Confederation London (2012) Birthplace evidence in England – new evidence Availability, safety, processes and costs of different settings for birth SDO Network research digest. June 2012, Issue 3 p1-15.

NPEU and NCT (2011) Life Events research paper – having a baby. Oxford: NPEU & NCT RCM (2011) State of maternity services report 2011. London: RCM. Redshaw, M. and Heikkila, K. (2010) Delivered with care: a national survey of women’s experience of maternity care. Oxford: NPEU. Rogers, J. [Ed] (2010) Midwifery 2020 delivering expectations. Edinburgh: Midwifery 2020 Programme. Philosophy The philosophy of this midwifery degree programme aspires to develop midwives who are able to be ‘with women’ at an immensely significant time in their lives. This includes the recognition that the physical, emotional and spiritual needs of the woman need to be met while also providing safe and competent care. The course is firmly rooted in providing students with the opportunity to embrace birth as a normal process but acknowledges the number of women and their families who approach childbirth with complex and diverse health and social needs from a range of backgrounds. The philosophy of the course arises from a consideration of the art and science of midwifery and the role and function of the midwife so that the student can develop the full range of skills and competencies to meet the needs of women and their families. The principle of compassionate, women-focused and family-centred care are paramount in midwifery. The curriculum will address the current tensions in midwifery practice of facilitating and maintaining normality in the midst of increasing health and obstetric complexity, alongside the need to promote health, tackle health inequalities and deliver healthcare compliant with the principles of clinical governance. The course is founded on the basis of enabling students to develop effective interpersonal skills to work in partnership with women and their families to identify and support their individual needs. This approach enables women to make informed decisions throughout their childbirth experience. Midwives provide care for women throughout the childbearing process and continue to provide care when complications arise ensuring that the most appropriate professionals and agencies are utilised to meet women’s needs. The partnership that midwives establish with women means that they are well placed to participate in health promotion and the public health strategy. We value student midwives as unique individuals who bring a variety of experience, skills, abilities and potential to the course. The learning milieu will enable student midwives to become partners in a student focused educational process, which fosters independence and autonomy together with motivation and enquiry for learning. A blended approach to teaching and learning will facilitate students to engage in multiple ways of knowing and learning in different ways and at different rates. We embrace the need for future midwives to possess skills of leadership and innovation as well as management in order to be responsive to women and their families in partnership with service providers. Students will develop a contextual understanding of the complexities of midwifery care and the ability to integrate and adapt knowledge and skills to target care to the holistic needs of women, mindful of health priorities. Whilst on the route to becoming experts in normality student midwives must gain sufficient knowledge and skills to recognise and care for women when there is deviation from normal.

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Being a professional midwife means being responsible and accountable for practice, responsibility to other midwives and the interprofessional team and the motivation to adopt lifelong learning throughout their professional career. The ability to understand and apply research-based principles, to reflect critically on practice and deliver evidenced based care should support and sustain all of the above. The course team acknowledge the need for public protection and to work in partnership to ensure students are fit for purpose and practice at the point of registration. This course will enable students to develop resilience to recognise, respond and adjust to the ever changing midwifery practice environment while maintaining their professional knowledge, skills, competence and confidence. Education and practice will work in partnership with students to ensure that future midwives enable families to have a rewarding birth experience and equip parents with the skills to become confident and caring so providing children with a healthy start to life. Course Aims 1. To provide educational opportunities which allow students to acquire the knowledge,

skills, values, and attitudes that are essential for the development of safe midwifery practice, professional competence and confidence.

2. To provide a broad and deep understanding of midwifery knowledge, the factors

influencing the provision of women centred maternity care and to embrace birth as a normal process.

3. To encourage an understanding of the role of midwives in helping to reduce the impact

of health inequalities on women and families and their vital role in the public health agenda.

4. To develop enquiring, confident, autonomous midwives able to question evidence and

practice with confidence and through developing management and leadership qualities feel confident in their role as part of the multiprofessional maternity care provision

5. To facilitate the student to use analytical and enquiry based learning skills to evaluate

the relationship between the individual childbearing experience, theoretical constructs and evidenced based knowledge.

6. To encourage independent learning and a commitment to lifelong learning, including

taking responsibility for continuing professional development as a requirement for maintaining professional competence and confidence.

7. To fulfil the requirements of the EU Directives, NMC Standards for Pre-registration

Midwifery Education and QAA academic and practitioner standards.

Course Learning Outcomes In this section we list what we expect you to gain from studying this programme. Our expectations are presented in terms of learning outcomes, statements defining specific abilities and skills which you will need to demonstrate to complete the course. Learning outcomes

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At the end of level 5 students will be able to: Knowledge and understanding and cognitive skills

Debate ethical and legal issues and frameworks relevant to midwifery practice and dilemmas faced by midwives.

Employ bio-psycho-social approaches and apply evidence based research and develop relevant skills to specific areas in midwifery practice.

Analyse the normal processes which are integral to the childbearing continuum.

Discuss the use of technology and intervention in providing safe and ethical maternity services.

Subject specific skills

Discuss and initiate techniques that promote normal birth.

Implement holistic woman focused care for all women and babies throughout pregnancy, childbirth and early parenthood.

Demonstrate a thorough understanding of the regulatory requirements for midwifery practice and their contribution to clinical governance and risk management.

Demonstrate the ability to take necessary emergency measures within the scope of professional knowledge and expertise.

Key/common skills

Demonstrate an enquiring, reflective approach to midwifery practice in a range of contexts and discuss the value of reflection in and on practice.

Utilise a range of effective communication and interpersonal skills in a range of practice settings.

Demonstrate the ability to draw on research and research methodologies to locate, review and evaluate research findings relevant to informing midwifery practice.

At the end of level 6 students will be able to: Knowledge and understanding and cognitive skills

Critically analyse the evidence to support decisions made as a lead professional in midwifery care.

