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NMHS33130

Academic Year 2026/2027

Complexites of the Newborn (NMHS33130)

Subject:
Nursing,Midwifery & Health Sys
College:
Health & Agricultural Sciences
School:
Nursing,Midwifery & Health Sys
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Ms Elizabeth Greene
Trimester:
Autumn and Spring (separate)
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The purpose of the module is to help prepare students to fulfil the role of the registered midwife in the provision of evidence-based, family-integrated care of the neonate that either becomes unwell or is at risk of developing complications that may require specialised care.

This module provides the theory and skills underpinning the required clinical experiences of caring for neonates/infants that students may encounter across a variety of clinical experiences/placements, including intranatal, postnatal, midwife-led care, neonatal, and primary healthcare.

The theory/knowledge and skills delivered in this module helps students to meet the standards and requirements for midwifery registration with the Nursing and Midwifery Board of Ireland (NMBI), which state that a midwife must:

" provide care for the newborn and the infant. This care includes preventative measures, the promotion of normal birth, the detection of complications...recognising the warning signs of abnormality in the...infant which necessitate referral to a doctor and assisting the latter where appropriate; examining and caring for the new-born infant; taking all initiatives which are necessary in case of need and carrying out where necessary immediate resuscitation; ...giving all necessary advice to the mother on infant care to enable her to ensure the optimum progress of the new-born infant".

As per the NMBI, this module prepares midwifery students to participate in "...observation and care of the new-born requiring special care, including those born preterm, post-term, underweight or ill...detection of complication in the...child.....assess, plan, implement and evaluate care for newborns requiring special care, in partnership with mothers/parents and in collaboration with relevant healthcare professionals...the assessment and care of the newborn requiring special care including those born preterm, post term, small for gestational age or ill".

About this Module

Learning Outcomes:

● Identify promptly ‘at risk’ infants in the neonatal period, and the factors that may pre-dispose them to a deviation from the expected norm and communicate this information effectively to parents and relevant members of the multidisciplinary team.

● Develop the ability to prevent, identify, and ameliorate feeding challenges where a baby’s condition is complicated or they are unable/reluctant to feed.

● Recognise symptoms of the major congenital, cardiovascular, respiratory, metabolic and endocrine disorders that occur in the neonatal period, and initiate timely referral to senior midwifery and medical personnel for specialised care and treatment.

● Recognise signs of respiratory or circulatory compromise, and can initiate neonatal resuscitation, as per the latest edition of the American Academy of Pediatrics 'Textbook of Neonatal Resuscitation'.

● Develop and implement an evidence-based, family-centred plan of midwifery care for an unwell neonate,in collaboration with the baby's parents/caregivers and the multidisciplinary team.

Indicative Module Content:

Indicative Content (theory)
The scope of midwifery practice in neonatal care settings;
the pre-term baby;
small for gestational age and fetal growth restriction;
ethical and legal considerations in neonatal care - periviability; stillbirth, and early neonatal death;
genetic and chromosomal disorders; congenital/structural disorders;
neonatal opioid withdrawal syndrome, foetal alcohol spectrum disorder and FAS;
safeguarding and child protection issues in neonatal care incl. iatrogenic, accidental and non-accidental injuries;
disorders of the skin & musculoskeletal system;
multiple pregnancy – twins, triplets etc;
the essentials of family-integrated care; neonatal palliative care; essentials of neonatal transport;
disorders of transition to extrauterine life incl. review of neonatal resuscitation;
disorders of thermal stability; disorders of metabolic stability incl. hypoglycaemia;
infections of the fetus and neonate;
neurological disorders incl. seizures, HIE;
respiratory disorders incl. TTN and RDS;
haematological disorders incl. Rh and ABO incompatibility;
nutrition and feeding of the sick and/or preterm neonate.

