bsc (hons) midwifery pgdip/msc midwifery studies midwife sign-off mentor handbook ... · 2015. 9....

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BSc (HONS) MIDWIFERY &

PgDip/MSc MIDWIFERY STUDIES

MIDWIFE SIGN-OFF MENTOR HANDBOOK

SEPTEMBER 2015

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CONTENTS Page

INTRODUCTION 1 PHILOSOPHY OF THE PROGRAMMES 2 SECTION 1: BSc (Hons) Midwifery 3 1.1 Design and Content 3 1.2 Programme Aims and Outcomes 3 1.3 Programme Structure 6 1.4 Learning and Teaching Strategies 8 1.5 Practice 11 SECTION 2: PgD/MSc Midwifery Studies 14 2.1 Design and Content 14 2.2 Programme Aims and Outcomes 16 2.3 Programme Structure 18 2.4 Learning and Teaching Strategies 22 SECTION 3: Information Relevant to Both Programmes 27 3.1 The Role of the Midwife Sign-off Mentor in Grading and Assessing

Practice 27 3.2 Practice Progress File 28 3.3 Tripartite Meetings 29 3.4 Fitness-to-Practise 31 3.5 Roles and Responsibilities of the Student 32 3.6 Roles and Responsibilities of the Academic Mentor 33 3.7 Additional Support in Practice 33 3.8 Frequently Asked Questions 35 3.9 Reference List 38 APPENDICES 39 Appendix 1 Communication Tool 40 Appendix 2 Parent Education Session Feedback 49 Appendix 3 The Midwife Sign-off Mentor 52 Appendix 4 Practice Outcomes and Grading Grids 54 Appendix 5 Medicines Management Learning Tool 60 Appendix 6 Enhanced Continuity of Care Record 63 Appendix 7 Ward Management Activity 64 Appendix 8 Midwife Sign-off Mentor Feedback 67 Appendix 9 Cause for Concern Documentation 69 Appendix 10 Tripartite Meeting Schedules 72 Appendix 11 Record of Meeting with Supervisor of Midwives 74 Appendix 12 Record of Attendance 75 Appendix 13 Academic Contact Details 76 Appendix 14 BSc (Hons) Midwifery (Three-year programme)

Structure of Programme with Tripartite meeting dates 77 Appendix 15 UNICEF Baby Friendly Initiative University Standards 80

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DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

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Documentation June 2012\Updated Documentation\2015-16\Mentor Handbook.doc 1 ©TU-SOHSC (2015)

INTRODUCTION Thank you for being a Midwife Sign-off Mentor for student midwives. The information contained in this handbook is intended to provide you with a comprehensive understanding of pre-registration midwifery education programmes at Teesside University which include:

BSc (Hons) Midwifery. This extends over three years and caters for students from various backgrounds that have little or no experience of the NHS as an employer.

PgDip/MSc Midwifery Studies. This is a shortened programme of pre-registration midwifery education that is required by students who wish to become registered as a midwife and who are already registered with the Nursing and Midwifery Council (NMC) as Nurses (Adult Branch).

The handbook forms part of a package of support which aims to maximise the quality of the student and mentor experience. Thus, it should be used in conjunction with attendance at yearly Sign-off Mentor updates and tripartite meetings. The Midwife Sign-off Mentor has a key role in helping student midwives get the best out of their learning experiences and in assessing their progress and achievement in practice. We appreciate that it is a time-consuming role requiring commitment, enthusiasm and motivation. We hope that you will find being a Midwife Sign-off Mentor a challenging and rewarding experience that enhances your own development which you can record in your professional portfolio. Supervising students can be used as evidence of meeting the requirements for being a Midwife Sign-off Mentor at your triennial reviews (NMC, 2008), however you are advised not to record the names of students and incidents in order to maintain confidentiality. This handbook has been designed to give you easy access to information and clarification of issues. If you need further advice or information please do not hesitate to contact any of the midwife teachers whose names, telephone numbers and email addresses are included in this handbook. From time to time some details in this handbook may change as a result of decisions made by the Programme Board. We will notify you of these changes as they occur. This handbook is divided into three sections: Section 1 Provides information which is only relevant to the

BSc (Hons) Midwifery programme. Section 2 Provides information, which is only relevant to the PgDip/MSc

Midwifery Studies programme. Section 3 Information that is relevant to both programmes. Throughout this handbook the student midwife is referred to as she. This is for ease of reading and is not intended to suggest the exclusion of men. Another source of information is the new mentor’s website; this can be accessed via the website link: http://soh-wmxt.tees.ac.uk/mentor/index.cfm

http://soh-wmxt.tees.ac.uk/mentor/index.cfm



PHILOSOPHY OF THE PROGRAMMES The following philosophy encompasses the Women’s Health Team’s beliefs and values with regard to midwifery and midwifery education. It underpins the programme aims and outcomes along with teaching strategies used on the programme.

The women’s health team are passionate, dedicated and committed to the provision of midwifery education and seek to achieve excellence in practice, education and research. The philosophy of our programme is underpinned by our philosophy of midwifery and that of education. As such, it encompasses our patterns of knowing in relation to personal knowledge, ethical and moral knowledge and the art and the science of both midwifery and education. Our philosophy of midwifery education therefore expresses our knowledge and beliefs of women, their babies and families; the nature of childbirth and midwifery care; the midwifery profession; education and research. Childbirth is a life-changing event which a woman experiences within her unique social and cultural context. We believe that birth is a normal physiological process and are committed to promoting normality in childbirth, whilst also recognising and responding to the individual needs and requirements for women who have complex needs. The woman is the primary decision-maker and her views and holistic needs are therefore central to the provision of care. This is provided by autonomous midwives during pregnancy, labour, birth and the postnatal period in collaboration with women and the multidisciplinary team, as appropriate. We believe that safe, holistic care, encompassing physical, emotional, spiritual, social and psychological experiences should be provided by the midwife in partnership with women based on best available evidence. Midwifery education focuses on developing all aspects of the curriculum to achieve the goal of empowering students to meet the requirements of pre-registration midwifery as identified by NMC (2009). To this end we aim to prepare and inspire student midwives to empower women and their families and to fulfil the scope of an autonomous midwifery practitioner on completion of the programme. The educational approach supports students in developing their theoretical and practice skills in a progressive manner throughout the programme, revisiting and building on existing knowledge and experience. The wide range of learning and teaching strategies that are employed are underpinned by an adult-centred approach which facilitates students to reflect, critique, problem solve and evaluate issues, whilst drawing on sound theoretical evidence to support their learning.

Nursing and Midwifery Council (NMC) (2009) Standards for Pre-registration Midwifery Education. www.nmc-uk.org.

http://www.nmc-uk.org/



SECTION 1: BSc (HONS) MIDWIFERY 1.1 Design and Content

Midwifery practice remains at the centre of the curriculum, addressing the needs of users of maternity services, aiming to provide a realistic grounding for student midwives in the art and science of midwifery whilst establishing the foundation for lifelong learning. The curriculum follows a philosophy which recognises pregnancy and childbirth as a normal process. Whilst promoting normality has become a current challenge within the midwifery profession (NMC, 2004a; Downe, 2006), it is essential that students are equipped with the knowledge and skills necessary to promote and support normality and where appropriate interventions when needs are more complex. To this end, student midwives will explore and draw upon a range of disciplines including life-sciences, sociology and psychology and apply them to contemporary midwifery practice in order to prepare them to work in partnership with women and other care providers (NMC, 2009). The educational process and practice experience within the programme provides opportunities for students to develop the competence to undertake the full scope of the midwife's role. The programme comprises of 50% theory and 50% practice recognising that practice and theory should be fully integrated (NMC, 2009) with practice given equal value. The design of the programme is also dependent on the need for close collaborative working and dialogue with practice colleagues. The value of the tripartite relationship between the student, Midwife Sign-off Mentor and Academic Mentor continues to be positively evaluated by External Examiners as a robust system for supporting students and practice colleagues. Furthermore it is also commended by external reviewers Quality Assurance Agency (QAA, 2004).

1.2 Programme Aims and Outcomes

Aims The aims of this programme strive to provide a professional education that meets the requirements for entry to the Midwives part of the NMC Professional Register; EC Directives and the Award of BSc (Hons) Midwifery from Teesside University by educating student midwives to:

Competently at the point of registration, deliver safe, effective, high quality, compassionate, woman-centred care which respects and upholds women’s human rights for equity, dignity and privacy within a variety of health and social care contexts.

Engage in practice that is underpinned by an in-depth understanding of professional accountability, safeguarding and mechanisms of clinical governance and social care.

Develop critical thinking and autonomous decision-making skills to fulfil both the role of lead practitioner and advocate for all healthy women with



straightforward pregnancies and key co-ordinator of care for women with complex care needs.

Work in partnership with women and their families, agencies and other health and social care professionals in order to provide seamless midwifery care that is responsive to women’s needs.

Review professional, social and political drivers that influence the development of maternity care and respond through transformational change and service improvement, thus enabling the provision of a high quality and innovative service that embraces the changing needs of women and their families.

Foster the values of lifelong learning that will enable continued personal, academic and professional development.

Outcomes The learning outcomes demonstrate where we expect students to be on successful completion of their programme and reflect the requirements of the NMC Standards and Competencies (NMC, 2009). In addition to professional competency, the learning outcomes also demonstrate the depth of learning and ability expected from a graduate and are therefore, presented under the four headings of: Knowledge and Understanding; Cognitive/Intellectual Skills; Practical/Professional Skills and Key Transferable Skills.

Knowledge and Understanding

Analyse and evaluate the impact of physiological, psychological, social, political and cultural factors on the health and social care of the woman, baby and family.

Demonstrate a comprehensive and detailed knowledge and understanding of strategies to facilitate normality during pregnancy, labour and the postnatal period.

Demonstrate in-depth knowledge of the recognition, management and care of women and babies who have complex needs during pregnancy, labour and the postnatal period.

Synthesise and critically appraise contemporary issues in midwifery practice from a local, national and international perspective.

Evaluate the development of the midwifery professional in response to the changing nature and inter-professional context of midwifery practice.

Analyse and evaluate the impact of ethical and legal principles in the context of midwifery practice.

Evaluate the principles and practice of infection prevention and control in health care practice.

Demonstrate a comprehensive and detailed knowledge of pharmacology within the legal and ethical framework in order to evaluate medicines management relevant to midwifery practice.

Analyse and evaluate the frameworks of quality assurance and risk management processes in order to uphold the principles and practice of clinical governance in providing safe, holistic, woman-centred midwifery care.

Demonstrate a comprehensive and detailed knowledge of leadership to enhance midwifery service improvement.



Cognitive/Intellectual Skills

Synthesise, appraise and evaluate data and evidence from appropriate sources to make independent judgements and apply to high quality midwifery practice.

Synthesise and appraise the parameters of the midwife’s scope of practice, including the development of the role to meet the changing needs of women and their families.

Appraise and evaluate the midwife’s role as educator within the practice setting.

Demonstrate intellectual flexibility and openness to new ideas that inform development of high quality midwifery care.

Question orthodoxy within midwifery using balanced, logical and supported arguments.

Synthesise, appraise and evaluate the professional accountability and autonomy of the midwife.

Synthesise, appraise and evaluate the public health and social wellbeing role of the midwife.

Demonstrate confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools/methods to their solution.

Practical and Professional Skills

Demonstrate the application of comprehensive and detailed midwifery knowledge to the provision of safe, holistic, woman-centred care.

Demonstrate the application of comprehensive and detailed midwifery knowledge to the provision of safe, holistic, baby-centred care.

Facilitate normality in all aspects of midwifery practice through the application of comprehensive and detailed knowledge.

Recognise and respond to complex care needs in midwifery practice through the application of comprehensive and detailed knowledge and appropriate referral.