Achieve competency in the range of skills appropriate to midwifery identified by the NMC (2009) and European Midwives Directives 2005/36/EU Annexe V Point 5.5.1.

Critically analyse the use of technology and intervention in providing safe and ethical maternity services

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Organise, manage and evaluate care of childbearing women and their families including prioritising care.

Confidently apply knowledge base to undertake emergency procedures and refer to appropriate professional when required.

Critically compare and assess the multiple ideological influences within contemporary midwifery practice.

Subject specific skills

Critically reflect on the effectiveness of personal and professional judgement to achieve the best possible birth outcome for mother and baby.

Critically appraise the public health role of the midwife.

Utilise strategies, which will assist with the integration of choice and implementation of continuity of care for childbearing women.

Appreciate a wide range of methodological approaches to achieving evidence based midwifery care and midwifery perspectives to promote childbearing as a normal process.

Articulate the regulatory requirements for midwifery practice and code of professional conduct.

Key/common skills

Demonstrate qualities, including effective communication, initiative and proactive approaches, self-reflexivity and problem solving skills in a variety of theoretical and practical settings.

Critically analyse, interpret and apply the evidence underpinning practice and evaluate, challenge and create change in practice accordingly.

Engage in effective collaboration with women and their families and other health and social care professionals.

Formulate strategies to develop their own lifelong learning and continuing professional development and demonstrate confidence in transferable Graduate Headstart skills.

Course Structure This course includes:

Mandatory modules: these are modules that you must take and pass in order to meet the requirements for your award.

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Module title Credits Module type

Level five modules

Promoting Normal Midwifery 40 M

Midwifery Practice 1 (short course) 20 M

Level six modules

Dissertation – The Use of Evidence in Midwifery Practice 40 M

Complex Midwifery 20 M

The Emerging Practitioner 20 M

Midwifery Practice 2 (short course) 40 M

The BSc (Hons) Midwifery [Shortened] is a 92-week full time course. You have 45-programmed weeks and 7 weeks annual leave pro rata per year. The programme is delivered over three semesters of 30-32 weeks length. The usual working week will be approximately 37.5 hours but additional study time may be required from time to time depending on individual need and circumstances. The maximum period of registration is 2 years 6 months (132 weeks from the course commencement date). You are normally required to attend all timetabled theory sessions and all organised practice experiences. If you have previously studied a subject you may, following discussion with the module leader choose not to attend a session and undertake alternative activities. You will not be able to opt out of more than 25% of the theory content in any one module. The module leader may, at their discretion, seek evidence of the prior learning. You must attend all practice placements. Each year will be divided into two semesters and comprises of approximately 40% theory and 60% practice. They have been designed to ensure that the best possible educational experience can be achieved throughout your course.

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Your Study Your experience as a student here at the University of Suffolk is designed to enable you to explore your course subject, develop your own knowledge and skills, and prepare for your future. While the scheduled sessions provided for you on this course are an essential part of your learning, so is the time you spend in independent study and in completing assessment activities. You need to plan to do about 200 hours (including classes) for each 20-credit module. Your course team, in conjunction with the Learning Services team, will do their best to support you in your learning to enable you to use all your time effectively in reaching your goals and achieving successfully in your studies. Learning and Teaching Methods It is our aim to provide you with a range of learning environments and styles of teaching and learning which will suit the varied subject matter within the different modules, and support your needs at all levels of the programme. Teaching and learning will take place in the context of lectures, seminars, and workshop activities, each supported by a comprehensive programme of tutorial support. In general, the strategies employed will encourage you to become a self-motivated, independent learner capable of directing your own study, whilst maintaining the academic rigour and quality expected of undergraduate study. For example: Physiology of Pregnancy

Interactive lecture with PowerPoint in the morning (Describe how the body systems change and adapt to the pregnant state). You will be expected to have done some reading on the physiology of pregnancy prior to the session.

Group work in the afternoon use of textbooks, articles, Internet resources. (Describe the effects of placental hormones on the woman’s body) You will need to be able to work as part of a group, gather relevant data and present findings to rest of group and lecturer.

Antenatal Assessment: Abdominal Examination

Presentation on Abdominal Examination by midwifery lecturer

Perform abdominal palpation on simulation models in the skills lab

Demonstrate use of different methods to auscultate the fetal heart

You will have done some prior reading on NICE (2008 updated 2017) Antenatal guidelines regarding antenatal care and examination. You will need to observe skill demonstration and practice skill with peers and lecturer demonstrating ability to engage in the learning activity and work as part of a small group.

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A Typical Week We have provided you with an idea of what you might be doing within a typical theory and practice week. Theory

Date Time Subject Lecturer Venue Independent study/support

Monday All Day

Documentation in practice Role of the midwife in record keeping

Directed Study

N/A Students provided with learning outcomes, online documents to look at and review. Students require to reflect on practice using practice reflection from Practice documentation. Learning outcomes give guidance.

Tuesday AM Feedback from practice Placement evaluation

Sam Chenery-Morris

Waterfront Campus

Group discussion of learning needs and opportunities in practice Highs and lows of 1st placement block

PM Feedback from self-directed learning

Sam Chenery-Morris

Waterfront Campus

Feedback and knowledge transfer from Monday’s sessions

Wednesday All Day

Introduction to ethics and law

VLE N/A Students provided with learning materials online. Lecturer will monitor VLE and make comments And suggestions to support, direct learning during The day.

Thursday AM Breastfeeding Sarah Bennett-Day

Skills Lab Students will have the learning outcomes prior to The session and be given some reading to do Prior to the session. Lecture and hands on experience of lactation/ Models and dolls. Reflection on practice encouraged.

PM Diet in Pregnancy Jo Butler Waterfront Campus

Students given prior reading. PowerPoint Presentation

Friday AM Midwifery support Miranda Leach

Waterfront Campus

Lecture about support in practice. Students required to do some pre reading

PM Assessment Tutorials Sam Chenery-Morris

Waterfront Campus

Students to discuss assessment criteria, and have Individual or group tutorial on the assessment.