Indicative Content (skills)
Feeding strategies for the sick/preterm baby;
identifying newborn seizures;
examination and assessment of the unwell baby;
urine collection and testing;
Finnegan (NOWS/NAS) scoring;
breaking bad news;
full newborn resuscitation training package

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Lectures

28
Laboratories

11
Specified Learning Activities

10
Autonomous Student Learning

76
Total

125

Approaches to Teaching and Learning:
Lectures, Tutorials, Simulation & Skills Workshops, Reflection on Practice, In-class Quizzes, Class Discussion of Case-Studies, Breakout Groups; Problem-Based Learning Activities.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
NMHS33390 - Complexities of the Newborn


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Practical Skills Assessment: Full newborn reuscitation workshop/OSCE. The knowledge, skills, and behaviours being continuously assessed are aligned to the latest edition of the 'Textbook of Neonatal Resuscitation' (AAP). Week 4 Pass/Fail Grade Scale Yes
10
 Yes
Quizzes/Short Exercises: Completion of short quizzes and exercises for associated digital badges in Brightspace. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Alternative linear conversion grade scale 40% No
10
 No
Student Negotiated or Choice of Assessment: Chose one topic from a selction of topics. This topic may be explored and presented from choice of formats incl: written essay
or powerpoint video presentation.		 Week 12 Standard conversion grade scale 40% Yes
80
 Yes

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

American Academy of Pediatrics - AAP (2025) Textbook of neonatal resuscitation, 9th edition. Itasca, Illinois: American Academy of Pediatrics.
Boxwell, Petty and Kaiser (2020) Neonatal Intensive Care Nursing, 3rd edition. London: Routledge.
Davies, L. and McDonald, S. (eds.) (2021) Examination of the newborn and neonatal health: a multidimensional approach. 2nd edn. Edinburgh: Elsevier.
Doughty, R., Ménage, D. and Rees, C. (2023) Introduction to research for midwives. Fourth edn. Place of publication not identified: Elsevier.
Health Service Executive - HSE (2019) National Infant Feeding Policy for Primary Care Teams and Community Health Organisations. Available at:https://www2.healthservice.hse.ie/files/143/ [Accessed 13 June 2026].
Health Service Executive - HSE (2022a) Guideline on the Observation of a Breastfeed & Use of the Breastfeeding Observation Assessment Tool (BOAT) Resource. Available at: https://www2.healthservice.hse.ie/files/166/ [Accessed 13 June 2026].
Health Service Executive - HSE (2022b): National Standards for Bereavement Care following Pregnancy Loss and Perinatal Death, version 2: Health Service Executive. Available at: https://pregnancyandinfantloss.ie/hse-national-standards-for-bereavement-care-following-pregnancy-loss-and-perinatal-death/ [Accessed 13 June 2026].
Johnson and Taylor (2023) Skills for Midwifery Practice, 5th edition. Place of publication not identified: Elsevier.
Macdonald, S. a. and Johnson, G. (2023) Mayes' midwifery. 16th edn. Edinburgh: Elsevier.
Marshall, J. E., Raynor, M. D. and Myles, M. F. (2020) Myles textbook for midwives. 17th edn. Edinburgh: Elsevier.
Mayring, P. (2022) Qualitative content analysis: a step-by-step guide. London;Thousand Oaks, California;: Sage.
Nursing and Midwifery Board of Ireland - NMBI (2025) Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives. Dublin: Nursing & Midwifery Board of Ireland. Available at: https://www.nmbi.ie/NMBI/media/NMBI/NMBI-Code-of-Professional-Conduct-and-Ethics.pdf?ext=.pdf Accessed 13 June 2026].
Nursing and Midwifery Board of Ireland - NMBI (2016) Midwife Registration Programmes standards and requirements, 4th edition. Available at: https://www.nmbi.ie/Education/Standards-and-Requirements/Midwife-Registration-Programmes [Accessed Accessed 13 June 2026].
Rankin, J. (2024) Physiology in childbearing: with anatomy and related biosciences. Fifth edn. Edinburgh: Elsevier.
van Kempen, A. et al. (2020) Lower versus Traditional Treatment Threshold for Neonatal Hypoglycemia. New England Journal of Medicine. DOI: 10.1056/NEJMoa1905593 [Accessed 13 June 2026].
Verklan M. T., Walden M. and Forest S. (eds.) (2021) Core Curriculum for Neonatal Intensive Care Nursing 6th edition. St. Louis: Elsevier.

