Midwifery BSc (Hons)

Module content will include:

1. The introduction of the skills and care required for universal care in midwifery practice for women[1]/birthing people, the fetus, neonate and family during the antenatal, intrapartum and postnatal periods. This will include infection control, maternal and neonatal observations, holistic antenatal assessment, fetal monitoring and assessment of wellbeing, holistic neonatal examination, venepuncture, catheterisation, vaginal examinations, essential mandatory core skills, facilitating universal care during vaginal birth, infant feeding advice and support. A focus on relationship building, public health and education, medicines management, numeracy and pharmacology, record keeping and continuity of care will be threaded throughout*
2. The role of the midwife in providing holistic universal care to women/birthing people, neonates and families.
3. Introduction to professionalism and working with the interdisciplinary and multiagency teams in the areas of communication, courage, care, compassion, commitment and competence and The Nursing and Midwifery Council Code (2018).
4. Reflection on clinical practice, to include reflective models, clinical supervision, feedback from service users, self-assessment of progress, learning experiences and achievements.
5. The midwife’s responsibility and professional accountability in the safe administration of medicines to women/ birthing people and neonates. To include the preparation and administration of medicines, medicines calculations, and record keeping.

*This is not an exhaustive list

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

This module is a skills-based module which students will be utilising in Midwifery practice placements with taught elements aligned to the Midwifery Ongoing Record of Achievement
(MORA).

This module will provide students with the knowledge, understanding and practical skills in midwifery to be able to provide universal skills and care required in midwifery practice. This includes an introduction to pharmacology in Midwifery.

This module is designed to develop students’ knowledge and understanding of providing safe, effective, individualised, holistic and evidence-based universal care in midwifery practice throughout the childbirth continuum.

 The module will equip the students with the following requisite theory:

1. The definition of universal maternity care and its provision of individualised, compassionate, kind and high-quality midwifery care in partnership with women / birthing people, their families (as appropriate) and interdisciplinary and multiagency colleagues to support the best interests of the woman [1]and family throughout the childbirth continuum.
2. Identification, planning and communication of optimal universal evidence-informed care from pre-conception and throughout antenatal, intrapartum and postnatal periods for the woman, fetus and newborn infant.
3. Provision of universal care through the lens of different settings and models of midwifery care (including continuity of carer).
4. Identification of influencing factors that require consideration in the provision of inclusive universal safe and effective care for the woman and family facing differing social, spiritual, cultural, personal, physical, gender identification and psychological circumstances.

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

The aim of this module is to provide the students with the knowledge and skills of universal care required to optimise physical and emotional health and well-being throughout pre-conception, pregnancy, labour, birth and the postnatal period for women, families and their newborns (including infant feeding). 

This module is designed to introduce and develop students’ knowledge and understanding of public health, health promotion, health protection and safeguarding strategies underpinning safe, effective, personalised, holistic and universal evidence-based care in midwifery practice throughout the childbirth continuum.

The module will equip the students with the following requisite theory:

1. Public health, health promotion, health protection and safeguarding strategies to enable authentic communication of universal evidence-based information to support informed decision making by women[1] / birthing people and their families.
2. Provision of salutogenic care encompassing key public health considerations of the midwifery role, including (but not limited to) sexual and reproductive health; epidemiology, maternal and newborn screening and diagnostic tests; the impact of birth across the life course.
3. Holistic approaches to infant feeding and relationship building.
4. Identification and application of best midwifery policy and practice for maternal, fetal and newborn care to provide optimal evidence-informed care from pre-conception and throughout the childbirth continuum to promote and protect life-long health.
5. The role of public health and health promotion in education and preparation of women and their families for pregnancy, birth and parenthood (including infant feeding).

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

The aim of this module is to provide the students with the requisite knowledge to incorporate public health strategies, health promotion, health protection and safeguarding to support them to optimise physical and emotional health and well-being of the woman and families at the commencement of their childbirth journey.