Practice Monday Long day 8am to 8pm on Midwife Led Birth Unit working with sign off mentor. Tuesday Long day 8am to 8pm on Midwife Led Birth Unit working with sign off mentor. Wednesday Day Off Thursday Day Off Friday Practice Reflection Students expected to reflect on practice, engage in research reading or writing up reflections Saturday Long Day 8am to 8pm on Midwife Led Birth Unit working with sign off mentor. Sunday Day Off

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Practice Experience You will gain practice experience in a variety of settings. These will include hospital and community midwifery. The regulations of both the Nursing and Midwifery Council (NMC) and of the European Union (EU) require that you gain a range of experiences in certain environments. This course is planned to meet all of those requirements. You have supernumerary status whilst in practice settings throughout the entirety of your course.

Aims of Practice Learning 1. To allow the development of practice centred learning in a structured manner that is

informed by the values of contemporary practice assessed by mentors and monitored by mentors and personal tutors.

2. To enable each student to achieve the NMC Standards of Competency and Essential

Skills for entry onto the register. 3. To establish the principles of lifelong learning and enable each student to take

responsibility for appropriate self-direction in learning. 4. To provide opportunities to experience midwifery practice in a variety of settings. 5. To provide practice experiences which reflect the 24 hour/7 day role of the practising

midwife. 6. To provide students with the opportunity to access interprofessional working.

7. To encourage students to learn through practice, enabling students to recognise that

practice can inform theory as well as theory informing practice.

Academic Year Your year is organised into two semesters, which are 30 week periods, and each semester includes, theory, practice placements, assessment weeks and annual leave. Together these semesters spread over an academic year. Annual Leave You have a total of seven weeks annual leave in each year (pro rata). These weeks may not normally be taken during theory/assessment weeks. Students will be given an allocated holiday pattern for the course. This is to ensure that there is an even throughput of students in practice, who are well supported by mentors to achieve the required skills and competencies to qualify as safe and effective midwives. Virtual Learning Environment (Learn) The Virtual Learning Environment (VLE) at the University of Suffolk is known as Learn. Learn is the main place to go for learning materials and module information. MySuffolk should be your first entry point to access all University electronic resources including up-to-date course information, support services, the Library’s on-line services and resources, and the Virtual Learning Environment. It contains a large amount of useful information about the University of Suffolk and will be valuable in supporting you in your learning. This electronic environment provides information on your course provision, for example, the most recent copy of this handbook will be there, access to library electronic resources, material to support you in your studies and future career planning, and links to other University departments. You will also be able to access your University email account from MySuffolk, and read and contribute to discussion boards exploring the current hot topics.

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During your induction you will be introduced to both MySuffolk and Learn, explaining how you can access them, use the email service, and find key course and University information on them. At the start of the semester module information such as the handbook, assessment information and timetable will be uploaded into the appropriate module page on Learn. It is here you will access this information about your module and its organisation. The VLE is used as part of the teaching strategy and you will be asked to view documents, videos, and podcasts to support your learning. You will also be expected to engage in online discussions based around some of these resources and other questions posed by the lecturers/module leader.

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Course Plan- 92-Week Allocation Plan for 2017

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 AL

Semester 1 [Feb]

x4

Semester 2 [Sept]

SD x2

Semester 3 [Feb]

SD SD SD X2 + 2 at end of course

Theory

Practice

Assessment week

SD Self-Directed study

Annual leave

Course Hours Working week = 37.5 hours 92 weeks at 37.5 hours per week = 3,450 hours- 450 annual leave=3000 hours Theory week – 5 x study day @5 hours + 2.5 hours reading/reflective time per day Practice week – 34.5 hours in practice and 3 hours reflective practice 7 weeks holiday per year pro rata to be taken on an allocated basis within the practice weeks

Theory weeks (no.) Hours Practice weeks Hours Annual leave/hours

Theory : Practice Ratio

Semester 1 = 12 450 Semester 1 = 14 525 4 weeks = 150 hours

Semester 2 = 13 487.5 Semester 2 =13 487.5 4 weeks = 150 hours

Semester 3 = 7 262.5 Semester 3 =21 787.5 4 weeks = 150 hours

1200;1800

Total hours 1200 1800 450 40%: 60%

Total course hours 3000

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Overview of the Modules

Year 1- Semester 1

Normal Midwifery Practice 40 credits

Progression point

Practice 1 20 credits

Year 2 (September)

Dissertation 40 credits

Complex Midwifery 20 credits

The Emerging Practitioner 20 credits

Practice 2 40 credits

Progression Point

Indicative Practice Experience: BSc (Hons) Midwifery [Shortened] programme (92 weeks)

Semester Total Placement

weeks

Type of Placement Duration

Year 1

1 14 Community Intrapartum Care MLBU ANC/ADAU Health Visitor

4 weeks 4 weeks 4 weeks 1 week 1 week

Year 2

2 13 Antenatal/postnatal ward Community Intrapartum care NICU/SCBU

4 weeks 3 weeks 4 weeks 2 weeks

3 21 Community MLBU Intrapartum Clinic Ward

5 weeks 4 weeks 6 weeks 1 week 5 weeks

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Assessment In this section you will find discussion of how you will be assessed through your course and frameworks and regulations that control the assessment processes. The Assessment Matters area of the My Course area of MySuffolk should be your first point of call for more detailed explanations and guides of the processes and regulations associated with assessment. This area is also the place where Exam Timetables are published. Assessment on This Course Assessment is an integral part of academic life. The assessments you will encounter on your course will be varied, to enable you to experience and adapt to different assessment styles. In the Assessment Schedule below you will see that you will be assessed using a variety of methods. Further explanation of these assessments will be given to you by the module leader at the beginning of each module. You will be encouraged to access tutorial support from the module leader to help you both understand and manage the assessment. If you need further help and support the module leader will be able to advise you or you can contact Learning Development for further help. There will be assessment focussed sessions built into the module timetable to help with assessment e.g. practice exam questions, sessions on how to conduct a presentation and designing a poster. The team will expect students to attend these sessions and to access available support. Referencing The preferred referencing style for citations in academic work is University of Suffolk Harvard. Information on how to include references in your written work is available via MySuffolk at https://my.ucs.ac.uk/Library/Referencing/UCS-Harvard.aspx Further information and support can be obtained from your personal tutor and Learning Development. Assessment Schedule You will need to examine closely the schedule for the modules that you are studying and build the hand-in dates into your personal study schedule. Assessment and Marking Criteria The nature of the assessment proposed for each module will reflect the level of that module and its academic and practical content. You will be provided with criteria against which your assessed work will be judged in order to award a grade.