Apply comprehensive and detailed midwifery knowledge in order to initiate and maintain a supportive relationship with the woman and family.

Act autonomously, applying comprehensive and detailed knowledge of legal, ethical and professional standards and principles to midwifery practice.

Demonstrate an ability to apply comprehensive and detailed knowledge in relation to effective inter-professional and multi-agency working in order to adopt a key role in co-ordinating safe, holistic maternity care.

Apply comprehensive and detailed knowledge to the provision of effective public health and antenatal education for women and families.

Apply the skills of autonomous critical thinking and decision-making to professional midwifery practice.

Apply comprehensive and detailed legal and professional knowledge to the maintenance of accurate, legible, contemporaneous and comprehensive records of midwifery practice.

Maintain a Practice Progress File to demonstrate achievement of essential professional requirements and midwifery practice development.



Key Transferrable Skills

Use critical thinking and reflective skills to identify individual learning needs and evaluate personal development with regard to lifelong learning.

Engage effectively in professional debate and present arguments in a reasoned manner.

Recognise and evaluate factors which enhance group processes and team working and modify and evaluate own personal effectiveness within a team.

Demonstrate employment potential and ability to manage future professional development.

1.3 Programme Structure

This programme is 135 weeks of full-time study consisting of 50% theory and 50% practice, plus 21-weeks annual leave over three full calendar years to a total of 156 weeks (NMC, 2009). The programme structure is based on the University academic year, with each year spanning 52 weeks including summer and inter-term breaks. Excluding dinner and coffee breaks each week totals 37.5 hours. In the University setting, theory hours are divided between contact study when students are required to attend the University for theoretical teaching and non-contact/independent study for reading around the subject and working through directed learning activities. Each module of the programme is assigned academic credits. As students successfully complete modules they accumulate credit points. An honour’s degree is awarded when 360 academic credits have been acquired. The 360 credits are made up of 120 credits achieved in each year of the programme. In addition to credits, each year of the programme is also written to reflect academic levels of learning, Level 4, Level 5 and Level 6. The modular structure of the programme is outlined in the Table 1.



Table 1: Modules on the BSc (Hons) Midwifery (Three-year Programme)

Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

Principles of Evidence-based Practice 20

20

Public Health, Childbirth and Society 20

Foundation Principles of Life Science for Midwifery Practice 20

Learning to Care in Midwifery 40

Appraising Evidence for Practice 20

Women, Midwives and Society 20

Life Sciences, Pathophysiology and Midwifery 20

Working Collaboratively in Midwifery Practice (Grading of practice) 20

Fundamentals in Midwifery Practice (Grading of practice) 20

Year

1

Year

3

Year 2

Developing Midwifery Practice for Complex Care 40

Evidence-based Midwifery 40

Quality, Leadership and Service Improvement in Midwifery 20

Developing Autonomy in Midwifery Practice (Grading of practice) 20 Providing Holistic Midwifery Care 40



1.4 Learning and Teaching Strategies

The programme is provided with clear learning outcomes which encourage a systematic and integrated approach to study; development of students as lifelong learners; development of key transferable skills and some degree of learner choice Teesside University Learning Teaching & Student Experience (Teesside University LTSES 2012-2015).

Reflection: The curriculum incorporates the use of reflection as a learning tool. Reflection helps to develop not only knowledge and understanding but also self-awareness (Thompson and Thompson, 2008). Indeed self-awareness is the first level of this process and is essential if the student is to develop the reflective skills necessary for professional life. For this reason, at the beginning of the programme time will be invested in discussing the theories and concepts that underpin the nature of reflection.

Enquiry-based Learning: The use of an enquiry-based approach to learning is emphasised across the midwifery modules and is supported in a number of ways such as group work, key lectures and e-learning resources. The aim is not only to support the students in successfully completing the programme, but also to facilitate the student’s development towards lifelong learning. Shared Learning: Students will have the opportunity in study blocks to share learning with students from other disciplines appropriate to the area of study. For example, in Year 2 students will have the opportunity to engage in a learning activity with nursing students following the learning disabilities pathway in relation to the needs and care provided to vulnerable women in their specific client group. Virtual Learning Environment: Students will be encouraged to use a Virtual Learning Environment (VLE) to develop their knowledge in areas such as anatomy and physiology, calculation of drug dosage and research.

Simulation and Role-play: Students have the opportunity to simulate and role-play scenarios in the skills laboratories prior to commencing practice. In addition students will attend induction days and mandatory training days within the Home Trust to ensure familiarity with local procedures and engage in simulation of obstetric emergencies in Years 1 and 2 and 3. Communication Tool: Learning and teaching tools have been devised for use in theory blocks and in the practice environment to help students to direct their learning. In the first and second year students will use a communication tool which is designed to help assess their communication skills and develop strategies to improve them. The tool provides a comprehensive review of communication skills from the perspective of the student, the service user and the Midwife Sign-off Mentor (Appendix 1). To complete the tool the Midwife Sign-off Mentor is required to select a woman who has received care from the student and ask her to consent to taking part in completing the assessment tool. The student should not know who the woman



is. The Midwife Sign-off Mentor is also required to complete an assessment of the student. The feedback from this exercise must then be discussed with the student and revisited at each fortnightly feedback to identify progress.

In Year 2, this exercise will be repeated in the second week of the antenatal /postnatal placement to assist the student in the development of communication skills in relation to caring for women with more complex needs. Episodes of Care Grids: These have been devised by academics in partnership with Practice Mentors and student midwives to use as teaching and learning tools both in the skills laboratories and the clinical area to facilitate students in the development of their midwifery skills. Medicines Management: Within midwifery the focus for medicines management is based on a woman-centred approach with midwives working in partnership with the user ensuring a positive outcome for both mother and infant (NMC, 2009). The programme strategy for medicines management provides the students with opportunity to develop their knowledge and skills in this field in a progressive manner through key lectures, seminars and by utilising the medicines management workbook. The medicines management workbook is a learning and teaching tool which is designed to be utilised within both the University and the clinical setting. Students will utilise scenarios involving medicines management from the Virtual Maternity Unit (VMU) to encourage the application of knowledge and to enable them to develop an understanding of professional standards in a variety of situations. In order to support student midwives learning in Year 1 they will utilise the medicines management learning tool which forms part of the medicines management workbook. At a time negotiated between the student and Midwife Sign-off Mentor this learning tool can be used to enable the student to assess their level of competence in developing skills and knowledge in medicines management. The tool is an aid to learning from which both the student and Midwife Sign-off Mentor can identify further areas of development that are necessary before the midwifery skills and competencies relevant to medicine management can be signed as attained for Year 1. In addition, this learning experience provides the basis for a summative reflective assignment to be completed as part of the assessment process in the module Learning to Care in Midwifery. In practice, medicines management is assessed by the Midwife Sign-off Mentor through the midwifery competencies and skills list which underpin successful achievement of related practice outcomes. Year 2 medicines management is assessed in theory as part of the Developing Midwifery Practice for Complex Care module which includes a drug/numeracy exam. Infant Feeding Workbook: Students will utilise their infant feeding workbooks throughout each year of the programme whilst in theory blocks and in practice. The workbook aims to further develop the student’s knowledge and



understanding of optimal infant nutrition and safe holistic midwifery care so that they can apply this to their professional practice. It is a required element of the Practice Progress File and should be evident when you review the student’s file prior to grading. The new UNICEF Baby Friendly Initiative (BFI) University Standards (Appendix 15) have been mapped against the curriculum outcomes and content in order to ensure that the programme meets the requirements necessary for future accreditation (Information regarding UNICEF BFI Accreditation for Universities will be provided in a separate handbook).

Inter-professional Learning (IPL): The programmes foster the principle of Inter-professional Learning in theory and practice. In the academic setting students will experience Inter-professional Learning in each year of their programme. In the practice setting students will be exposed to a multi-professional approach to care provision. Continuity of Care/Carer, Enhanced Continuity of Care and Caseload Holding: To prepare students for caseload holding in Year 3, a structured approach is developed over the course of the programme. Year 1 Students will have the opportunity to explore the concepts of continuity of care and continuity of carer in theory through scenarios from the virtual caseload of the community midwife in the VMU and whilst on practice placements with their Midwife Sign-off Mentors. Year 2 Students will participate in providing enhanced continuity of care for four women under the direct supervision of the Midwife Sign-off Mentor. An Enhanced Continuity of Care episode is a learning strategy that can be used in practice to enable students to experience and as such appreciate the importance of continuous woman-centred care. It creates opportunities for students to develop supportive relationships with individual women and their families. This will involve arranging to participate in the care of women on several occasions during the antenatal and/or labour and/or postnatal care as appropriate. Students will negotiate with their Midwife Sign-off Mentor and Academic Mentor on how best to achieve this enhanced continuity of care experience in each setting. Year 3 Caseload Holding in Midwifery Practice: Developing from the learning strategy of Enhanced Continuity of Care through experience in Year 1 and 2 is the introduction of caseload holding in Year 3 which enhances the student’s understanding of care continuity. During the final year of the programme students will actively engage in caseload holding to enable them to gain a better understanding of the impact of pregnancy, birth and the integration of a new baby into the family and also to further develop their skills in planning, implementing and evaluating midwifery care (NMC, 2009).



At the end of Year 2 or early in the third year students will identify five women to follow into caseload holding. They will care for the identified women in antenatal, intranatal and postnatal period with the community midwife under direct and indirect supervision. Once the student has completed their midwifery competencies and skills she will have the opportunity to care for the women under distant supervision in the caseload holding/negotiated period of the programme. Clear guidelines and parameters will be supplied in the caseload holding handbook.

Homebirth: A number of women choose the option of homebirth. It would be advantageous if students can avail themselves of the opportunity to identify and gain consent to follow a woman’s care as one of their cases. Parent Education: Parent education is a valuable aspect of midwifery care as it contributes to the empowerment of women by enabling them to make informed decisions regarding their health and care. It is therefore important that the student is prepared to facilitate this process once they are registered as a midwife. Year 1 Students will be introduced to parent education during their first community placement where they will be encouraged to observe parent education classes. In the hospital setting they will be exposed to more individually based parent education, depending on the individual needs of the women whose care they are involved in. Year 2 Students will continue to observe parent education classes and will negotiate with their Midwife Sign-off Mentor a parent education class that they can lead once they enter into the third year of their programme. Year 3 During the first labour ward placement in the third year of the programme students will have the opportunity to lead a parent education session in the community. The Midwife Sign-off Mentor will provide feedback to the student on their performance. The student will utilise the feedback for their theoretical assessment in a related module (Appendix 2). The format of the parent education session, the date, time, along with the topic will be negotiated between the student and their community midwife in Year 2. 1.5 Practice

Students will have supernumery status whilst in practice. Students will continue to be allocated to Home Trusts for the duration of their programme. This will normally be site-specific to enable them to identify with staff and policies and procedures within the Home Trust setting and provide continuity for the achievement of the required competencies. However, some Trusts contain two or three maternity departments and if placed at one of these Trusts students may move between sites within that Home Trust to provide equality of



experience. In addition, there are opportunities for students to move between Trusts within the geographical area for a greater variety of experience.