This module is designed to develop the students’ knowledge and understanding of professionalism and how this underpins midwifery practice. It will prepare students for their professional role as a midwife and provide a foundation for students to understand the attributes that demonstrate professionalism. The module will equip the students with the following essential requisite theory:

1. Historical perspective and development of the midwifery profession; Role evolvement, responsibilities of the role and autonomous practice.
2. Values, attributes and principles of professionalism; Developing professional identity, provision of safe effective and person-centred care, professional socialisation and integration in the clinical setting, legal and ethical components including confidentiality and consent.
3. Professional issues; Evidence based practice, standards and scope of practice in accordance with the Nursing and Midwifery Council [NMC], authentic communication, advocacy, accountability and recognition of the impact of socio-cultural inequalities.
4. Professional behaviour and competence; Compassionate, collaborative and respectful working, integrity and professional judgement. Introduction to the University philosophy of the Citizen Student to help foster inclusion as a student and future midwife.

The aim of this module is to prepare the student for practice enabling acquisition of specific knowledge and skills to shape behaviours that are fundamental to the profession.

This module is designed to develop the students’ knowledge and understanding of anatomy, physiology and genetic development of the human body from conception onwards to support the student assessment, planning and provision of evidence-based care for women and families: 

1. From gametogenesis to early child development, incorporating embryology, genetics, fetal development, adaptation to life and the initial development of new-born infants. 
2. Recognition of normal anatomy, physiology and psychology and its changes and adaptation though puberty, pregnancy, the peripartum period and postnatally.
3. Application of the above 2 threads of learning to infant feeding aligned to UNICEF BFI (including anatomy & physiology, responsive feeding, recognition of effective feeding, maternal & infant physical & emotional health, epigenetics of infant feeding).
   

The overarching aim of this module is to provide the students with detailed knowledge and understanding of maternal and fetal anatomy, providing the foundation of the spiral curriculum to support the students’ understanding of the normal physiological process of human development and to build on this knowledge throughout their study to enable identification of deviations from the norm when they occur.

1. Understand and apply evidence bases: decision-making and problem solving; hierarchies of knowledge; person centred practice and embedding service user perspectives.
   
   
2. Trans-professional learning development and collaboration: Remit roles and responsibilities; role interfaces; sharing knowledge.
   
   
3. Research: philosophy of research; literature searching; research methodologies; research appraisal and critical thinking; evaluation of research in practice utilising a breadth of evidence bases; ethics and governance.
   
   
4. Service improvement and innovation methodologies:  values, quality and continuous improvement; audit and evaluation in practice; clinical governance; service user co-production.
   
   
5. Drivers influencing practice: policy; socio-political and economic drivers; impact upon health and social care provision; policy determinants; organisational strategies. 

Demonstrate an understanding of the evidence based principles of research, service improvement and innovation in trans-professional practice. 

Module content will include:

1. Develop knowledge and understanding of additional skills needed for women1/birthing people, neonates and families during the antenatal, intrapartum and postnatal periods. Such as; Amniotomy, perineal care, fetal monitoring, emergencies in obstetric and neonatal care, assessment of fetal wellbeing, essential mandatory core skills, care after a caesarean section, safeguarding and infant feeding advice and support. To also include, relationship building, public health and education, record keeping, continuity of care, women/birthing people requiring additional care and interdisciplinary collaboration*
2. The role of the midwife in the provision of holistic care to women/birthing people, neonate’s and families requiring additional care needs.
3. Developing professionalism and working with the interdisciplinary and multi-agency teams in the areas of; communication, courage, care, compassion, commitment and competence. This will include the introduction of develop clinical decision-making skills, escalation of concerns, The NMC Code (2018), resilience and risk assessment.
4. Analysis and reflection on clinical practice. To include; reflective models in health care, feedback from service users, self-assessment of progress, clinical supervision, learning experiences and achievements in practice.
5. Develop knowledge and understanding of the midwife’s responsibility and professional accountability in the safe administration of medicines to women/ birthing people and neonates. To include; the preparation and administration of medicines, pharmacology, medicines calculations, numeracy, escalating concerns of harm from administration errors and record keeping**

*This is not an exhaustive list

** This module will link with (module code to be confirmed) which contains a summative assessment on numeracy, drug calculations and medicines management, which needs to be passed at 100%.