https://my.ucs.ac.uk/Students/My-Course/Assessment-Mattershttps://my.ucs.ac.uk/Students/My-Course/Assessment-Mattershttps://my.ucs.ac.uk/Library/Referencing/UCS-Harvard.aspx

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Assessment Summary

YEAR 1 - LEVEL 5 (6 months)

Module Credits Assessment Method Weighting

Promoting Normal Midwifery 40 2000 word article critique 40%

3000 word reflective case analysis 60%

Midwifery Practice 1 [shortened course]

20 Achievement of Level 5 Practice Assessment Competencies and ESCs with grading of practice

50%

Oral assessment of portfolio entries (20 minutes)

50%

Progression point

YEAR 2 – LEVEL 6

Module Credits Assessment Method Weighting

Dissertation 40 8000 word dissertation 100%

Complex Midwifery 20 2 hour exam

Plus 1 hour drug calculation paper must be passed at 100%

100%

Pass/Refer

The Emerging Practitioner 20 30 minute Viva voce 100%

Midwifery Practice 2 [shortened course]

40 Achievement of Level 6 Practice Assessment Competencies and ESC with grading of practice

50%

3500 word equivalent Portfolio 50%

Progression point

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Name: ________________________

Self-Assessment of Academic Work

Areas for improvement identified from previous feedback on module………………………………… that I have endeavoured to address

My self-assessment of this piece of work: Aspects I think I have done well

Things which were difficult and I’m not too happy about and I would particularly like comments on:

Other comments:

This must be submitted electronically with your work

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Grading Criteria LEVEL 5

Assessment category

Pass mark, demonstrating achievement of all associated

learning outcomes

Marginal fail Fail

1st: 70% –

100%

2:1: 60% –

69%

2:2: 50% –

59%

3rd: 40% –

49%

35% – 39% 20% – 34% < 20%

Knowledge and critical understanding of well-established concepts and principles of the subject(s)

High quality work showing detailed understanding of the established concepts and principles of the subject(s).

Work of solid quality showing competent and consistent understanding of the established concepts and principles of the subject(s).

Adequate work showing understanding of the established concepts and principles of the subject(s), but lacking depth and breadth.

Simple factual approach showing limited understanding of the established concepts and principles of the subject(s). Narrow or misguided selection of material, with elements missing or inaccurate.

Weak work showing limited but fragmentary understanding of the established concepts and principles of the subject(s), for example through inaccuracies, inclusion of irrelevant material and/or absence of appropriate information.

Unsatisfactory work showing weak and flawed understanding of the established concepts and principles of the subject(s), for example through serious inaccuracies, inclusion of a significant amount of irrelevant material and/or absence of appropriate information.

Highly unsatisfactory work showing major gaps in understanding of the established concepts and principles of the subject(s). Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies.

Cognitive and intellectual skills

Use of excellent critical, analytical and evaluative skills in order to develop highly logical and coherent judgements / arguments, supported by a range of relevant evidence. Evidence of independent

Use of sound critical, analytical and evaluative skills in order to develop logical and coherent judgements / arguments, supported by relevant evidence. Some evidence of originality. Demonstrates a sound awareness

Evidence of use of evaluation and critical analysis to support the development of logical and coherent judgements / arguments, supported by relevant evidence. An awareness of other stances and

Limited and inconsistent use of evaluation and critical analysis to support emerging judgements or arguments, although not always logical or coherent and with inaccuracies. Limited awareness of other stances

Largely descriptive work, with very little effort made to use evaluation and critical analysis to develop judgements or arguments. Information accepted uncritically, with unsubstantiated opinions evident.

Descriptive work with no effort made to use evaluation or critical analysis to develop judgements or arguments. Views expressed are often illogical, invalid or irrelevant. Minimal or no use

Work is largely irrelevant or inaccurate, characterised by descriptive text and unsubstantiated generalisations. Minimal or no use of evidence to back up views.

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Assessment category


learning outcomes

Marginal fail Fail

1st: 70% –

100%

2:1: 60% –

69%

2:2: 50% –

59%

3rd: 40% –

49%

35% – 39% 20% – 34% < 20%

thinking and creativity. Explicit discussion of other stances and a strong awareness of the limits of their knowledge.

of other stances and a good awareness of the limits of their knowledge.

of the limits of their knowledge.

and the limits of their knowledge.

of evidence to back up views.

Application of theory to practice (for courses with a professional practice element)

Excellent application of theory to practice, with the student making highly appropriate, developed and articulated links between the two.

Sound application of theory to practice, with the student making appropriate, well-developed and articulated links between the two.

Consistent and accurate application of theory to practice, with the student making appropriate links between the two.

Relevant theoretical knowledge and understanding applied in practice, but with students not always making logical links between the two.

Limited understanding of the application of theory to practice, with the student often not making appropriate links between the two.

Weak understanding of the application of theory to practice, with only occasional evidence of the student making appropriate links between the two.

Very weak theoretical knowledge and understanding, with no evidence of appropriate application in practice.

Reading and referencing

Critical engagement with a wide range of relevant reading, including research-informed literature where relevant. Consistently accurate application of referencing.

Engagement with a wide range of relevant reading. Sound application of referencing, with no inaccuracies or inconsistencies.