The theoretical modules delivered in the University each year support a range of learning strategies in order to facilitate the integration of practice and theory. Students will complete a range of theoretical assessments to demonstrate the underpinning knowledge that supports practice. The midwifery skills laboratory provides an environment for students to carry out simulations based on real-life scenarios from the VMU and engage in role play which facilitates the necessary skill acquisition in preparation for practice. The practice modules which the students undertake in the clinical area and are graded by the Midwife Sign-off Mentor are as follows:

P

Practice Year 1 During Year 1 of the programme students will explore how pregnancy, birth, motherhood and parenting are influenced by the wider social and psychological contexts in which women and their families live. They will have the opportunity to explore public health issues, identifying the significant part that a midwife plays in influencing the psychosocial health and wellbeing of women and their families whilst recognising the midwife's role in partnership working with a range of professionals and agencies. Learning will focus on the theory and skills required by the midwife to assist in the provision of safe, holistic, woman-centred care. Students will explore the principles of care and the role of the midwife in facilitating normality, utilising statutory policy, rules, standards and guidelines applied to midwifery practice. Placements in Year 1 will include antenatal, intrapratum and postnatal experiences interspersed with theory blocks. During this time students will assist the midwife in the full range of care culminating in a final community placement for six weeks. In Week 43 the student midwife will be summatively assessed and graded by the community Midwife Sign-off Mentor, who will have liaised with the two named Midwife Sign-off Mentors from the previous ward and labour ward placements.

Expectation of a Year 1 Student During the first year the student will be exposed to new and previously unlearned skills as an observer; these will be demonstrated to the student by the Midwife Sign-off Mentor/Practice Mentor. The student should demonstrate to the mentor that she has understood what is happening and then advance to assisting in those activities under the guidance and direct supervision of the Midwife Sign-off Mentor. By the end of the first year the student should be able to demonstrate their ability to assist the midwife and participate accurately and safely in the delivery of care under direct supervision. The student should be able to discuss with the Midwife Sign-off Mentor the theory that underpins their practice, drawing on a range of resources.

Year 1 Fundamentals in Midwifery Practice 20 credits Level 4

Year 2 Working Collaboratively in Midwifery Practice 20 credits Level 5

Year 3 Developing Autonomy in Midwifery Practice 20 credits Level 6



Practice Year 2 During Year 2 of the programme students are introduced to women's health from a more general perspective, looking at the impact of altered states of health on childbirth as well as the long-term effects of childbearing on women's health. The year commences with six weeks of practice experience during which students will experience antenatal/postnatal care in either the community of the ward environment. Students will have a further five weeks related to antenatal/postnatal care in either the community or the ward environment commencing in Week 29 of the programme. In Week 20 students are allocated to a four-week experience of intrapartum care, followed by a further seven weeks in the summer term. The summer placements will be back to back with three weeks non-contact study and three weeks annual leave. During this year students will also participate under direct supervision in the provision of Enhanced Continuity of Care for a small group of women. Students will also liaise with their community midwife to identify a preparation for parenthood class which they will facilitate in the third year of their programme. Placement areas such as the early pregnancy assessment and medical obstetric clinics along with breast screening and colposcopy will be accessed during this year. During the summer placement students will have the opportunity to access an elective placement where they can explore the provision of midwifery care, in other Trusts, part of the country or overseas. Expectations of a Year 2 Student The second year student will further develop their knowledge and skills related to normality and familiar experiences. The student will also expand their range of experiences, focusing particularly on women and neonates with complex needs, public health issues, multidisciplinary and multi-agency working, thereby extending their application of knowledge to practice. The student will be taught to identify important elements of a situation and participate in safe, accurate and appropriate care. The student should demonstrate their ability to use appropriate research evidence to critically analyse care and select appropriate actions and strategies to meet individual needs within a range of practice settings. At this stage the student will still be encountering new and previously unlearned skills and will mostly require direct supervision when participating in care but there will be some opportunity for indirect supervision. At the end of this period the student should have participated in all midwifery practice skills to the level required and be able to demonstrate that they have met the required level in practice outcomes for this stage of the programme.

Practice Year 3 Students will commence their first third year placement in Week 11 when they will gain seven weeks of experience in intrapartum care. Students will facilitate a preparation for parenthood class and be assessed by a community midwife during this placement. During this year students will have the opportunity to observe management techniques and strategies in a variety of settings: it is intended that students spend some time shadowing a senior manager as well as considering the day-to-day management and leadership issues involved in the provision of midwifery care in community and ward areas.



All students will have the opportunity of a two-week ward placement at the end of May/end of June to develop their confidence and competence in ward management. Students will also have a four-week community practice placement before commencing a six-week period when students will negotiate the experience still required to complete their practice outcomes, quantitative care experiences and obtain further management experience, as well as any experience they feel would enrich the final phase of their programme. Throughout the final year students will develop a caseload of five women which will include women from Year 2 for whom students were providing enhanced continuity of care. These women will form their caseload to whom they will initially provide care under direct and indirect care from a Midwife Sign-off Mentor. After Week 41 if students have successfully achieved their midwifery competencies and skills in agreement with their community Midwife Sign-off Mentor, they will be able to provide care under indirect distant supervision by the community Midwife Sign-off Mentor. Further information related to caseload holding will be given to Midwife Sign-off Mentors when supporting third year student midwives. Expectations of a Year 3 Student In the third year students will continue to develop their knowledge and skills related to normality in childbirth and also in caring for women and neonates with complex needs. The student will be able to provide care safely, accurately and reliably under both direct and indirect supervision from their mentor. The student will be expected to demonstrate the ability to seek out, critique and apply research findings to practice and demonstrate that they can disseminate information and advise others. This could for example, be during preparation for parenthood classes. The student should also be able to demonstrate emerging leadership skills.

At the end of this period the student should have participated and demonstrated in all midwifery practice skills to the level required. They should be able to demonstrate that she has met the required level of practice outcomes for this stage of the programme and thus be able to demonstrate that she/he is fit for purpose and practice as a midwife.

SECTION 2: PgDip/MSc MIDWIFERY STUDIES

2.1 Design and Content

Increasingly, Registered Nurses (Adult) applying for the shortened (78-week) pre-registration midwifery programme have progressed in their studies to graduate level and wish to further their academic, as well as professional development. Midwives of the future need to have the educational background and skills, not only to be seen as the ‘face of normality’ (DH, 2010c p20) where birth is concerned, but to become ambassadors for the profession to demonstrate research and entrepreneurial leadership skills, and promote a positive practice culture. It is therefore timely to provide a programme which



allows Registered Nurses (Adult) with graduate studies to further develop their academic skills to postgraduate level, whilst progressing towards a new career in midwifery.

This programme is 78 weeks long. 67 weeks of full-time study and 11-weeks annual leave (NMC, 2009). Students work 37.5 hours per week excluding dinner and coffee breaks and should follow their mentors shift patterns when in practice. The programme is split into 40% theory and 60% practice. This acknowledges the fact that students entering the programme already have relevant health experience and study skills. It allows them greater time in the practice environment to accomplish the midwifery practice outcomes and skills. The practice component of the programme is divided into two stages to facilitate a midpoint assessment of the student’s progression and recognise that the development of competence is an ongoing process.

The theoretical modules of the programme are delivered and assessed at Level 7. This will enable students to develop not only knowledge but the cognitive skills of analysis, critical appraisal, decision-making and the ability to think rigorously and where appropriate independently that is required at master’s level. The programme starts with 12 weeks of full-time study which will give students a theoretical foundation before they acquire practical experience. At this level students will be expected to take responsibility for their study and to engage in more student-led and independent learning on this programme. The philosophy of lifelong learning required to maintain dynamic practice is endorsed. Students are also required to demonstrate the development of their midwifery competencies and skills (NMC, 2009). The expectation is that when in practice students will demonstrate their progression from participating in midwifery care in the first part of the programme, to providing midwifery care under the direct and indirect supervision of a Midwife Sign-off Mentor in the second part. By the end of the second part of the programme the student should be able to demonstrate that she has met the practice outcomes to the level required at the end of pre-registration education (NMC, 2009) and is thus able to demonstrate that she is fit for purpose and practice as a midwife. The academic level of the practice modules to support this process are delivered at undergraduate Level 5 in the first part of the programme (participate in care) and undergraduate Level 6, (provide care) in the second part of the programme. The practice outcomes, documentation and processes used for assessment are the same as for Year 2 and Year 3 of the three year BSc (Hons) Midwifery pre-registration programme. The modules are assessed and graded in practice at summative sign-off points by the Midwife Sign-off Mentor.



2.2 Programme Aims and Outcomes

The programme aim is to provide a professional education that meets the requirements for entry to the Midwives part of the NMC Professional Register; EC Directives and the Award of PgDip/MSc Midwifery Studies from Teesside University.

It will achieve this by enabling students to:

Be competent to fulfil the role of an accountable midwifery practitioner at the point of registration with the NMC.

Develop the interpersonal skills, behaviours and emotional intelligence required to reliably demonstrate compassionate care, clinical reasoning, informed judgement, decision-making and the transformational leadership appropriate to the many environments in which midwives operate.

Demonstrate the ability to contribute to the maintenance or improvement of high quality midwifery care through the development and/or critique of professional, scientific and research knowledge.

Understand and respond proactively to the professional, social and political drivers that influence maternity care in order to support the provision of a high quality, innovative service that embraces the changing needs of women and their families.

Confidently apply skills in research, audit and evaluation that will impact on service improvement and promote a positive practice culture.

Learning Outcomes – PgDip/MSc Midwifery Studies The programme will enable students to develop the knowledge and skills listed below. Intended learning outcomes are identified for each category together with the key teaching and assessment methods that will be used to achieve and assess the learning outcomes.

Knowledge and Understanding

Demonstrate a comprehensive and critical understanding of the breadth and depth of knowledge underpinning contemporary midwifery practice.

Demonstrate a comprehensive, critical and holistic understanding of all aspects pregnancy, labour, the puerperium and the newborn baby in order to provide safe, effective family-centred midwifery care.

Demonstrate a comprehensive and critical understanding of strategies to facilitate normality during pregnancy, labour and the postnatal period.

Demonstrate a systematic and critical understanding of the breadth and depth of knowledge required for the recognition, management and care of women and babies who have complex needs during pregnancy, labour and the postnatal period.

Demonstrate a comprehensive, detailed and critical understanding of pharmacology from within a legal, ethical and professional framework.

Demonstrate a comprehensive and critical understanding of current political and professional drivers at a local, national and global level.



Demonstrate a comprehensive and critical understanding of research methodologies and data analysis techniques and their value in creating evidence to underpin practice.

Demonstrate a comprehensive and critical understanding of leadership, innovation and change to enhance service improvement.

Cognitive and Intellectual Skills

Critically review, debate and contest research related to childbirth, midwifery, health and social care.

Discriminate, integrate and synthesise evidence from a wide range of appropriate sources in order to promote advanced reasoning and problem-solving.

Integrate and synthesise diverse knowledge of physical, social, political and cultural factors on the health and social care of the woman, baby and family in order to provide individualised, holistic, family-centred care.

Integrate, evaluate and synthesise knowledge of the public health agenda and use this to inform good midwifery practice.

Integrate, evaluate and synthesise knowledge of learning teaching and assessment and apply this to the midwife’s role as an educator within the practice setting.

Integrate, evaluate and synthesise diverse knowledge of quality assurance frameworks and risk management processes in order to uphold the principles and practice of clinical governance in midwifery practice.

Demonstrate intellectual flexibility and openness to new ideas and formulate innovative arguments that will develop care and improve the health and wellbeing of women and their families.

Synthesise evidence, theories and policy at the forefront of maternity/ health care that reflect the changing environment and evaluate them in the context of the midwives scope of practice.

Practical and Professional Skills

Demonstrate the ability to proficiently apply standards of midwifery care (NMC, 2009) and practice safely and effectively as a midwife without the need for direct supervision.

Demonstrate the complex interpersonal skills that enable a midwife to ethically and effectively deliver compassionate, holistic, woman-centred midwifery care in normative, complex and unpredictable situations.

Demonstrate skills of reflective practice in order to synthesise/integrate contemporary evidence-based knowledge into practice and critically evaluate the professional standards of woman-centred care.

