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2017/18 Undergraduate Module Catalogue

HECS2191 Midwifery Theory and Practice 3

40 creditsClass Size: 60

Module manager: Tomasina Stacey
Email: t.stacey@leeds.ac.uk

Taught: 1 Jun to 30 Sep View Timetable

Year running 2017/18

Pre-requisite qualifications

Successful completion of year 1 of the programme

Pre-requisites

HECS2190Midwifery Theory and Practice 2

Module replaces

Partially replaces HECS 2110, HECS 2111, HECS 2112, HECS 2114 and HECS 2115 by 2013-4

This module is not approved as a discovery module

Module summary

In this module students will develop appropriate attitudes and skills in the care of women from diverse backgrounds and complex social needs. The impact of a variety of infections that can impinge on maternal and fetal wellbeing will be addressed. Care of the compromised neonate.

Objectives

This is a theory and practice module that builds on infection control principles from level 1 developing student’s knowledge on the prevention, recognition, and potential implications of a variety of infections detrimental to childbearing. This will include structural defects, acquired infections and longer term implications for maternal and newborn health. Skills in supporting women in their chosen method of infant feeding will address more complex challenges.

Students will develop skills in the support of parents when their baby is born preterm or whose health is compromised including medicines management. The skills do not extend to caring for the sick neonate but an understanding is essential to enable students to support parents. Sometimes there are conflicts between the rights of mothers and the fetus/baby and the ability of mothers to make informed decisions. Scenarios will be used to explore the ethics and legal aspects of such dilemmas for parents and the practitioners involved. Vulnerability will be further developed with the consideration of risk taking behaviours by pregnant women such as substance misuse and self harm. Adapting care to meet the needs of other vulnerable groups of women will be considered. Fertility control will be addressed as will the promotion of fertility through use of assisted conception. An understanding of the techniques and psychosocial impact is required.

Learning outcomes
At the end of the module students will be able to:

1. Provide parents, with accurate evidence based information about activities which may have an impact on breast feeding.

2. Identify infections that can impact on pregnancy, the fetus and baby and policies and practices that attempt to minimise their impact.

3. Recognise the needs of preterm or compromised neonates and provide appropriate support to parents.

4. Analyse the causes of fetal and perinatal mortality and morbidity.

5. Discuss the role of the midwife as an advocate.

6. Consider the concept of risk taking behaviour to the detriment of pregnant women and their fetus/baby.

7. Discuss the needs and care of women related to fertility control and assisted conception.

8. Design an episode of parent education underpinned by appropriate educational theory.

9. Discuss decision making theories and their application in midwifery.

10. Meet selected performance and skills outcomes in the level 2 Common Assessment Document.

Skills outcomes
Midwifery care within Delivery Suite, the antenatal ward or postnatal ward.


Syllabus

Service users:
Communication - loss and grief - breaking bad news, working with hard to reach service users
Meeting the needs of teenagers, women who self abuse or substance misuse, women who are asylum seekers and women in lesbian relationships
Care of women who have a learning or physical disability.

Personal Growth Knowledge and Skills:
Overcoming challenges related to infant nutrition eg use of artificial teats or dummies, separation from infant, rooming in practices, support systems, managing feeding challenges
Apply an in depth knowledge of the physiology of lactation to practical situations including effective positioning, attachment and suckling.
Causes and care of women when labour is preterm
Care of the preterm or compromised neonate including abnormality and infections
Loss in pregnancy ie miscarriage, early and late termination of pregnancy, stillbirth, neonatal death
Advocacy
Caring for pregnant women with life limiting diseases eg breast and ovarian cancer
Infertility and care of women who have conceived through the use of technology and the psychosocial consequences
Methods of contraception
Physiological response to infection
Sexual transmitted infections HIV, streptococcal infections, Hepatitis B
Environmental infections

Process and systems:
Underlying principles of screening and diagnostic tests
research
Medicines management in compromised neonates
Drugs used in the control of fertility
Care pathways and guidelines
Developing skills in locating, sifting, retrieving and appraising and applying a range of evidence that informs frameworks decision making.
Decision making theories and their applications

Improvement:
Policies and guidelines that address public health issues relevant to above content.
Teaching and learning theory to underpin educating women
Support groups for women


Practice:
In this module there are 270 hours of clinical practice spread over semester 2b. Students will be placed in either Delivery Suite, or antenatal ward or postnatal ward. Students on the Delivery Suite will be required to demonstrate competence in calculating common dosages of medicinal products used in normal midwifery practice (NMC requirement).

Teaching methods

Delivery typeNumberLength hoursStudent hours
Clinical Practice2701.00270.00
Class tests, exams and assessment102.0020.00
Lecture52.0010.00
Seminar142.0028.00
Tutorial102.0020.00
Independent online learning hours12.00
Private study hours160.00
Total Contact hours348.00
Total hours (100hr per 10 credits)520.00

Private study

The 160 hours of private study is used for:
Inquiry based exercise around appropriate service delivery to a group of vulnerable women.
Preparation for the 2,500 word essay.
Background reading.

Opportunities for Formative Feedback

Theoretical progress will be monitored through participation in inquiry based learning within the tutorials. A typical example would be around the care of women of women with more complex and chaotic lives and complex social contexts. The example below also illustrates how key programme themes will be introduced and developed with the themes relating to research skills, decision making skills and ethics and law being fundamental to this approach. It is intended that the case scenarios are developed with input from clinical midwives to represent current practice issues.

Students are given verbal formative feedback following the IBL in the form of self and peer assessment along with key points from the facilitator in terms of areas for development and consideration.

Clinical Progress
Students will be assessed using the appropriate learning outcomes within the Midwifery Common Assessment Document for level 2 and their performance will be graded by their sign-off mentor in the last two weeks of their placement.

Formative feedback will take the form of reflective sessions throughout the clinical placement (student and mentor) and this will assist students to make links between theory and practice.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
Essay2500 words; Critical appraisal of 2 research papers60.00
Written WorkCommon Assessment Document (Pass/Fail)0.00
Placement AssessmentGrading of Practice40.00
Group ProjectFORMATIVE: Inquiry Based Learning (IBL)0.00
Total percentage (Assessment Coursework)100.00

No compensation is permitted between the theory and the grading of clinical practice.

Reading list

The reading list is available from the Library website

Last updated: 13/09/2018

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