This module is a skills-based module which students will be utilising in Midwifery practice placements with taught elements aligned to the Midwifery Ongoing Record of Achievement
(MORA).
This module will provide students with knowledge and understanding and practical skills in midwifery to be able to provide additional care for women/birthing people and neonates, including practising emergency midwifery skills. The students will be required to develop their skills in analysing and reflecting on clinical practice and self-assessment of progress. This module also focuses on developing knowledge on pharmacology in Midwifery Practice.

This module will provide the student with further insight to enhance understanding of providing safe & effective universal and additional midwifery care through increased complexity.

1. The definition of additional maternity care. Evidence informed additional care covering pre-conception and throughout antenatal, intrapartum and postnatal periods.  Knowledge of a range of pre-existing, emerging and emergency physical complications, their appropriate care and the potential impact on maternal morbidity and mortality.
2. Knowledge of how health, social and economic inequalities impact on holistic care provision, including cultural & spiritual factors. Influential factors in psychological wellbeing.
3. Introduction to care provision to optimise the safety of women[1] / birthing people with additional care needs in a range of settings and models of care (e.g. continuity of carer).    
4. Effective use of communication tools (e.g. SBAR) and advanced communication skills. The importance of sharing information across the interdisciplinary & multi-agency teams. Legal requirements regarding information sharing.

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

This module will use cases of increased complexity (including infant feeding) to build on the foundations of established knowledge of safe and effective universal care. This will allow the students to develop their skills of working in partnership with women with additional care needs, in collaboration with interdisciplinary and multiagency colleagues to provide holistic, individualised and family-centred care.

This module will provide the student with further insight to develop knowledge and understanding to examine and apply health protection strategies underpinning safe and effective universal and additional care through increased complexity.

1. Examination of effective planning and provision of care for women[1] / birthing people with additional needs, through collaboration and communication by the midwife with the interdisciplinary and multiagency team.
2. Investigation of the effects of complex additional needs on holistic care, including infant feeding.
3. Understanding of how midwives maintain universal care provision for women with additional complex care needs.
4. Knowledge of the principles of informed choice and the related law and how midwives use evidence-based information to support and advocate for women’s choices.

Investigation of underlying complex personal, social or cultural circumstances and their potential impact throughout the woman’s life course in relation to optimising health and well-being while minimising morbidity and mortality.

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

This aim of this module is to develop the students’ skills by building on the foundations of maternal care when challenged by complexity and additional needs. Students will examine how a partnership based and holistic approach can optimise and enhance the woman’s experience of care. 

This module will provide the students with the knowledge to provide universal and additional care for newborns, and preparation for undertaking the NIPE. This module will equip the students with the following essential requisite theory:

1. Anatomy, physiology and epigenetics of fetal development and adaptation to extra-uterine life. Examination of the physiology of conditions that may affect the newborn infant, their identification across different ethnicities, and their implications, providing individualised holistic care for those with and without additional complex health, socio-cultural needs through the early postnatal period.
2. Awareness of the systematic examination of the newborn infant and the process of collaboration with, and referral to the interdisciplinary and multiagency teams, in accordance with NIPE standards and in-line with current evidence-based practice.
3. Importance of history taking and developing the ability to utilise pre-examination information and recognition of significant factors and events in the prenatal, antenatal and intrapartum periods that may impact neonatal outcome, including safeguarding.
4. Introduction to recognition of professional responsibility and accountability whilst conducting the NIPE; NIPE screening for conditions related to eyes, heart, hips and testes and the provision of evidence-based information for parents; the process of disseminating results and provision of counselling to women1/birthing people and their families.
5. Provision of authentic and meaningful communication incorporating advocacy and sensitive conversations relating to newborn infant and health education including infant feeding advice and support.