Practice within a professional, ethical and legal framework that ensures the primacy of the woman’s interests, respects her dignity privacy and human rights and empowers choice and control within the context of childbirth.

Demonstrate advanced problem-solving skills, intellectual flexibility and the ability to make informed, independent judgements applicable to diverse midwifery, health and social care situations.

Demonstrate a systematic and critical understanding of the breadth and depth of midwifery knowledge and the issues governing excellence in



midwifery practice in order to identify and respond to contemporary challenges in midwifery practice.

Demonstrate the ability to act autonomously to identify subjects relevant to professional research, plan and/or undertake professional inquiry that adheres to research governance regulations.

Key Transferrable Skills

Demonstrate the intellectual and professional independence associated with mastery.

Demonstrate motivation, self-direction and the skills requisite for career-long learning within a professional health care context.

Demonstrate ability, commensurate with master’s level to retrieve and critically appraise pertinent literature and present coherent well informed arguments.

Communicate complex academic and professional issues clearly and engage in professional debate in order to demonstrate comprehensive knowledge and critical understanding.

Evaluate factors which enhance group processes, demonstrate personal effectiveness within the context of team working, personal integrity and emotional intelligence.

Demonstrate employment potential and effective collaborative relationships across professional and organisational boundaries.

2.3 Programme Structure

The programme is arranged into three parts. Parts 1 and 2 must be completed as 78 weeks of consecutive full-time study. Part 3, the Dissertation (RMH4009-N), may be completed as six months full-time study or one year’s part-time study. Students may commence Part 3, the Dissertation, in academic Years 3, 4 or 5 of the programme. The MSc Midwifery Studies programme must be completed within five years from commencement. Parts 1 and 2 of the 78-week full-time component of the programme include blocks and study days with a split between theory and practice of 40% theory and 60% practice. During this period students will be employed by a Home Trust on a fixed-term contract. Eleven weeks annual leave are included in the 78-week component. The practice learning outcomes for Parts 1 and 2 of the programme are mapped against the competencies required to achieve the NMC (2009) standards.

Part 1 The balance between theory and practice is equal in Part 1. Part 1 of the programme begins with the induction week in University. Students will visit their Home Trust to complete the appropriate documentation with Human Resources in order to commence employment. This week is followed by 11 weeks of full-time study based in the University. Practice comprises two eight-week placements in the community and a birth environment with a further two-week block of study between the placements and at the end of the placements. Students will have supernumery status whilst in practice.



Part 2 There is more practice than theory time in Part 2 in order to facilitate the development of experience. This part of the programme starts with a two-week study block followed by eight weeks antenatal, postnatal and neonatal experience in the hospital environment and three weeks holiday over the summer. There is a period of four weeks independent study at the end of the summer where students will be expected to work on the project for the module Evidence based Midwifery and Service Improvement. Students will devise and work to a Learning Contract agreed by the Module team and access tutorial supervision during this period. The remaining study blocks take place in advance of the two remaining practice placements which are a nine-week placement in a birthing environment and an eight-week placement in the community. The module WHH4013-N Facilitating Excellence in Midwifery Care includes a series of four single study days that are interspersed into practice to enhance the integration of theory and practice, development of problem-solving and decision-making skills.

Exit Point In order to be awarded PgDip Midwifery Studies and be eligible to practice as a midwife students must have successfully completed their theoretical modules (120 Level 7 credits) and the practice modules (40 credits undergraduate level). Students have the option to exit at this point.

MSc Midwifery Studies The award of PgDip Midwifery Studies can be converted to MSc Midwifery Studies by completing a Dissertation module and be awarded a further 60 credits at Level 7. It is expected that this will normally be completed on a part-time basis over a period of one academic year. However, it can also be completed over six month’s full-time study. Students will be responsible for this part of their education. Students will need to negotiate independently with their employer for academic support. Students are expected to obtain an agreement to study from their employing Trust/Line Manager as a minimum level of support. The modular structure of the programme is outlined in Diagram 1.

S:\Modularity\Documentation Department\Approval Documentation\Programmes\Midwifery, BSc (Hons) & Midwifery Studies, PgD & MSc\Officially Approved Documentation June 2012\Updated Documentation\2015-16\Mentor Handbook.doc 20 ©TU-SOHSC (2015)

Diagram 1: PgDip/MSc Midwifery Studies: Programme Structure

Part 1 Oct Nov Dec Jan Feb Mar Apr May June Part 2 July Aug Sept Oct Nov Dec Jan Feb March

RMH4044-N Designing Research Projects: Midwifery Level 7 Credits 20

WHH2018-N Developing Competence in Midwifery Practice

Level 5 Credits 20 WHH4010-N Midwifery Philosophy and

Discourse Level 7 Credits 20

WHH4011-N Developing Holistic Midwifery Care Level 7 Credits 20

Exit with MSc Midwifery

Studies (Pre-registration)

Exit with PgDip

Midwifery Studies

(Pre-

registration) WHH3038-N Achieving Competence in Midwifery Practice Level 6 Credits 20

WHH4013-N Facilitating Excellence in Midwifery Care Level 7 Credits 20

WHH4014-N Evidence based Midwifery and Service Improvement Level 7 Credits 40

RMH4009-N Dissertation Level 7 60 Credits

Completed within five years of commencement


DIAGRAM 2: Programme Plan with Tripartite meeting weeks – PgDip/MSc Midwifery Studies PART 1

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

IND T T T T T T T T T T T T H H

C IT

C C

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

C C C C C PT

T L IT

L L L L L L L TP

H H T T T

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

T W

W W W W PT

W1 W1 W1 H H H T T T T T L IT

L

H H H W2 W2 W2

56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74

L L L L L L L PT

T T H H T C IT

C C C C TP

C C

75 76 77

C H H

Key Weeks = Programme weeks commence from the date of your first study week IND - Induction W - Ante/Postnatal Ward C – Community

L - Labour Ward T - Theory / NC - Non contact study H - Holiday ST - Stream 1 or 2

Ind = Induction, IT = Initial tripartite meeting, PT= Progress tripartite, TP = Final Tripartite meeting



2.4 Learning and Teaching Strategies

The learning and teaching philosophy underpinning this programme recognises two key tenants. Firstly, that this is a professional programme and it must facilitate students to develop the knowledge, skills and behaviours that will enable them to meet the standards and competencies (NMC, 2009) required by a midwife. Secondly, that the students are undertaking a postgraduate programme. The programme must therefore acknowledge and recognise the strong educational background that the students enter the programme with but also facilitate the transition to a more advanced academic level. Students studying on the MSc Midwifery Studies programme will engage in a range of learning and teaching strategies similar to the three-year programme. However, this programme has been designed to foster independent learning and to encourage students to have some autonomy, control and choice over their own learning (Teesside University LTSES 2012-2015).

Learning and Teaching Strategies in the Theory Blocks

Independent Learning There is a significant amount of independent learning within this programme. Students will be expected to take responsibility and control of their learning, engage in personal development planning, retrieve and apply high quality information, work collaboratively with their peers, debate and articulate their knowledge. The skills to support this strategy, self-managed study, motivation and organisation will be discussed with students during induction to the programme. The Virtual Maternity Unit (VMU) The Virtual Maternity Unit is a virtual environment within the classroom. In this environment students can learn to develop knowledge and skills through situation representative of the practice interface through structured learning activities. It provides a virtual environment for the application of knowledge and skills to clinical scenarios. It is used to promote the creative and independent thinking, clinical reasoning, decision-making and professional resourcefulness which will enable students to actively engage in leadership, prioritisation and critical decision-making in relation to maternity care. Simulation and Role-play Simulation and role-play are utilised in the modules Developing Holistic Midwifery Care and Facilitating Excellence in Midwifery Care in order to prepare students for practice and replicate decision making in a safe environment. Scenarios and episodes of care grids have been developed in partnership with clinical colleagues, student midwives and service users. These will be utilised within the skills laboratories where students will also engage in formative peer assessment of midwifery skills. This will help to prepare students for the objectively structured clinical examinations (OSCE) which they will complete as part of their theoretical module assessments.

Learning with Other Professional Groups Inter-professional learning is a feature that most students will have experienced in their previous nursing programme continuing professional development



and/or professional practice. In this programme students will continue to experience it in both the academic and practice arenas. Although the assessment component of the module Designing Research Projects: Midwifery will be unique to this programme, the taught components will be shared with students from other health related disciplines. Similarly the Dissertation module is multidisciplinary. Some taught/lecture-based sessions at the start of the programme will be shared with midwifery students from the three-year BSc (Hons) Midwifery programme. Specific learning activities involving students from other disciplines such as mental health and social work will also be arranged to facilitate inter-professional engagement. There is a strong emphasis placed engagement with multidisciplinary learning opportunities within the practice setting.

Involvement of Service Users In the last decade health policy (Department of Health (DH), 1999) has promoted the importance of working in partnership with service users as a means to improve quality in health care delivery and as maternity services have a strong emphasis on delivering choice, the woman’s perspective on care and their involvement in the education of midwives is seen as important. Service users are involved in a variety of ways and in the classroom setting. They are invited to discuss their experiences specifically related to maternity issues and/or support students’ learning through narratives that have been developed by service users. Whilst students are in practice some women will also be involved in the assessment of the student’s communication through the communication tool.

Reflection and Action Learning Activities Reflection is an important learning strategy that educational programmes use to enable students to learn from their experiences in clinical practice. Learning from reflection plays a prominent part in this programme particularly in facilitating the integration of theory into practice. There will be opportunities for students to share their experiences both with their peer group and within the tripartite meetings in practice placements. Action learning is also an activity shared with the student group. In the module Facilitating Excellence in Midwifery Care, critical reflection will precede critical appraisal and problem-solving within action learning activities. Through this process of new insights into practice a transformed perspective on self may be achieved with the goal of developing leadership and effective decision-making skills.

Technology Enhanced/e-Learning The programme utilises e-learning for both support and teaching purposes. Open learning spaces within the University Library and SOHSC facilitate this experience. The e-learning@tees VLE supports all the modules on the programme. It will act as a repository for some of the resources that students will be directed to such as narrated PowerPoint presentations, selected readings and blogs. The file exchange facility enables students to share their work with the student group. The discussion boards will be used for both online discussion and debate and as a forum for peer contact and support. Students will be expected



to contribute to the discussion board for team dialogue whilst on placement particularly during the summer placement.

In this programme the Open Sim supports skills teaching of neonatal resuscitation. Students will have the opportunity to access the Open Sim to revisit simulated skills. Sim Baby and Sim Mum will also be used to develop the students’ knowledge and understanding. Interactive Keynote Lectures and Narrated PowerPoint Presentations The development of students’ knowledge will be supported by a range of keynote lectures. These will be facilitated mostly within the initial stage of the programme with most occurring within the first 11 weeks of the programme. Tutorial/Seminar Sessions Students will have involvement in seminar sessions where the main theme will involve students being actively involved in group discussions and debates. Each session will be formulated around a contemporary midwifery issue or question. In addition, in advance of the session students will be expected to read a selection of pre-set reading and to critically examine the key areas of content from a variety of perspectives.

Learning and Teaching Strategies in Placement

Enhanced Continuity of Care An Enhanced Continuity of Care episode is a learning strategy that can be used in practice to enable students to experience and as such appreciate the importance of continuous woman-centred care. It creates opportunities for students to develop supportive relationships with individual women and their families.

