NMHS33710 Transitions to Midwifery Prac

Academic Year 2023/2024

The aim of this module is to build upon the student’s understanding and appreciation of the professional role of the midwife. Throughout this module the student is actively encouraged to critically reflect upon key concepts which impact on professional midwifery practice in contemporary maternity care. Included in this module is a suite of clinical skills and workshops to support the student to prepare for professional midwifery practice. These include perineal management and repair, Neonatal resuscitation and IV cannulation. Teaching students forms an important component of the role of the midwife, therefore strategies and skills for teaching and supporting learning in the clinical setting are included. Communicating effectively and emphatically to bereaved parents is an important role of the midwife. A workshop is included within the module to prepare student’s and provide them with strategies to communicate in challenging and difficult circumstances. Self-awareness and developing coping skills is an important aspect of providing support to bereaved parents, therefore strategies and skills will be provided on self-care and resilience. A key concept throughout each aspect of this module is the importance of evidence based midwifery practice, students will actively encouraged to critically reflect upon relevant the international evidence pertaining to module content.

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Curricular information is subject to change

Learning Outcomes:

On successful completion of this module students should be able to:
● Demonstrate a broader understanding of the key concepts and the relevant evidence/ literature introduced in the module.
● Make use of the literature/ evidence provided and develop a capacity for synthesis of evidence pertaining to professional midwifery practice
● Demonstrate evidence application throughout the module, both formatively and summatively
● Develop a capacity for engaging in on-going critical discussion based on an in-depth understanding of the professional role of the midwife,
● Demonstrate clinical skills introduced such as perineal repair neonatal resuscitations and communicative strategies demonstrated that can support women and their partners who have experienced pregnancy loss.
● Demonstrate an understanding of relevant international evidence pertaining to the module content.

Indicative Module Content:

The development of midwifery as a profession
Professional identity and role of the midwife
Legislation covering the provision of maternity services
Legislation governing midwifery registration and practice
Professional conduct and accountability
Scope of midwifery practice
Continued professional development and career progression
Clinical reasoning/ problem solving skills and decision-making skills
Communications skills in challenging and difficult circumstances
Self- Awareness, development of individual coping skills and emotional intelligence
Facilitating and supporting students and colleagues learning: Teaching and assessing in the clinical setting
Self- care
Resilience
Medication Calculation Skills
Children’s First Programme (HSELand)

Clinical skills
Perineal management and repair
Neonatal resuscitation
Intravenous cannulation
Bereavement Workshop
Communication skills in challenging circumstances

Student Effort Hours: 
Student Effort Type Hours
Lectures

16
Practical

20
Specified Learning Activities

55
Autonomous Student Learning

35
Total

126
Approaches to Teaching and Learning:
Teaching and learning methods will focus on student centered approaches. Lectures and problem based learning will include active learning and clinical case discussions.
Teaching methods to develop clinical competencies will be undertaken via instruction at home and in the clinical skills laboratory, using a variety of methods, such as simulation exercises, demonstrations, role play, and role modelling. Learning is also promoted by enabling students to reflect on their practice and by providing feedback from observations of their skills by peers to academic staff.
In order to promote learning through reflection on experience, and to promote the integration of theory and practice, case study approaches are also employed. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Group Project: You will prepare a debate in your group. Each group will choose an opening speaker, rebuttal speaker and concluding speaker. All students will be researchers. Week 7 n/a Standard conversion grade scale 40% No

10
Examination: Medications examination online lasting 30 minutes Unspecified No Alternative linear conversion grade scale 40% No

20
Practical Examination: Students will complete the pre-requisites for attendance to the cannulation lab and will attend the skills lab for simulation of skills Week 9 n/a Pass/Fail Grade Scale No

5
Practical Examination: Students will undertake the NRP course (Neonatal resuscitation) in the labs. The day will build on skills already gained in the BSc Midwifery Programme. Unspecified n/a Pass/Fail Grade Scale No

5
Practical Examination: Students will upload 3 videos
1.Tying a knot
2.continuous suture
3.Tying off a suture when finished		 Week 5 n/a Pass/Fail Grade Scale No

10
Assignment: Student will be asked to write a 1500 word paper on a subject related to the module Coursework (End of Trimester) n/a Standard conversion grade scale 40% Yes

50

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Spring No
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

How will my Feedback be Delivered?