1 The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

The aim of this module is to introduce the student to the requirements for universal and additional and complex care of newborns. In addition, specific knowledge and skills in preparation to undertake a full systematic physical examination of the new-born infant, in accordance with local and national evidence-based protocols, will be examined.

1. Application of numeracy including weight, volume, drug calculations, interpretation of measurements and medicines management and administration and other activities related to the standards of proficiency for registered midwives including midwives’ exemptions
2. Guidance and the use of a numeracy assessment online platform which allows students to increase their level of confidence and understanding around clinical numeracy. Each student will have their own unique online account on a designated e-learning platform giving them access to a range of learning resources which include an assessment simulator, online tutorials and podcasts
3. Class based numeracy tutorials and scenarios, use of online e-learning platforms for numeracy.

This module aims to consolidate previous learning within the Midwifery programme related to numeracy, drug calculations and medicines management and to enable students to achieve the required level of numeracy competency for entry on to the midwifery register as required by Nursing and Midwifery Council (NMC) (2019) Standards for pre-registration midwifery programmes.

Module content will include:

1. Advanced universal and additional skills required to be able to provide the care for women[1] / birthing people, neonates and families during the antenatal, intrapartum and postnatal periods. Such as; cannulation, perinatal mental health, perineal care, care of the critically ill birthing woman/birthing people, essential mandatory core skills, assessment of fetal wellbeing, infant feeding advice and support, speculum examination, bereavement care, obstetric and neonatal emergencies. To also include, relationship building, public health and education, record keeping and interdisciplinary collaboration*
2. Professionalism and working with the interdisciplinary and multi-agency teams in the areas of; communication, courage, care, compassion, commitment and competence to demonstrate leadership and effective decision-making skills as an autonomous practitioner, delegation of tasks, clinical supervision, clinical governance, critical reflection on clinical practice, escalation of concerns, risk assessment, safeguarding and critical reflection on clinical practice. In addition, training for students to become practice assessors at the point of qualification.
3. The midwife’s responsibility, professional accountability and autonomy in the safe administration of medicines to women/birthing people and neonates. To include; the preparation and administration of medicines, fluid balance, medicines calculations, numeracy, escalating concerns of harm from administration errors, record keeping and a pharmacology competency.
4. Theory revision and practice simulation on obstetric and neonatal emergencies in maternity care aligned with PROMPT and evidence-based information.

*This is not an exhaustive list

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

This module is a skills-based module which students will be utilising in Midwifery practice placements with taught elements aligned to the Midwifery Ongoing Record of Achievement
(MORA).

 This module will provide students with knowledge and understanding of advancing additional care needs in midwifery practice, recognising and leading on the management of care provision and practising advanced midwifery skills. This includes consolidation of knowledge on pharmacology in Midwifery.

This module will provide students with the critical knowledge and understanding of providing safe and effective universal and additional midwifery care and how this underpins midwifery practice. It will prepare students for their professional role as a midwife through critical examination of increasing complexity of cases. This will allow students to develop their skills of working in partnership with women, their families, interdisciplinary and multiagency colleagues to provide holistic, individualised and family centred care (including infant feeding) in the most challenging of circumstances. Using case-based learning, the module will equip the students with the following essential theory:

1. Detailed examination of optimal, evidence-based and research informed care, throughout the maternity index to pre-empt, recognise and respond appropriately to pre-existing, emerging and emergency complications of physical, emotional and social conditions of the most vulnerable women / birthing people.
2. Building on the knowledge of diverse social circumstances, through use of cultural and emotional intelligence to support and work with families in stressful and difficult situations.
3. In-depth consideration of optimal evidence-based, research informed planning of care for women and/or partners and families experiencing mental perinatal illness and following traumatic experiences. Exploration of the role of collaboration with interdisciplinary and multi-agency teams in these circumstances to develop strategies to contribute to compassionate, safe and effective practice.
4. Development of knowledge and reflection on practice experiences to facilitate working in partnership with interdisciplinary and multiagency teams to plan, implement and evaluate compassionate, respectful, empathetic and dignified midwifery care for women and/or partners and their families experiencing perinatal loss or severe maternal morbidity or mortality.
5. Exploration of the approaches and techniques available to the 21^st century midwife to recognise and address personal, physical, cultural & emotional vulnerability in themselves, colleagues and those they care for: building strategies for strength-based approaches for compassionate care of self and others.
6. Critical appraisal skills - the process of examining, interpreting and assessing research informed evidence using a systematic approach and how this informs a literature review.