Students will identify a small number of women (approximately three) towards the end of the first part of the programme and will be involved in providing continuity of care for the identified women under the direct supervision of the midwife. In the second part of the programme this will involve arranging to participate in the women’s care on several occasions during the antenatal and/or labour and/or postnatal care as appropriate. Students will negotiate with their Midwife Sign-off Mentor and Academic Mentor how best to achieve their enhanced continuity of care experience in each setting. Homebirth It would be advantageous if students can avail themselves of the opportunity to be involved in the care of a woman who chooses to have a homebirth. Parent Education Throughout the programme students will have opportunities to observe and participate in the provision of parent education in a variety of environments for example in the community, hospital or children’s centre settings. This may include providing parent education individually with a woman, in organised classes with women and/or their partners. The range of opportunities will be dependent on the Home Trust provision. In the first community placement students will be introduced to parent education where they will be encouraged



to observe parent education classes. In the hospital setting students will be exposed to more individually based parent education depending on the individual needs of the women whose care they are involved in. During the final community placement students will negotiate with their Midwife Sign-off Mentor a parent education session that they can lead. The format of the parent education session, the date and time, along with the topic will be negotiated between the student and their community midwife.

Medicines Management Within midwifery the focus for medicines management is based on a woman-centred approach, with midwives working in partnership with the user ensuring a positive outcome for both mother and infant (NMC, 2009). The strategy for medicines management in the PgDip/Midwifery Studies programme will facilitate students to advance their knowledge skills and competencies that they have developed in their nursing role. Students will be required to accurately complete a workbook that revises drug calculations, includes activities, directed reading and applies administration of drugs to clinical scenarios. The focus of the scenarios will be upon the medicines management, decision-making and accountability. This is summatively assessed in the module Developing Competence in Midwifery. The workbook is also utilised within the clinical setting. A log of experience and the medicines that they encounter during practice is maintained throughout the practice placements. The midwifery competencies and skills related to medicines management must be signed by a Midwife Sign-off Mentor in accordance with NMC (2011).

Nursing & Midwifery Council (2011) Changes to Midwives Exemptions. NMC Circular 07/2011. Nursing & Midwifery Council (2009) Standards for Pre-registration Midwifery Education.

Infant Feeding Alongside the Medicines Management Workbook, this workbook is also summatively assessed as an element of the Developing Competence in Midwifery Module. The aim of this part of the workbook is to further enhance the student’s knowledge and understanding of optimal infant nutrition and safe holistic midwifery care that can be applied to professional practice. The new UNICEF BFI University Standards (Appendix 15) have been mapped against the curriculum outcomes and content in order to ensure that the programme meets the requirements necessary for future accreditation (Information regarding UNICEF BFI Accreditation for Universities will be provided in a separate handbook). The associated midwifery competencies and skills are assessed in practice by the Midwife Sign-off Mentor.

Collaborative Working in Practice The midwifery programme encourages students to develop their knowledge and understanding of the roles of other health and social care professionals who contribute to maternity care. This is reflected in the practice setting where students will participate in collaborative decision-making between the woman, midwife and other members of the health care team to provide woman-centred care.



Expectations of a Student in the First Part of the PgDip/Midwifery Studies Programme In the initial stage of the programme students will develop further their knowledge and skills related to normality and familiar experiences. The student will also expand their range of experiences by focusing on women and neonates with complex needs, public health issues, multidisciplinary and multi-agency working. The student will be able to identify important elements of a situation and participate in safe, accurate and appropriate care. The student should demonstrate their ability to use appropriate research evidence to critically analyse care and select appropriate actions and strategies to meet individual needs within a range of practice settings. In Part 1 of the programme the student will still be encountering new and previously unlearned skills and will mostly require direct supervision when participating in care but there will be some opportunity for indirect supervision. At the end of this period the student should have participated in all midwifery practice skills to the level required and be able to demonstrate that they have met the practice outcomes for this stage of the programme. Expectations of a Student in the Second Part of the 78-week Programme In the final stage of the programme students will continue to develop their knowledge and skills related to normality in childbirth and also in caring for women and babies with complex needs. The student will be able to provide care safely, accurately and reliably under both direct and indirect supervision from their mentor. Students will be expected to demonstrate the ability to seek out, critique and apply research findings to practice and demonstrate that they can disseminate information and advise others. Students will demonstrate their ability to integrate contemporary theory to practice whilst developing their skills to be highly competent clinicians, emotionally intelligent workers, decision-makers and advocates for women in childbirth. Students will evaluate contemporary practice and demonstrate the qualities of leadership and innovative thinking. This could for example be during preparation for parenthood classes. At the end of this period, the student should have participated in all midwifery practice skills to the level required. They should be able to demonstrate that they have met the required level of practice outcomes for this stage of the programme and thus demonstrated fitness for purpose and practice as a midwife.



SECTION 3: INFORMATION THAT IS RELEVANT TO BOTH PROGRAMMES

3.1 The Role of the Midwife Sign-off Mentor in the Grading and Assessment of Practice

The Midwife Sign-off Mentor is a qualified midwife currently registered on the NMC Professional Register who maintains and develops her competence in accordance with statutory requirements (NMC, 2008). The Midwife Sign-off Mentor will normally have undertaken academic study at Level 6 (degree level) (Appendix 3). A Midwife Sign-off Mentor is responsible and accountable for making decisions regarding the student’s achievement of practice competencies (NMC, 2009).

In each year/part of the programme students will complete a practice module for which the assessment involves the grading of 10 practice outcomes at a summative tripartite meeting, which takes place at the end of the final placement of the year/part. The modules, along with the programme week in which the assessment will take place are listed in the following assessment schedule.

Three-year Programme Assessment Schedule Practice Modules

Module Assessment Programme Week

Year 1 Fundamentals in Midwifery Practice Level 4

Graded Practice 100% Practice Progress File containing all Essential Evidence Pass/Fail

43

Year 2 Working Collaboratively in Midwifery Practice Level 5

Graded Practice 100% Practice Progress File with essential components Pass/Fail

43/48

Year 3 Developing Autonomy in Midwifery Practice Level 6


52

78-week Programme Assessment Schedule Practice Modules

Module Assessment Programme Week

Stage 1 Developing Competence in Midwifery Practice Level 5 Credits 20

Graded Practice 100% Practice Progress File containing all Essential Evidence Pass/Fail

31

Stage 2 Achieving Competence in Midwifery Practice Level 6 Credits 20


72



3.2 Practice Progress File

Personal Development Planning (PDP) and Tool for Assessment of Practice All programmes in Higher Education are required to provide students with opportunities to plan and reflect upon their own learning. As students progress through the programme taking into account their developing expertise they are expected to reflect upon and evaluate their learning and current practice. This will be facilitated through the inclusion of a Practice Progress File which is designed to give students the opportunity to critically reflect on their strengths and weaknesses and identify areas for development. From the learning and teaching perspective the primary function of a Practice Progress File is to engage students in personal development planning (PDP). It is intended that this will benefit them by:

Providing an overview of their studies by making clear the links between different parts of the programme.

Encouraging critical reflection and independent learning.

Encouraging career planning. The Practice Progress File is also a tool for the assessment of practice providing a framework through which students can document their progress and achievement of the practice outcomes throughout both programmes. The Practice Progress File is therefore a repository for documentation related to PDP and constitutes the ongoing record of achievement which provides evidence of the student’s ability to meet the NMC Standards for Pre-registration Midwifery Education (NMC, 2009). It is essential that student midwives give the Midwife Sign-off Mentor access to their Practice Progress File including their development planning and any written comments that they or other Midwife Sign-off Mentors have made so that a complete picture of their progress is available to the Midwife Sign-off Mentor (NMC, 2009). With this in mind students are asked for written consent each year to allow their mentors access to this information. The core elements of the Practice Progress File include the midwifery competencies and skills and quantitative records of essential experience requirements necessary to meet the Directive 2005/36/EC of the European Parliament and of the Council (2005) which must be assessed and signed by the Midwife Sign-off Mentor (see separate documents). These elements underpin the achievement of the practice outcomes which are graded by the Midwife Sign-off Mentor at the progression point at the end of each academic year. In addition, the Practice Progress Files also contains a range of learning and teaching tools for use whilst in practice for which Midwife Sign-off Mentors are asked to provide feedback. These include:



Year/Part of the Programme

Learning and Teaching Tool

BSc (Hons) Midwifery Year 1

Communication Tool (Appendix 1) Medicines Management Learning Tool (Appendix 5)

Year 2 Communication Tool (Appendix 1) Enhanced Continuity of Care Case Records (Appendix 5)

Year 3 Communication Tool (Appendix 1) Parent Education Session Feedback (Appendix 2) Ward Management Activity (Appendix 7) Caseload Holding documents (see separate handbook for mentors)

Part 1 MSc Midwifery Studies

Communication Tool (Appendix 1) Enhanced Continuity of Care Records (Appendix 6)

Part 2 MSc Midwifery Studies

Communication Tools (Appendix 1) Ward Management Activity (Appendix 7)

In addition, all students will complete a medicines management workbook, including Drug Calculations that they encounter in practice, and an infant feeding workbook which they will utilise in theory blocks and in the practice placements.

3.3 Tripartite Meetings

Initial Tripartite Meeting An initial tripartite meeting takes place at the beginning of each practice experience i.e. antenatal/postnatal/community and intrapartum. The student, the Midwife Sign-off Mentor and the Academic Mentor meet to discuss the student’s learning goals, opportunities for learning, the practice outcomes and the midwifery competencies and skills that are to be achieved. Assessment criteria has been devised for each year/part which the Midwife Sign-off Mentors will utilise to enable them to award a grade against each practice outcome. The practice outcome grid and criteria for assessment can be seen in Appendix 4. To enable the Midwife Sign-off Mentor to make an assessment of a student’s progress, it is necessary for them to read prior mentor feedback written in the student’s Practice Progress File (NMC, 2009). In addition, it is essential that the Midwife Sign-off Mentor works at least 40% of the time with the student which equates to at least 15 hours per week in order to be able to make a decision about the student’s progress and abilities. Giving Feedback to Student Midwives In order to assess practice and support the development of the student, the Midwife Sign-off Mentor must provide a fortnightly review of the student’s progress. The feedback from the mentor should include a review of the student’s attitude and motivation to learn; attendance and punctuality; professionalism; personal and professional communication skills along with an indication of the student’s progression towards the development and achievement of midwifery competencies, skills and practice outcomes. The fortnightly feedback during all the antenatal/postnatal, labour and community



placements (including consolidation) are essential to aid the Midwife Sign-off Mentor in summatively grading practice. The timely provision of written constructive feedback will give students the opportunity to evaluate their development and plan goals for the next two weeks. (Appendix 8)

Interim Tripartite Meetings Interim tripartite meetings are arranged during the year to review progress and to ensure that appropriate learning opportunities and experiences are available to meet the learning needs of the students. Individual needs will be accommodated as appropriate to ensure that the requirements of the Practice Progress File are met by the final tripartite meeting, as all Practice Progress Files will be submitted at this point. (Appendix 10). Cause for Concern The term cause for concern is a formative process and refers to any concern the Midwife Sign-off Mentor or Academic Mentor may have about a student’s progress, achievement or professional attitude in practice. Regular review of the student’s progress by the Midwife Sign-off Mentor should highlight any problem at the earliest opportunity.

If a problem is identified the Academic Mentor will be contacted and an additional tripartite meeting arranged to clarify and discuss the evidence that has caused concern. This will be documented in the student’s Practice Progress File. An Action Plan will be devised to specify learning goals, any additional resources and the evidence required to demonstrate achievement along with a timeframe for review of achievement which is normally four weeks. (Appendix 10)

Final Tripartite Meeting: Assessment and Grading of Practice The final summative tripartite will be arranged in the final placement. (Appendix 10). Each practice outcome reflects the competencies required to meet the NMC Standards for Pre-registration Midwifery Education (NMC, 2009). At the summative tripartite meeting the Midwife Sign-off Mentor will award a grade for each of the 10 practice outcomes. Each practice outcome must achieve a grading of 40 or above. The overall grading will be calculated by adding together each individual grading and dividing by 10 to give an overall percentage grade for the practice outcomes. In order to award the grades for the practice outcomes prior to the final tripartite meeting, the Midwife Sign-off Mentor should liaise with the student’s previous Midwife Sign-off Mentors for the year/part of the programme and discuss the progress of the student drawing on documentation in the Practice Progress File i.e.