Engagement with an appropriate range of reading beyond essential texts. Referencing may show minor inaccuracies or inconsistencies.

Evidence of reading, largely confined to essential texts, but mainly reliant on taught elements. Referencing may show inaccuracies and/or inconsistencies.

Poor engagement with essential texts and no evidence of wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing.

Limited evidence of reading and/or reliance on inappropriate sources. Limited engagement with taught elements. Very poor use of referencing.

No evidence of reading or engagement with taught elements. Absent or incoherent referencing.

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Assessment category


learning outcomes

Marginal fail Fail

1st: 70% –

100%

2:1: 60% –

69%

2:2: 50% –

59%

3rd: 40% –

49%

35% – 39% 20% – 34% < 20%

Presentation, style and structure *

Highly effective presentation of work that is coherently structured and

clearly expressed throughout.

Competent presentation of work in terms of structure and clarity of

expression.

Work is structured in a largely coherent manner and is for the most

part clearly expressed.

Ordered presentation in which relevant ideas / concepts are reasonably

expressed.

Work is loosely, and at times incoherently, structured, with information and

ideas often poorly expressed.

Work is poorly presented in a disjointed and incoherent manner.

Information and ideas are very poorly expressed, with weak English

and/or inappropriate

style.

Work is extremely disorganised, with much of the content

confusingly expressed. Very poor English and/or very inappropriate

style.

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GRADING CRITERIA LEVEL 6

Assessment category


learning outcomes

Marginal fail Fail

1st: 70% –

100%

2:1: 60% –

69%

2:2: 50% –

59%

3rd: 40% –

49%

35% – 39% 20% – 34% < 20%

Coherent and detailed knowledge and understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline

High quality work showing coherent, deep and highly detailed knowledge and understanding of subject matter, explicitly well-informed by the latest research and/or advanced scholarship within the discipline.

Work of solid quality showing competent and consistent knowledge and understanding of subject matter, informed by the latest research and/or advanced scholarship within the discipline.

Adequate work showing knowledge and understanding of subject matter, but lacking depth and breadth. Awareness of the latest research and/or advanced scholarship within the discipline.

Simple factual approach showing limited knowledge and understanding of subject matter. Narrow or misguided selection of material, with elements missing or inaccurate. Limited awareness of the latest research and/or advanced scholarship within the discipline.

Weak work showing limited but fragmentary knowledge and understanding of the subject matter, for example through inaccuracies, inclusion of irrelevant material and/or absence of appropriate information. No awareness of the latest research and/or advanced scholarship within the discipline evident.

Unsatisfactory work showing weak knowledge and understanding of subject matter. Work contains serious inaccuracies and/or a significant amount of irrelevant material. No awareness of the latest research and/or advanced scholarship within the discipline evident.

Highly unsatisfactory work showing major gaps in knowledge and understanding of subject matter. Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies. No awareness of the latest research and/or advanced scholarship within the discipline evident.

Cognitive and intellectual skills

Excellent use of critical evaluation skills to make well-informed and highly coherent judgements and arguments and/or creatively solve problems. Clearly articulates the significance of

Sound use of critical evaluation skills to make well-informed judgements and arguments and/or solve problems. Usually articulates the significance of relationships between a range

Use of critical evaluation skills to make largely logical and coherent judgements and arguments and/or solve problems, but with gaps and/or inconsistencies.

A limited use of critical evaluation skills to support emerging judgements and arguments and/or solve problems, although not always logical or coherent and with inaccuracies.

Largely descriptive work, with weak and superficial use of critical evaluation skills to develop judgements and arguments and/or solve problems. Information accepted uncritically, with

Descriptive work with no effort made to use critical evaluation skills to develop judgements and arguments and/or solve problems. Views expressed are often illogical, invalid or

Work is largely irrelevant or inaccurate, characterised by descriptive text and unsubstantiated generalisations. Minimal or no use of evidence to back up views.

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Assessment category


learning outcomes

Marginal fail Fail

1st: 70% –

100%

2:1: 60% –

69%

2:2: 50% –

59%

3rd: 40% –

49%

35% – 39% 20% – 34% < 20%

relationships between a range of ideas and concepts, enabling a new perspective to be applied. Use of a wide range of relevant supporting evidence. Work shows excellent originality and creativity of thought and approach.

of ideas and concepts. Use of a good range of relevant supporting evidence. Work shows significant evidence of originality and creativity which contributes to the overall assignment.

Use of an adequate range of relevant supporting evidence. Work provides examples of originality and creativity, which enhances aspects of the assignment.

Arguments not always developed, and gaps in supporting evidence. Little evidence of originality or creativity.

weak use of evidence resulting in unsubstantiated opinions. No evidence of originality or creativity.

irrelevant. Minimal or no use of evidence to back up views. Completely lacking in originality and creativity.

Application of theory to practice (for courses with a professional practice element)

Excellent understanding and evaluation of application of theory to practice, with the student making highly appropriate, developed and articulated links between the two, drawing skilfully on the latest research within the discipline.

Sound understanding and evaluation of application of theory to practice, with the student making clearly articulated and reasoned links between the two, informed by the latest research within the discipline.

Mainly consistent, accurate and logical application of theory to practice, with the student making appropriate links between the two and evidence of evaluation.

Relevant theoretical knowledge and understanding applied in practice, but with students not always making logical links between the two and limited evidence of evaluation.

Limited understanding of the application of theory to practice, with the student often not making appropriate links between the two and no evidence of evaluation.

Weak understanding of the application of theory to practice, with only occasional evidence of the student making appropriate links between the two.

Very weak theoretical knowledge and understanding, with no evidence of appropriate application in practice.