Students will be given a range of feedback through a number of different assessment strategies including clinical skills, debates and written critique

Reading List
Burnard, P. (1997) Know Yourself! : Self-Awareness Activities for Nurses and Other Health Professionals. London: Whurr Publishers Ltd.
Catrina, H., Elizabeth, H., Mary, B. and Gary, B. (2009) ‘Evaluating a preceptorship programme in South West Ireland: perceptions of preceptors and undergraduate students’, Journal of Nursing Management, 17(5),pp. 539-549.
Department of Health (2016) Creating a Better Future Together, National Maternity Strategy (2016-2026) available online at: www.health.gov.ie/wp-content/uploads/2016/01/Finalversion-27.01.16.pdf
Health Information and Quality Authority (2016) ‘National Standards for Safer Better Maternity Services’ Dublin: Health Information and Quality Authority
HSE (2012). Achieving excellence in clinical governance: Towards a culture of accountability. Dublin. HSE
HSE (2012). Risk Management in the HSE; An Information Handbook. Dublin. HSE
HSE (2013) A Practical Guide to Clinical Audit http://www.hse.ie/eng/about/Who/qualityandpatientsafety/Clinical_Audit/clauditfilespd fs/practicalguideclaudit2013.pdf
Johnson R. Taylor W. (2016) Skills for Midwifery Practice, 4th Edition, Elsevier, London
McCarthy, B. and Murphy, S. (2010) ‘Preceptors experiences of clinically educating and assessing undergraduate nursing students: an Irish context’, Journal of Nursing Management, 18, pp 234–244.
McMillan, K. and Weyers, J. (2013) How to improve your critical thinking & reflective skills. Harlow: Pearson.
Nursing and Midwifery Board of Ireland (2015) Scope of Nursing and Midwifery Practice Framework Dublin, Nursing and Midwifery Board of Ireland.
Nursing and Midwifery Board of Ireland (2014) Code of Professional Conduct and Ethics for Registered Nurses and Midwives. Dublin
Nursing and Midwifery Board of Ireland Nursing and Midwifery Board of Ireland (2015) Practice Standards for Midwives. Dublin: Nursing and Midwifery Board of Ireland.
Nursing and Midwifery Board of Ireland (2015) Recording Clinical Practice: Professional Guidance. Dublin: Nursing and Midwifery Board of Ireland.
Nursing and Midwifery Board of Ireland (2015) ‘QUALITY CLINICAL LEARNING ENVIRONMENT Professional guidance’, Dublin: Nursing and Midwifery Board of Ireland
Raynor, M and England, C. (2010) Psychology for Midwives: Pregnancy, Childbirth and Puerperium. Open University Press McGraw-hill:Berkshire.
Rungapadiachy, D.M. (2003) Interpersonal Communication and Psychology for Health Care Professionals: Theory and Practice. London: Butterworth Heinemann.
Name Role
Ms Siobhan Brereton Lecturer / Co-Lecturer
Dr Paula Cornally Lecturer / Co-Lecturer
Assoc Professor Barbara Coughlan Lecturer / Co-Lecturer
Ms Jennifer Dempsey Lecturer / Co-Lecturer
Ms Elizabeth Greene Lecturer / Co-Lecturer
Dr Aoife Claire MacCormac 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, 3, 4, 5, 7 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 6, 8, 9 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 7 Wed 13:00 - 15:50
Lecture Offering 1 Week(s) - 10 Fri 09:00 - 15:50
Laboratory Offering 1 Week(s) - 11 Fri 09:00 - 16:30
Laboratory Offering 1 Week(s) - 12 Fri 14:00 - 15:50
Laboratory Offering 1 Week(s) - 5 Wed 15:00 - 16:50
Laboratory Offering 2 Week(s) - 7 Fri 09:00 - 16:30
Laboratory Offering 2 Week(s) - 12 Fri 14:00 - 15:50
Laboratory Offering 2 Week(s) - 5 Wed 15:00 - 16:50
Autumn