The written fortnightly feedback

Achievement of the midwifery competencies and skills

The quantitative records of experience

The communication skills tools

Documentation specific to the programme parts e.g. parent education session in the third year



At the final summative tripartite meeting the Midwife Sign-off Mentor will initially meet with the Academic Mentor who acts as a moderator in the process. Moderation will be achieved by reviewing and discussing the mentor’s documentation of the student’s achievement, verifying that the evidence within the Practice Progress File is included with appropriate signatures. The midwifery competencies, skills and quantitative records of essential experience will also be reviewed. Once it has been verified that all evidence is congruent with the grade awarded the student will then be invited into the meeting and a discussion will ensue relating to the overall clinical grades, strengths and areas for development. Tripartite records will be completed and signed by the student, Midwife Sign-off Mentor and Academic Mentor. The grade agreed at a summative tripartite is unratified and, as such, requires that the student maintains the assessed level against each of the ten practice outcomes until the placement is complete. If a Sign-off Mentor subsequently raises concerns about the student’s practice, the situation will normally be managed through the School’s Cause for Concern procedure and may result in the unratified grade being amended. However, if the concern is of a serious nature then the University Fitness to Practise procedure may be invoked

Failure to Achieve the Practice Outcomes If a student fails to achieve one or more practice outcomes at a summative sign-off point this will be classed as a fail at first attempt. The Midwife Sign-off Mentor will indicate on the practice outcome assessment grid only the outcome/s that have not been achieved and the overall grade entered to the Assessment Board will be that of zero. The remainder of the practice outcomes although achieved will not be assigned a grade as all will be capped at 40 at any subsequent reassessment. The Assessment Board will review the student’s results before granting an opportunity for reassessment. If reassessment is granted the student will be required to return to that placement for a further four weeks and an Action Plan put in place with the focus on the specific practice outcomes that have not been achieved at the first attempt. However, the student must demonstrate at the end of the four weeks that they have achieved a pass standard in all practice outcomes. The Academic Mentor will liaise with the Midwife Sign-off Mentor on a weekly/two-weekly basis. If successful at reassessment the grade for ALL 10 practice outcomes will be capped at 40% (pass). If the student is referred at re-assessment they will be removed from practice and commence a period of study leave pending the decision of the Assessment Board. The Assessment Board will discuss the option of re-assessment and student progression in line with the University Regulations. 3.4 Fitness-to-Practise

The SOHSC has a duty of care to the public and an educational responsibility to ensure that students on professional education programmes are fit for practice placements and fit to practise at the point of registration. The School has a range of processes in place to ensure that to the best of our knowledge midwifery students meet the NMC (2009) standards. Students will be sign-



posted to these procedures at the start of the programme. Proof of good health and character forms part of the entry criteria for the programme through Criminal Records Bureau screening and Work-base Risk Assessment. This will continue to be monitored during the programme. Students will be asked to complete a self-declaration of good health and character when they enter each year of the programme and prior to the Lead Midwife Education (LME) notifying the NMC that they are eligible for registration.

Fitness-to-Practise Regulations for SOHSC will be implemented if a student fails to demonstrate appropriate standards of behaviour either in the University, or on a practice placement. Examples of situations when the Fitness to Practise regulations will be initiated include non-attendance, failing to comply with one or more elements or the spirit of the NMC Professional Code and Standards, is deemed to be guilty of an act, practise or breach of conduct of the NMC Professional Code and Standards or engaging in behaviour which is deemed to bring the profession into disrepute. If a situation arises in practice the Academic Mentor must be informed. The Programme Leader will be informed and the Fitness-to-Practise process will be initiated. If the student’s performance in practice is at any point deemed unsafe by their Practice Mentor, the student is withdrawn from the practice setting pending further investigation and the Fitness-to-Practise process will be initiated. The NMC gives clear guidance in relation to Fitness to Practise and good health and good character which can be accessed from their website: www.nmc-uk.org.

3.5 Roles and Responsibilities of the Student

The role of the student within the tripartite relationship is to negotiate her own learning with the Academic Mentor and Midwife Sign-off Mentor in order to achieve the practice outcomes and to develop a Practice Progress File to support the individual learning achieved. In this way, students are expected to take responsibility for their own learning and demonstrate willingness to develop both academically and in practice.

The students must be willing to undertake honest self-assessment, articulate their learning needs and seek and accept formative feedback from Academic Mentors and Midwife Sign-off Mentors. The students need to recognise their own abilities and limitations. The detailed processes suggested in the assessment strategy are intended to help these skills to develop. The student needs to be willing to initiate stages of the assessment process, arranging tripartite meetings, collecting evidence and compile their Practice Progress File in order to meet the criteria of the learning outcomes by the dates required. Responsibility for the development of the Practice Progress File and documentation of evidence, with guidance and support must be undertaken. The students will be responsible for the safe custody and confidentiality of their Practice Progress File and must ensure that it is available to facilitate the Midwife Sign-off Mentor’s assessment of student progress.




The student will liaise with both the Academic Mentor and Midwife Sign-off Mentor throughout their practice modules in order to negotiate and where necessary, modify their learning opportunities in order to meet their practice outcomes. The student will be required to participate in analytical dialogue within the tripartite relationship and complete documentation by agreed dates. 3.6 Roles and Responsibilities of the Academic Mentor

The role of the Academic Mentor within the tripartite relationship is to provide student-centred educational support in both the classroom and practice settings in negotiation with the student and Midwife Sign-off Mentor. The Academic Mentor is responsible for preparing students for practice by providing underpinning theoretical input and by facilitating reflective processes. The Academic Mentor will be involved in the preparation of Midwife Sign-off Mentors through workshops and partnership with Practice Placement Facilitators so that familiarity with documentation and a working knowledge of the assessment process is achieved. The Academic Mentor will be involved in initial discussions to help students and Midwife Sign-off Mentors clarify learning needs, monitor progress and moderate the grading practice process. The Academic Mentor will maintain close liaison with the Midwife Sign-off Mentors so that any issues may be clarified and any student cause for concern can be identified at an early stage. The Academic Mentor must, together with the Midwife Sign-off Mentor, address and document any cause for concern as a matter of urgency in order to arrange an appropriate Action Plan should this be required. The Academic Mentor will with the Midwife Sign-off Mentor have an important role in judging whether remedial action has been successful.

Throughout the programme the Academic Mentor will facilitate reflection upon meaningful learning experiences. The Academic Mentor will facilitate the development of student self-motivation and self-reliance in learning. Once all of the practice outcomes are achieved and a grade awarded to each practice outcome the Practice Progress File is submitted to the Academic Mentor.

3.7 Additional Support in Practice

Supervisor of Midwives The statutory supervision of midwives is recognised as an important element in upholding standards and the quality of midwifery practice and providing leadership. Students will be allocated to a named Supervisor of Midwives for the duration of their programme. This should enhance their knowledge and appreciation of the Supervisor of Midwives role and provide them with some preparation for the experience of supervision on qualifying. Guidelines for Midwifery Supervision of Student Midwives BSc (Hons) Midwifery Programme - Students on the three-year programme should meet with their supervisors at least once in each year, but ideally twice in Year 1. The first meeting should aim to enable them to get to know each other and the second meeting towards the end of the first year should



encompass a more detailed discussion and completion of the documentation (Appendix 12). In subsequent years a single meeting should suffice. In Years 1 and 2, the supervision meeting should include a discussion of the supervisor’s role, the Supervisor of Midwives preparation, specific supervisory duties undertaken by the individual supervisors in the student’s area and any professional, legal or ethical issues which the student finds of interest. A record of the discussion signed by both the student and the supervisor should be made on the proforma provided in the student’s Practice Progress File.

In Year 3, the meeting should follow the process and documentation used for the midwifery supervision in the student’s Home Trust. Again opportunity should be provided for the student to discuss any issues of interest. The documented evidence of the discussion should be included in the student’s Practice Progress File. PgDip/MSc Midwifery Studies - Students on the PgDip/MSc Midwifery Studies programme should meet with their Supervisor of Midwives in Part 1 and Part 2 of the programme. In Part 1 the discussion should include the supervisor’s role and preparation, specific supervisory duties undertaken by individual supervisor in the student’s Home Trust and any professional, legal or ethical issues which the student finds of interest. A record of the discussion signed by both the student and supervisor should be included in the student’s Practice Progress File. In the Part 2 the meeting should follow the process and documentation used for midwifery supervision in the student’s Home Trust. Again, opportunity should be provided for the student to discuss any issues of interest and documented evidence should be included in the student’s Practice Progress File. Please Note: It is vital that the role of the Supervisor of Midwives is not confused with that of the Midwife Sign-off Mentor who has responsibility for day-to-day teaching and assessment in practice. If necessary the student or the Supervisor should be able to approach the Link Supervisor (in the Trust) to request a change of allocated Supervisor. In addition to the above meetings, on either programme the student or the supervisor may suggest further meetings to discuss any issues of particular interest or concern, e.g. the student may wish to discuss a critical incident with someone who is not involved in assessment of her practice. Untoward Incidents If the student midwife is required in practice to complete a witness statement for her/his involvement in a clinical incident, the Academic Mentor must be informed. Practice Placement Facilitator (PPF) The PPF is based within the Home Trust and has responsibility for monitoring the quality of the practice experience in the Trust. The PPF also provides a point of contact for advice and support for both the Midwife Sign-off Mentor and



the student. They may also be known within the Trust as Senior Nurse Practice Placements. It is the responsibility of the PPF to feed back student evaluations to the relevant placement areas. It is strongly advised that the Midwife Sign-off Mentor is aware of the name of the Trust PPF and how to contact her/him.

Zoned Lecturer The Zoned Lecturer links with a specified geographical area/group of wards to provide academic support for students and staff within that area. The Zoned Lecturer for an area will liaise with the student’s Academic Mentor as necessary. Health and Safety If an accident or incident occurs during the student’s time in placement they will need to follow placement procedures and complete an accident/incident form (IR1/Datix), they should also inform their Academic Mentor.

3.8 Frequently Asked Questions

Midwife Sign-off Mentors often have similar concerns and questions related to their role as a Mentor and the advice and guidance they are required to give to their students. With this in mind the following FAQs are examples of recurring queries and are intended to act as a quick reference point. More detailed explanations of any queries that you may have can be forwarded to the appropriate Academic Mentor, Zoned Lecturer or Practice Placement Facilitator (see Appendix 13 for names and contact details).

Q1 How and when do I contact the Academic Mentor?

You may need to contact the Academic Mentor for various reasons such as:

If you have concerns regarding a student’s achievement of the practice outcomes. It is recommended that contact regarding this issue is established sooner rather than later in the student’s practice placement so that, if necessary, remedial action can be initiated.

Any concerns you have regarding the student’s attendance.

Clarification regarding the summative assessments you are involved in such as the communication tool and the parent education session.

Queries regarding the student’s level of engagement with client care such as what stage of the programme they are able to commence the development of specific practice skills.

The Academic Mentors are contacted by telephone or by email. If you call an Academic Mentor and leave a message on their answerphone, it is advisable to also send an email. Often the tutors are working outside of the office, teaching, visiting practice - however, they usually have access to their email. If your reason for contacting the academic is urgent and you are unable to reach that person then we advise that you call the SOHSC switchboard 01642 384100 and ask to be put through to a member of the Women’s Health team.