Reading and referencing

Critical engagement with an extensive

Critical engagement with a good range of

Engagement with an appropriate range of reading

Evidence of reading, largely confined to

Poor engagement with essential texts and no evidence of

Limited evidence of reading and/or reliance on

No evidence of reading or engagement with

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Assessment category


learning outcomes

Marginal fail Fail

1st: 70% –

100%

2:1: 60% –

69%

2:2: 50% –

59%

3rd: 40% –

49%

35% – 39% 20% – 34% < 20%

range of relevant reading, including literature informed by the latest research. Consistently accurate application of referencing.

relevant reading, including literature informed by the latest research Sound application of referencing, with no inaccuracies or inconsistencies.

beyond essential texts, including literature informed by the latest research. Referencing may show minor inaccuracies or inconsistencies.

essential texts, but mainly reliant on taught elements. Referencing may show inaccuracies and/or inconsistencies.

wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing.

inappropriate sources. Limited engagement with taught elements. Very poor use of referencing.

taught elements. Absent or incoherent referencing.

Presentation, style and structure *

Highly effective presentation of work that is coherently structured and clearly expressed throughout.

Competent presentation of work in terms of structure and clarity of expression.

Work is structured in a largely coherent manner and is for the most part clearly expressed.

Ordered presentation in which relevant ideas / concepts are reasonably expressed.

Work is loosely, and at times incoherently, structured, with information and ideas often poorly expressed.

Work is poorly presented in a disjointed and incoherent manner. Information and ideas are very poorly expressed, with weak English and/or inappropriate style.

Work is extremely disorganised, with much of the content confusingly expressed. Very poor English and/or very inappropriate style.

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Recognition of Prior Learning (RPL) Some students will be able to use previous study at a similar level, or experience gained through work or other settings against modules on this course.

A detailed student guide to RPL processes is available on MySuffolk – you are advised to look at this if you suspect that you could make use of RPL as credit against modules on this course. Following consultation of this guide, if you wish to explore this further you should contact the Course Leader.

Assessment Regulations The Framework and Regulations for Undergraduate Awards and other policies relating to assessment, can be found on MySuffolk. You should ensure you read and understand these regulations. The Course Team strictly adheres to these regulations and you should become familiar with the terms used. Please ask for clarification if you are unsure of any policy or regulation. A more detailed exploration of the assessment processes is provided in the Student Handbook and you are strongly advised to familiarise yourself with these early on in your studies.

Confidentiality in Assignments and Portfolios What would be considered a breach of confidentiality? Users of services

It would be a breach of confidentiality to include the names of any patient, client, user of services, relative or carer, in any part of your submitted academic work (including any essay, appendix, or portfolio material/evidence)

You must not include any material or information that could lead to the identification of any individual in any part of your submitted academic work (e.g. dates of birth, hospital numbers, x-ray numbers, addresses, or any unusual circumstances that could allow the reader to identify any patient, client, user of services, relative or carer)

Organisations

No employing organisation, clinical area, practice area, placement area, or training area is to be named. A general description is sufficient. Alternatively the name of the organisation must be changed to a fictitious one (e.g. service user A, higher education campus X).

Employees, voluntary staff, or others working within or for organisations

It would be a breach of confidentiality to name or identify individuals working within or for organisations. Examples include: health care professionals, learners/students, support staff, and teachers. Again a pseudonym could be used.

Key point: you should aim for complete anonymity in any work you are submitting for assessment purposes There are just a few exceptions. What would not be considered a breach of confidentiality?

The name, place of work, and signature of staff who sign a student’s official university documentation, for example: practice documentation, assessment tools. This is accepted as necessary to ensure authenticity.

https://my.ucs.ac.uk/Students/My-Course/Assessment-Matters/Assessment-Matters.aspxhttps://my.ucs.ac.uk/Students/My-Course/Assessment-Matters/Assessment-Matters.aspx

33

Trust, employer, or an organisation’s policies, information leaflets and documents can be referenced in your work, and may be included in portfolio evidence, BUT ONLY IF these documents are freely available on the internet (world wide web)

It would not be considered a breach of confidentiality to include a witness testimonial in a portfolio for example. A signed testimony from a senior clinical colleague, mentor, or learner can be a useful form of evidence. The individual needs to sign the testimony, print their name and role, date the document, and the testimonial must include a statement giving permission for the testimony to be used in an academic portfolio. A suitable statement is: ‘By completing this witness testimonial statement I am giving consent for this to be included in this student’s work’

The naming of individuals where the information cited has now entered the public domain e.g. the name of renowned cases such as Victoria Climbie Inquiry (Laming 2003), and the British Heart Inquiry (Department of Health 2001) would no longer be confidential. It is expected that these sources are referenced.

A very small number of courses require learners to use documentation or statistical data which is not freely available. It would not be a breach of confidentiality to make reference to this material BUT ONLY IF:

a) the module or course leader can confirm to an Assessment Board that this material is necessary to the assessment and

b) a statement of written and signed consent from a person with the authority to act on behalf of the organisation concerned (e.g. manager of a trust, head teacher), that specified material can be used in the student’s work. This consent must be included as a preface to the work. This exception does not include any documents linked to service user care/treatment.

Confirmation of a Breach of Confidentiality All work where there is a potential breach of confidentiality should be moderated or second marked (in line with University policy on marking) and be seen by the External Examiner to verify that breach. The decision of a breach of confidentiality is the responsibility of the Assessment Board. Breach of Confidentiality Penalty

The student’s assessment would be REFERRED at the relevant Assessment Board. The student’s details and details of the breach of confidentiality would be recorded in the minutes of the Assessment Board. The student would be required to write to the Chair of the Assessment Board indicating that the breach or breaches of confidentiality had been removed (deleted or shredded) within 7 days of receipt of the letter from the Assessment Board. The Chair of the Assessment Board will check that this letter has been received and confirmation of receipt will be included in the minutes of the next appropriate Assessment Board.

The student would receive detailed feedback on the work, but no mark would be included. The student would be required to revise the original assignment, with breaches removed by the date set at the Assessment Board.