The aim of this module is to enable the student to consolidate knowledge of and develop critical capabilities in optimising physical and emotional health and well-being throughout the maternity index for women and their families requiring universal and additional care including those at their most vulnerable.

This module will provide students with the knowledge and understanding of professionalism and how this underpins midwifery practice. It will prepare students for their professional role as a midwife through critical examination of professionalism. Using case-based learning, situational learning and reflection, the module will equip the students with the following essential theory:

1. Examination of management and leadership styles and skills and their potential to support and promote safe, effective & collaborative provision of care for women[1] / birthing people and families and colleagues across the interdisciplinary team.
2. Building on personal professional identity, evaluation of the role of individual and collaborative management of complexities and continuous quality improvement in the provision of effective and person- centred safe care for all.
3. Examination of continuous professional development in midwifery through development of skills of research, reflection, collaboration and application of scholarly activities to support and promote evidence-based improvements in practice building on the University philosophy of the Citizen Student.
4. Consolidation of the skills and knowledge developed so far in relation to the responsibilities of autonomous and accountable practice: professional issues, evidence-based practice, NMC Standards, proficiencies and the scope of practice.
5. Development of knowledge of the theory and practical elements of supervising and supporting students in practice, giving feedback, and assessing students (including documentation).

Exploration of the approaches and techniques available to the 21^st century midwife to recognise and address personal, physical, cultural & emotional vulnerability in themselves, colleagues and those they care for (such as the A-EQUIP clinical supervision and support model): building strategies for strength-based approaches for compassionate care of self and others.

[1] The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

The aim of this module is to develop the students’ capabilities to undertake the role of midwife as a leader, scholar and supportive, collaborative colleague. 

This module will provide students with the necessary knowledge and skills to able to effectively undertake and be proficient in conducting the full systematic examination of the newborn. It will expand on the students’ knowledge and skills, promoting a consolidated understanding of the full systematic examination of the newborn in readiness for their role as a skilled and autonomous practitioner. This module will equip the students with the following essential requisite theory:

1. 
   Recognition of professional responsibility and accountability whilst conducting the full systematic examination of the newborn; proficiency in disseminating results, information and provision of person centered conversations to women1/birthing people and their families.
   2. Expertise in the systematic examination of the newborn infant and the requirements for appropriate referral to, and collaboration with the interdisciplinary and multi-agency teams, in accordance with full systematic examination of the newborn standards and in-line with current evidence-based practice; Detailed and specific knowledge and skills of the full systematic examination of the newborn to include the eyes, heart, hips and testes; History taking and ability to utilise pre-examination information and recognition of significant factors in the antenatal period and events during the intrapartum period that may impact neonatal outcome, including safeguarding.
   3. Detailed anatomy, physiology and epigenetics of fetal development and adaptation to extra-uterine life in the context of the systematic examination of the newborn.
   4. Provision of authentic, meaningful and culturally appropriate communication incorporating advocacy and sensitive conversations relating to newborn infant and health education, and infant feeding advice and support.

1 The term woman will be used to represent all pregnant and birthing people for most of the time, reflecting that the majority (but not all) of the people who give birth are women. Where required, the needs of people of diverse gender will be referenced using inclusive terms to ensure full representation of women and people of diverse gender as service users.

The aim of this module is to equip the student with the specific knowledge and skills in preparation to undertake a full systematic physical examination of the newborn infant, in accordance with local and national evidence-based protocols.