Q2 What is a SWOC? A Strengths, Weaknesses, Opportunities and Challenges (SWOC) is a tool for self-assessment. The SWOC is an integral part of each Practice Portfolio and is the starting point of the student’s identification of her learning needs for each placement. Compilation of the SWOC is closely linked to development of the learning outcomes and therefore, is a valuable indicator of the student’s progress. Students are encouraged to review their previous SWOC prior to compiling their current self-assessment SWOC.

Q3 How much night duty can students work?

Night duty is an important aspect of the students’ learning experience and provides them with the experience of the 24-hour care cycle. In order to establish parity of student experience and to respond to the educational demands of the programme a maximum standard has been set. It is a Nursing and Midwifery Council requirement that a student experiences 24-hour care for women and their babies. Therefore it is expected that they will work night shifts in rotation with their Sign-off Mentor in each placement allocation and year of the programme; however the number of nights must not normally exceed 50% of a placement allocation. In the instance that the allocated off duty is in excess of 50% night shifts it is the students responsibility to inform both the Sign-off Mentor and Academic Mentor so that, following discussion, alternative arrangements maybe made.

Q4 In what placement areas can students work night duty?

Normally the majority of night duty is undertaken when the student is on their labour ward placement. However, it is acceptable for the student to undertake night duty when placed on the ante/postnatal ward. Careful consideration must be given to the learning opportunities available within the placement if the student is on night duty and how this enables achievement of the practice outcomes.

Q5 How many shifts do the students work with their Mentors?

Students are required to work at least 40% of their time which equates to 15 hours per week with their Midwife Sign-off Mentors. Continuity of mentor is important in order for the student’s progress to be effectively assessed. It is also good practice for an associate mentor to be identified as further support for the student when the primary Midwife Sign-off Mentor is unavailable due to holidays, sickness etc.

Q6 How many hours do the students work per week?

Three-year programme and 78 week programme - students are required to work 37.5 hours per week. If they have a study day (7.5 hours) during the week these hours are excluded from the 37.5. Comprehensive records of attendance must be kept by the students using the appropriate form (Appendix 13) and verified by the Practice and Academic Mentors.



Q7 When do the students have a study day? If the students have a study day during their practice allocation, details of this will be forwarded to the placement from the SOHSC allocations department prior to commencement of the placement. Alternatively, the Academic Mentor will contact the placement with this information.

Q8 What time do students commence and finish their shifts? Students are expected to adhere to the start and finish time of the placement. No exceptions must be made to this rule except in the case of unforeseen circumstances.

Q9 Can the students request the same days off each week?

Students cannot request the same days off each week. However, it is quite acceptable for students to make what the Mentor considers to be appropriate requests for off duty.

Q10 Can the students be on-call?

If the student has identified a client as part of her enhanced continuity of care or part of the student’s caseload she may request to be notified if the client is admitted in labour or is labouring at home. However, the student must take into consideration what her commitments are before agreeing to attend the call-out. Students are not required to be on-call as a routine part of their community placements.

Q11 What is the student’s role in checking medications?

Students on the three-year and the 78-week programmes assume the role of a third person when checking controlled drugs. Students develop experience of medicines management in accordance with NMC Standards for Medicines Management (NMC, 2008) (see midwifery competencies and skills list).

Q12 Can the student access study days with their Practice Mentors?

The three-year midwifery programme consists of 50% theory and 50% practice, and the 78-week programme consists of 40% theory and 60% practice. Therefore, when the students are accessing their practice placements it is important that they gain as much practice experience as possible. Often, attending study days with their Mentor removes the student from valuable time in the practice setting. It is advisable to seek clarification from the Academic Mentor as to the appropriateness of the student’s attendance at the study day. Mandatory Trust study days must be attended by the students.

Q13 What should the students document in the quantitative records of

experience? Students are required to identify a significant learning point about each record of experience which is signed by the Midwife Sign-off Mentor. Records and signatures should be written contemporaneously.



Q14 When should the practice outcomes be awarded a grade for hands-on care? The Midwife Sign-off Mentor who has supported the student on the final placement of the year/part, should liaise with the Midwife Sign-off Mentors who supported the student on previous placements that year/ part and discuss the progress, achievement and grade to be awarded for the practice outcomes. This should take place prior to the final tripartite meeting. These are then discussed and confirmed at the final tripartite meeting and signed by all parties i.e. student, midwife, Midwife Sign-off Mentor and Academic Mentor.

Q15 How does the grade for hands-on care contribute to the final mark

for the practice module? Each practice modules carries 20 credits which are awarded by an Assessment Board following successful achievement and grading of practice outcomes by the Midwife Sign-off Mentor. Each practice outcome of the module reflects the competencies required to meet the NMC Standards for Pre-registration Midwifery Education (NMC, 2009) which are assessed and graded by the Midwife Sign-off Mentors at progression points. The grades awarded for each practice outcome are combined and divided by 10 to give the overall percentage for the practice module. Less than 40 in any one practice outcome indicates that the student has failed to achieve the requirements for the placement.

3.9 Reference List

Clarke, H. (2002) A Personal Philosophy of Midwifery. British Journal of Midwifery. 10, 2, 84-87. Day, C. (2004) The Passion of Successful Leadership. School Leadership and Management. 24, 4, 425-437. International Confederation of Midwifes (ICM) (2005) Definition of a Midwife. www.internationalmidwives.org Nursing and Midwifery Council (NMC) (2009) Standards for Pre-registration Midwifery Education. www.nmc-uk.org. Nursing & Midwifery Council (NMC) (2008) Standards to Support Learning and Assessment in Practice. www.nmc-uk.org. Thompson, S.T. & Thompson, N. (2008) The Critically Reflective Practitioner. Houndmills: Palgrave Macmillan.

http://www.internationalmidwives.org/





APPENDICES



APPENDIX 1

DEVELOPMENT OF PROFESSIONAL COMMUNICATION SKILLS MIDWIFE SIGN-OFF MENTOR FEEDBACK

Please score how effective you felt the student was in relation to communication in the following areas when assisting in the woman’s care

Excellent Good Satisfactory Refer

1 Initial contact with woman

2 Elicit the woman’s needs (paying attention to both verbal and non-verbal cues)

3 Care planning

4 Evaluating the woman’s understanding (paying attention to both verbal and non-verbal cues)

5 Inclusion of partner/family if appropriate

6 Appropriate/inappropriate talking (talk too much)

7 Communicates with the care team as appropriate

8 Telephone skills

9 Acceptance of constructive criticism

10 Eye contact

Signature Date

Practice/Midwife Sign-off Mentor:

Student:

Comments regarding overall performance:



DEVELOPMENT OF PROFESSIONAL COMMUNICATION SKILLS STUDENT SELF–ASSESSMENT

Please score how effective you feel you are in relation to communication in the following areas when assisting in the woman’s care

Excellent Good Satisfactory Refer

1 Initial contact with woman

2 Elicit the woman’s needs (paying attention to both verbal and non-verbal cues)

3 Care planning

4 Evaluating the woman’s understanding (paying attention to both verbal and non-verbal cues)

5 Inclusion of partner/family if appropriate

6 Appropriate/inappropriate talking (talk too much)

7 Communicates with the care team as appropriate

8 Telephone skills

9 Acceptance of constructive criticism

10 Eye contact

Signature Date


Student:




SCHOOL OF HEALTH & SOCIAL CARE

ASSESSMENT OF STUDENT MIDWIFE COMMUNICATION BY CLIENT

FOLLOWING EXPERIENCE OF MIDWIFERY CARE Name of Student Midwife: ………………………………………………………………… I confirm that consent has been obtained from the client completing this form. Name of Sign-off Mentor: …………………………………………………………………. Signature of Sign-off Mentor: ……………………………………………………………. Communication is an essential part of the role of the midwife and this particularly true when caring for a woman and her partner/family during the labour and birth. We are very grateful for your contribution to the student’s development in this area, please be as honest as possible so that the student midwife can see where she needs to improve. The student will not know who has been asked to complete these forms.



Please score how effective you felt the student midwife was in relation to the following areas when participating in your care

Very Good

Good

OK

Poor

1 Introduced her/himself to me

2 Thanked me for being allowed to be involved in my care

3 Asked how I was feeling

4 Listened to what I was saying

5 Involved my partner/family when they were present

6 Asked permission to examine me

7 The student explained what she/he was doing and why it was necessary

8 I understood the explanations the student gave

9 I was given enough time to ask questions

10 Involved me in decisions about my care gave me opportunities to say what I would like to do

11 Respected my feelings and wishes

12 Recognised my need for quiet when I wanted it

13 Responded to my needs appropriately

14 Tried to make me feel at ease and encouraged me

15 Made me feel valued

Please feel free to make any further comments about the student midwife’s performance:



COMMUNICATION TOOL MIDWIFE SIGN-OFF MENTOR FEEDBACK

PROGRESS IN THE DEVELOPMENT OF COMMUNICATION SKILLS

Please indicate how effective you felt the student was in relation to her/his communication skills with the woman and the multidisciplinary/multi-agency team. Feedback given will enable the student midwife to strengthen her communication

skills further aiding her personal and professional development.

Exceptional Good Satisfactory Unsatisfactory

1 Involved the woman in multidisciplinary discussions

2 Involved the partner where appropriate

3 Maintained the role as the woman’s advocate

4 Shared relevant information with the multidisciplinary/multi-agency team

5 Used professional language in discussions with multidisciplinary /multi-agency team

6

Effectively collaborated with all members of the multidisciplinary /multi-agency team

7

Accurately documented referrals and discussions with multidisciplinary/multi-agency team

Signature Date


Student:




COMMUNICATION TOOL FEEDBACK FROM MEMBER OF THE MULTIDISCIPLINARY/

MULTI-AGENCY TEAM Quality maternity care for women and their families is dependent on effective

communication and contribution from each member of the multidisciplinary/multi-agency team. Please indicate how effective you felt the student was in relation to her/his communication skills. Feedback given will enable the student midwife to strengthen her communication skills further aiding her personal and professional

development within the practice environment.


1 Involved the woman in multidisciplinary/multi-agency discussions

2 Involved the partner where appropriate

3 Maintained the role as the woman’s advocate

4

Shared relevant information with the multidisciplinary/multi-agency team

5

Used professional language in discussions with multidisciplinary/multi-agency team

6 Effectively collaborated with all members of the multidisciplinary/multi-agency team

7


Additional comments:

Signature Date


Student:



COMMUNICATION TOOL: FEEDBACK FROM CLIENT CARED

FOR BY STUDENT MIDWIFE

Effective communication is an essential part of the midwife’s role and is a skill that a student midwife will develop during her/his programme. We are very grateful for your contribution and feedback so that the student midwife can identify her strengths and weaknesses relating to her communication skills. Name of Student Midwife: …………………………...................................................... I confirm that consent has been obtained from the client completing the communication tool. Midwife Sign-off Mentor: ………………………………………………………………... Date: …………………………………………………………………………………………



COMMUNICATION TOOL FEEDBACK FROM CLIENT

Please indicate if the student midwife communicated well with you (and family) when involved in your care

Very Good

Good

OK

Poor

1 Respected my feelings and wishes

2 Involved me in the discussions with the staff/team

3 Involved my partner/family when they were present

4 Listened to what I was saying and what I wanted

5 Gave me time to ask questions

6 Ensured that I understood all explanations regarding my care

7 Involved me in the decisions about my care and gave me opportunities to say what I would like to do

Please feel free to add any further comments that you (and partner) may have:



COMMUNICATION TOOL STUDENT SELF–ASSESSMENT OF PROGRESS IN THE DEVELOPMENT OF

PROFESSIONAL COMMUNICATION SKILLS Please self-assess and consider if you achieved all elements of the criteria when

liaising with the woman and the multidisciplinary/multi-agency team


1

Involved the woman in multidisciplinary/multi-agency discussions

2

Involved the partner when appropriate

3

Maintained the role as the woman’s advocate

4

Shared relevant information with the multidisciplinary/multi-agency team

5

Used professional language in discussions with multidisciplinary/multi-agency team

6

Effectively collaborated with all members of the multidisciplinary /multi-agency team

7


Signature Date


Student:




APPENDIX 2

PARENT EDUCATION SESSION FEEDBACK

Date……………………………………………………………………………………………

Name of Student:

Name of Practice/Midwife Sign-off

Mentor:

Session Topic:

Location of Session:

Type of Session:

Length of Session:

No of Participants:

Date of Session:

Teaching Plan

Title of session and rationale for choice

Aims and outcomes of the session (present and appropriate)

Number and nature of participants in the session (i.e. woman alone/a group of women/women and their partners)

Planned duration of the session

Assessment of the women’s/ partner’s existing knowledge



Teaching Session Introduction Teaching methods (appropriate to outcomes and context) Delivery and pace (appropriate speed, time well managed, enthusiastic, sustained participants interest) Content (Appropriateness, accuracy and currency) Communication skills (verbal and non-verbal, involvement of participants, the use of appropriate language) Use of accommodation and learning resources (used venue to best effect, audio/ visual aids and hand-outs used effectively)



Summary of session

Additional comments to aid future learning:

Signature Date

Assessing Practice Mentor

Midwife Sign-off Mentor (if different to Assessing Midwife)

Student Midwife



APPENDIX 3

THE MIDWIFE SIGN-OFF MENTOR The minimum requirements to undertake the Midwife Sign-off Mentor role are:

A minimum of one year’s experience.