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Assessment of Practice You will be required to maintain an Assessment of Practice document throughout your course. This is a vital document that must be protected from loss or damage or there is a risk that practice experience and achievement of skills will need to be repeated. This record contains details of your practice experience, record of mandatory training and updating, achievement of NMC competences and Essential Skills Clusters together with your record of experience to demonstrate you meet the European Directives for qualification as a midwife. Any sickness from practice should be recorded, together with how sick time has been made up. It is imperative that any mentor who signs in this Assessment of Practice document signs the Signature Log at the front of the document. During your practice, you will be allocated a Sign Off Mentor with whom you should work with for a minimum of 40% of your working week. This will enable you to plan your learning in accordance with your individual needs and receive regular feedback on your progress. In placements of over 4 weeks your mentor should conduct an initial, mid-point and final review which will be graded. You will have at least 2 placements of more than 4 weeks per semester and the grades from these placements will be averaged to form your mark for practice (50% of module mark). There can be a Tripartite meeting between yourself, Sign Off Mentor and Personal Tutor at the mid-point stage to determine your progress and development and plan specific learning needs as required. If you are on a placement that does not have midwifery mentors you will be supported by an appropriate nurse or health visitor mentor. These mentors can sign your Assessment of Practice documents and review your placement on short placement forms. If they sign to say you have achieved skills or experiences these skills need to be counter signed by your sign off midwifery mentor. Please see system for Due Regard on next page to explain this process.

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System for Due Regard

System for Due Regard

Student in placement area outside of midwifery (complementary placement), such as gynaecology, ITU, HV and NNU

Allocated mentor signs and dates any skills/competencies achieved and signs mentor signature record in the front of the students’ PAD, with contact details

Student identifies these skills to midwifery sign-off mentor, who

considers ability to sign off skills with due regard

Sign off midwifery mentor makes direct contact with mentor in complementary placement to discuss student performance and specific skill

achievement

Competence achieved

Midwifery mentor to identify where and how skill may be achieved, in discussion with midwifery CPF or placement link lecturer

If YESIf NO

If CONCERN

Concern resolved

NMC (2008) Standards to support learning and assessment in practice London, NMC.

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The NMC competencies will be achieved at the level of participate, initiate or manages dependent upon the skill and stage of training. The required level for achievement is indicated within the Assessment of Practice document in the NMC Competency Achievement section. Essential Skills are signed as achieved or not, according to stage of training. The Practice Assessment document includes a reflective activity for you to complete, one per placement. Not only will this support your on-going learning throughout the course but will assist in the compilation of your portfolio in the practice modules. You are also required to engage 2 service users and/or their family in providing feedback to you to enhance your practice development. This should occur at the end of the second year and the end of the third year, which could be from a woman for whom you have been case holding and provided care for a period of time. Although it may be difficult to ask women for written feedback, it could be verbal and transcribed onto the relevant paper work by your mentor. Copies of thank you letters/cards may also be used to indicate service user feedback. Your practice modules contribute to the credits for your degree and your classification will be determined in part from your practice grade. Each practice module is graded 50% for the mark awarded directly in practice and 50% from an end of year assessment activity e.g. oral examination, and portfolio for each year respectively. Guidelines for students raising and escalating concerns in practice Introduction Students are subject to a variety of practice experiences and placements both within the community, and acute trust settings. This is a guide for students who may witness clinical practices in any of those environments, causing them concern. It gives the student a process to raise that concern appropriately, and to escalate if they feel it is required. The underlying principle is to safeguard the public. The following principles also apply; Principles

1. These guidelines are to be applied giving woman/family and student safety as a priority.

2. These guidelines are to be applied whenever, and however, there is a reasonable belief that practice placement is not, compliant with NMC Standards.

3. These guidelines are to be employed in keeping with best education practice being mindful of NMC guidance on raising concerns.

4. All persons involved should feel able to express their honest understanding of any given situation without reserve.

Application These guidelines and based upon the NMC “Raising concerns: Guidance for nurses and midwives” (NMC, 2015) and are to be applied when any reasonable concern exists. The specifically relate to, and are aimed at students of nursing and midwifery who may wish to raise or escalate a concern regarding clinical practice. They are to be used in conjunction with any local placement policies relating to safeguarding, or whistle blowing. The following are examples to establish an appropriate mind set only, to be considered if the issue cannot be resolved when first raised. An expectation is that any person or authority involved will exercise professional judgment at the time and in a proportional manner. Immediate actions should be determined by the principles identified above. Examples of situations where these guidelines may apply;

37

- A concern is raised as a consequence of a complaint made by a woman or their family member or a student to any person or authority about the standard of care delivered within a placement.

- An internal or external governance process or agency raises a concern about the standard of care within a placement.

- The placement is not compliant with any aspect of NMC standards for placement learning.

Student guidance: Your role in raising concerns As a student of Nursing or Midwifery, whilst not on the NMC register, you have a duty of care to safeguard the public and report any concerns from practice placements which put the safety of the people in your care or the public at risk. As outlined in the NMC (2015) guidance on raising concerns, the expectation is;

Action must be taken without delay if you believe that you, a colleague or anyone else may be putting someone at risk

You must inform someone in authority if you experience problems that prevent care delivery from meeting standards

Speaking up on behalf of people in your care and clients is an everyday part of your role, and just as raising genuine concerns represents good practice, ‘doing nothing’ and failing to report concerns is unacceptable. Whilst it is often daunting to raise concerns, you should feel you can do so without prejudice, and with the support of both practice and academic staff.