NWIHP, NPEC, BAPM, MBRRACE EBP guidelines linked to indicative content:

British Academy of Perinatal Medicine – BAPM (2024) Identification and Management of Neonatal Hypoglycaemia in the Full Term Infant (Birth – 72 hours). London: British Association of Perinatal Medicine. Available at: https://www.bapm.org/resources/identification-and-management-of-neonatal-hypoglycaemia-in-the-full-term-infant-birth-72-hours [Accessed 13 June 2026].
Dakin, A., et al. on behalf of National Women and Infants Health Programme and The Institute of Obstetricians and Gynaecologists. (2024) National Clinical Practice Guideline : Prevention of Early Onset Group B Streptococcal Disease in Term Infants. Available at: https://www.rcpi.ie/Faculties-Institutes/Institute-of-Obstetricians-and-Gynaecologists/National-Clinical-Guidelines-in-Obstetrics-and-Gynaecology [Accessed 13 June 2026].
Gallimore, I.D., et al., on behalf of the MBRRACE-UK Collaboration (2026) MBRRACE-UK Perinatal Mortality Surveillance, UK Perinatal Deaths of Babies Born in 2024: State of the Nation Report. Leicester: TIMMS, School of Healthcare, University of Leicester. Available at: https://timms.le.ac.uk/mbrrace-uk-perinatal-mortality/surveillance/ [Accessed 13 June 2026].
McDonnell, A., et al. on behalf of National Women and Infants Health Programme and The Institute of Obstetricians and Gynaecologists. (2023) National Clinical Practice Guideline: Stillbirth: Prevention, Investigation, Management and Care. Available at: https://www.rcpi.ie/Faculties-Institutes/Institute-of-Obstetricians-and-Gynaecologists/National-Clinical-Guidelines-in-Obstetrics-and-Gynaecology [Accessed 13 June 2026].
McMahon, G., et al. on behalf of National Women and Infants Health Programme and The Institute of Obstetricians and Gynaecologists. (2025) National Clinical Practice Guideline: Fetal Growth Restriction – Recognition, Diagnosis and Management. Available at: https://www.rcpi.ie/Faculties-Institutes/Institute-of-Obstetricians-and-Gynaecologists/National-Clinical-Guidelines-in-Obstetrics-and-Gynaecology [Accessed 13 June 2026].
Murphy, S., et al. on behalf of National Women and Infants Health Programme and The Institute of Obstetricians and Gynaecologists. (2024) National Clinical Practice Guideline : Antenatal Corticosteroids to Reduce Neonatal Morbidity and Mortality. Available at: https://www.rcpi.ie/Faculties-Institutes/Institute-of-Obstetricians-and-Gynaecologists/National-Clinical-Guidelines-in-Obstetrics-and-Gynaecology [Accessed 13 June 2026].
San Lazaro Campillo, I., et al. on behalf of Perinatal Mortality National Clinical Audit Governance Committee (2025) Perinatal Mortality National Clinical Audit in Ireland - Annual Report 2023. Available at: https://www.ucc.ie/en/npec/npec-clinical-audits/perinatalmortality/perinatalmortalityreportsandforms/ [Accessed 13 June 2026].

Name Role
Dr Lorraine Carroll Lecturer / Co-Lecturer
Dr Mary Curtin Lecturer / Co-Lecturer
Ms Elizabeth Greene Lecturer / Co-Lecturer
Ms Ciara Kirwan Lecturer / Co-Lecturer
Mrs Denise Mc Guinness Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 4, 5, 7 Mon 11:00 - 12:50
Autumn Lecture Offering 1 Week(s) - 3, 6 Mon 11:00 - 12:50
Autumn Online Learning Offering 1 Week(s) - 1, 2, 3, 5, 6, 7 Wed 14:00 - 14:50
Autumn Laboratory Offering 1 Week(s) - 4 Wed 09:00 - 14:50
Autumn Laboratory Offering 2 Week(s) - 4 Fri 09:00 - 14:50
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