Student guidance: Procedure for raising and escalating concerns If you have a concern about anything you have witnessed in practice it is recommended that you raise this first and foremost with your mentor. In conjunction, you should inform your personal tutor so that they can guide and support you through the process. If you feel that your concern has not been recognized or appropriately acted upon, you have the right to escalate this concern to the appropriate staff. As a student there are a number of people available to you. You can again speak with your personal tutor, or a member of the academic team, who can advocate for and support you. In addition, if you feel comfortable you should raise your concern with the clinical manager of your placement area. If you are in an acute trust, there are Clinical Practice Facilitators (CPFs) who can also support this process. In other clinical areas Link Lecturers and/or Clinical Learning Environment Coordinators are available. If you are concerned at any point about who to approach, please speak to a member of academic staff. Your concerns should be addressed through the appropriate policies for the individual clinical area and the academic staff should be included in all steps of the process. The role of the academic staff is to support you in raising your concerns, escalating if required, supporting you in the process of any outcome (such as investigation, or provision of statements) and to assist the feedback to you to ensure resolution of your concern, at whichever level it has been escalated to. In some instances, concerns may be escalated from the clinical areas, to the appropriate professional bodies and you may be required to support this process. You will be supported by the academic staff and we always ask that if a student raises a concern, that they do not submit any form of statement, either written or verbal, without the presence of an appropriate member of academic staff.

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Student guidance: Flow chart to summarise the process Reference Nursing and Midwifery Council (2015) Raising concerns: Guidance for nurses and midwives. [Online]. Available at: http://www.nmc.org.uk/globalassets/siteDocuments/NMC-Publications/NMC-Raising-and-escalating-concerns.pdf If you raise a concern that is not addressed after speaking to your mentor and CPF/Link lecturer in the first instance, it will be followed up through the University ‘Securing Education Standards’ policy.

CONCERNED? Examples; standards of

care, conduct of a member of staff, safety

Raise your concern firstly by speaking to your mentor

IS YOUR CONCERN RESOLVED? YES; No further action but it is

recommended that you discuss with your personal tutor to debrief

NO; Escalate your concern to the clinical

manager and CPF/Link Lecturer Remember to include the academic staff

for support. IS YOUR CONCERN RESOLVED?

YES; No further action but it is recommended that you discuss with

your personal tutor to debrief

NO; It is rare that a concern is not addressed at this stage however if you feel that this is the case, speak to the

CPF/Link Lecturer and academic staff who can support you in raising concerns further if required

http://www.nmc.org.uk/globalassets/siteDocuments/NMC-Publications/NMC-Raising-and-escalating-concerns.pdfhttp://www.nmc.org.uk/globalassets/siteDocuments/NMC-Publications/NMC-Raising-and-escalating-concerns.pdf

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If you are affected by an adverse event, whether this is a lack of mentor or a practice issue, the following flow chart demonstrates the support and appropriate personal who should be involved. As with the raising concerns guidance above, please contact your personal tutor for advice before writing any statements for practice. We are here to support you.

System of notification for adverse events involving students

ISSUE: Lack of available mentors

ISSUE: Adverse external monitoring report (e.g. CQC)

ISSUE: Concern regarding fitness to practice

ISSUE: Practice incident involving a student

Refer to Securing Educational Standards policy

Inform Lead Midwife for Education

Refer to link lecturer

Essential in the case of a detrimental effect on the health of the mother or baby and where a student may be asked to provide a statement or be interviewed by a manager, or concerns

for student

Inform Band 7 midwife AND supervisor

Draw up individual action plan

Initiate Fitness to Practice procedure with possible referral to Professional

Misconduct Unit

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Summary of Types of Feedback on Your Progress During the Course.

Feedback for You

You will receive a variety of feedback on your progress in both theory and practice.

Theory Practice

Written feedback summary on submitted work

Directly on performance from Sign Off mentor

Annotated feedback During your initial, mid-point and final review

Submission of assessment feedback requesting specific feedback on areas you found difficult (see page )

Grading of practice performance

Exam feedback –while written feedback is not given you can see the module leader to discuss your paper

From other mentors/midwives you may work with

Meetings with your personal tutor From mothers and their family members

Discussion with module leader regarding specific module assessments

From your peer mentor

Feedback on formative submissions From other practitioners in the clinical area- e.g. Obstetrician, Anaesthetist, G.P. Physiotherapist, Social Worker, Maternity Care Assistants, Nursery Nurse, Breast feeding supporter

Meetings with dissertation supervisor From your own personal satisfaction

Marks from class tests

From class presentations

Engagement in class discussion feedback from lecturer/peers

The more you engage with the above processes the more feedback you receive.

Feedback from You

You will be asked for feedback on your course at various times and this is so we can improve the quality of the education you receive. This will include

module evaluations

evaluation of each placement area visited

annual internal student survey, replaced by the National Student Survey in the final part of your course plus

annual questionnaire from Health Education East of England who fund your education

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Course specific guidance Part–time working outside of midwifery No student will exceed any EU Working Hours Directives currently in force. It is considered that the course demands 37.5 hours of your hours per week, whether in practice or theory. This means that part-time working cannot take up an average in excess of 10.5hrs in a week. To exceed these hours in term time will be considered to be a serious disciplinary offence; you will be regarded as having acted irresponsibly toward your own safety and if in practice time, the safety of the women and families that you provide care to. No student is to be employed in any capacity, other than that of student, in any area where they are currently attending placement. Fitness to Practice It is important that as a student you conduct yourself professionally at all times. The NMC Code was updated in 2015: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf and there is new guidance on social media you should familiarise yourself with: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/social-media-guidance.pdf As well as the DBS check that we have completed before you attend practice you are required to declare your fitness to be on the course annually by declaring that you are of good health and good character. Your Course Leader will give details regarding completion and presentation of these forms. If you are involved with the police, or the courts, in any way or at any time whilst a student you must advise your Programme Leader immediately. If you consider yourself to be unfit, or that a health issue may have a bearing upon your ability or suitability to perform in the student role then you must advise your course leader immediately. This does not include day to day sickness which should be reported to the Allocations Office. The course team make every effort to support students and are disappointed when a student is withdrawn. Personal tutors and course teams offer advice, guidance and support, please ensure that you keep in contact, even if you are faced with a difficult situation. If taking any interruption in training a full DBS review must be completed before attending placement. Learning Hours for Students of Midwifery undertaking Programmes Leading to Registration The statutory requirements for registration are that you complete the specified hours of theory and of practi