An NMC-recognised teaching qualification i.e. Mentoring in Practice at L6 or Advancing Learning in Practice at L7 or demonstrated evidence of meeting the NMC Standards to Support Learning and Assessment in Practice (Stage 2 Mentor) (NMC, 2008).

Clinical currency and capability within the defined practice area.

Attendance at a mentor’s preparation workshop.

Completion of an annual mentor’s update (i.e. within every 12 months).

A working knowledge of current programme requirements, practice assessment strategies and relevant changes in midwifery education and practice.

An in-depth understanding of their accountability to the NMC for the decision they make to pass/fail a student when assessing proficiency requirements at the end of a stage/year and end of the programme.

Undertake a triennial review to ensure that they continue to meet the NMC Mentor requirements.

An initial Midwife Sign-off Mentor preparation workshop now takes place prior to the commencement of the Mentoring in Practice module which is delivered in the University twice per year. In the initial workshop, details of the programmes, assessments, grading practice and the Standards to Support Learning and Assessment in Practice (NMC, 2008) are explored. A follow-up workshop after completion of the Mentoring in Practice module enables midwives to have the opportunity to complete two simulation supervisions in signing-off students. The third supervision of signing-off a student will take place in practice at a tripartite point. Following successful completion of the Mentoring in Practice module and having been supervised in signing-off students on at least three occasions (this includes the two simulated experiences), midwives are then able to complete the Trust documentation to then be recorded as Midwife Sign-off Mentor on the local register. Annual mentor updates are provided on Trust sites. Facilitation of these workshops is in partnership with the PPF and academic staff. Annual updates are part of the mandatory training in all NHS Trusts. Placement providers are responsible for keeping up-to-date databases of Sign-off Mentor preparation, annual update and triennial review to ensure that they continue to meet the NMC mentor requirements to remain on the register as a Midwife Sign-off Mentor (NMC, 2008). Preparation of existing and new Practice Mentors should continue to meet the Midwife Sign-off Mentor requirements stipulated by the NMC (NMC, 2008). The Teesside University midwifery programmes are structured to provide the students with a comprehensive learning experience that will provide them with the knowledge and skills necessary to become competent midwifery practitioners. In order to achieve this goal the programmes have maintained a consistent balance between theory and practice. Parity between theory and practice is an important dimension of the overall philosophy of the programmes and strengthens the partnership between the practice arena and academia. In order to maintain the



calibre of support students require in today’s challenging environment of midwifery care the NMC provides standards to support learning and assessment in practice. These standards are an enduring aspect of the NMC’s commitment to supporting and developing mentors. Thus they are continuously reviewed to respond to the changing nature of practice and the educational process. For NMC documentation please see: www.nmc-uk.org Support for Midwife Sign-off Mentors: Midwife Sign-off Mentors have access to a network of support and supervision provided by:

Other Midwife Sign-off Mentors

Practice Placement Facilitators (PPF)

Academic Mentors

Zoned Lecturers

Protected time to give feedback to students during placements that require competency achievement. The NMC suggests one hour per week per student. This is negotiated with the placement providers

Student’s Ongoing Achievement Record The NMC standards stipulate that an ongoing achievement record which includes comments from mentors must be passed from one placement to the next to enable judgements to be made on the student’s progress (NMC, 2009). This enables the Midwife Sign-off Mentor to draw on evidence of the student’s progress over a sustained period of time and thus, a more comprehensive picture of the student’s experiences is available. The Teesside University midwifery programmes of education utilise the Practice Progress File to assess practice. This is an ideal tool for the mentor to use in order to develop a comprehensive picture of the student’s progress. Within the Practice Progress File is documentation of mentor feedback, tripartite meetings and the student’s SWOC, learning goals and summaries of learning activities all of which demonstrate the student’s ongoing achievements. Practice Mentor’s Audit Trail The NMC standards recommend that Midwife Sign-off Mentors have access to documentation that provides evidence of the guidance they have given to students and the decisions they have made when making critical decisions regarding students’ progress. Examples of documents that make up an audit trail are:

Copies of the initial and final tripartite discussion

Copy of the cause for concern documentation Copies of the above documentation will be kept in the student’s University record. If this is required by the mentor it may be accessed through contacting the Zoned Lecturer.

Evidence of attendance at tripartite meetings form can be obtained from and signed by the Academic Mentor.




APPENDIX 4

PRACTICE OUTCOMES & GRADING GRID (LEVEL 4)

Grade Descriptor

100 - 90 Demonstrates knowledge and understanding from a comprehensive range of robust source material. Consistently and confidently demonstrates an exceptional ability to safely and effectively assist the midwife in all aspects of midwifery practice. Is proactive in assisting the midwife without the need for verbal or physical cues. Consistently demonstrates a professional attitude when assisting the midwife.

89-80 Demonstrates knowledge and understanding from a comprehensive range of robust source material. Consistently and confidently demonstrates an outstanding ability to safely and effectively assist the midwife in all aspects of midwifery practice. Requires occasional supportive cues when assisting the midwife. Consistently demonstrates a professional attitude when assisting the midwife.

79-70 Demonstrates knowledge and understanding from an extensive range of robust source material. Consistently and confidently demonstrates the ability to safely and effectively assist the midwife in all aspects of midwifery practice. Requires occasional verbal and physical cues when assisting the midwife. Consistently conveys a professional attitude when assisting the midwife.

69-60 Demonstrates knowledge and understanding from a broad range of source material. Confidently demonstrates the ability to safely and effectively assist the midwife in all aspects of midwifery practice. Requires occasional verbal and physical cues when assisting the midwife. Conveys a professional attitude when assisting the midwife.

59-50 Demonstrates knowledge and understanding from a range of source material. Displays ability to safely assist the midwife in all aspects of midwifery practice. Requires frequent verbal and occasional physical directive cues when assisting the midwife. Conveys a professional attitude when assisting the midwife.

49-40 Demonstrates knowledge and understanding from a limited range of source material. Displays an acceptable ability to safely assist the midwife in all aspects of midwifery practice. Requires continuous verbal and frequent physical cues when assisting the midwife. Conveys a professional attitude when assisting the midwife most of the time.

39-30 Fail

Demonstrates weak knowledge and understanding. Generally lacks the ability to safely and effectively assist the midwife in all aspects of midwifery practice. Unable to demonstrate a professional attitude when assisting the midwife.

29-20 Fail

Demonstrates very weak knowledge and understanding. Consistently lacks the ability to safely and effectively assist the midwife in all aspects of midwifery practice. Unable to demonstrate a professional attitude when assisting the midwife.

19-0 Fail

Demonstrates no real knowledge and understanding. Lacks the ability to safely and effectively assist the midwife in all aspects of midwifery practice. Unable to demonstrate a professional attitude when assisting the midwife.

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100-90 89-80 79-70 69-60 59-50 49-40 39-30 Fail

29-20 Fail

19-0 Fail

1 Assist the midwife in the provision of safe, holistic, woman-centred midwifery care

2 Assist the midwife in the provision of safe, holistic fetal/ neonatal-centred care

3 Assist the midwife in the facilitation of normality in all aspects of midwifery practice

4 Assist the midwife in the recognition of and response to complex care needs, referring to the appropriate professional

5 Assists in developing a supportive relationship with the woman, baby and her family

6 Utilise a range of communication skills within the context of maternity care

7 Assist the midwife in co-ordinating inter-professional and multi-agency maternity care

8 Assist the midwife in the provision of public health and parenthood education for women and families

9 Able to act with a degree of autonomy in the application of evidence based knowledge to midwifery care

10 Contribute to the provision of accurate, legible, contemporaneous and comprehensive records of practice

Signature Date

Midwife Sign-off Mentor:

Academic Mentor:

Student:


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Grade Descriptor

100-90 Demonstrates detailed knowledge and understanding from a comprehensive range of robust source material. Consistently and confidently demonstrates an exceptional ability to safely and effectively participate in all aspects of midwifery practice. Is proactive in participating in midwifery care without the need for verbal or physical cues. Consistently demonstrates a professional attitude when participating in midwifery practice.

89-80 Demonstrates detailed knowledge and understanding from a comprehensive range of robust source material. Consistently and confidently demonstrates an outstanding ability to safely and effectively participate all aspects of midwifery practice. Requires occasional supportive cues when participating in midwifery practice. Consistently conveys a professional attitude when participating in midwifery practice.

79-70 Demonstrates detailed knowledge and understanding from an extensive range of robust source material. Consistently and confidently demonstrates the ability to safely and effectively participate in all aspects of midwifery practice. Requires occasional verbal and physical cues when participating in midwifery practice. Consistently conveys a professional attitude when participating in midwifery practice.

69-60 Demonstrates knowledge and understanding from a broad range of source material. Confidently demonstrates the ability to safely and effectively participate in all aspects of midwifery practice. Requires occasional verbal and physical cues when participating in midwifery practice. Conveys a professional attitude when participating in midwifery practice.

59-50 Demonstrates knowledge and understanding from a range of source material. Displays ability to safely participate in all aspects of midwifery practice. Requires frequent verbal and occasional physical directive cues when participating in midwifery practice. Conveys a professional attitude when participating in midwifery practice.

49-40 Demonstrates knowledge and understanding from a limited range of source material. Displays an acceptable ability to safely participate in all aspects of midwifery practice. Requires continuous verbal and frequent physical cues when participating in midwifery practice. Conveys professional attitude when participating in midwifery practice most of the time.

39-30 Fail

Demonstrates a weak knowledge and understanding. Generally lacks the ability to safely and effectively participate in all aspects of midwifery practice. Unable to demonstrate a professional attitude when participating in midwifery practice.

29-20 Fail

Demonstrates a very weak knowledge and understanding. Consistently lacks the ability to safely and effectively participate in all aspects of midwifery practice. Unable to demonstrate a professional attitude when participating in midwifery practice.

19-0 Fail


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100-90 89-80 79-70 69-60 59-50 49-40 39-30

Fail 29-20 Fail

19-0 Fail

1 Participate in the provision of safe, holistic, woman-centred midwifery care

2 Participate in the provision of safe, holistic fetal/neonatal care

3 Participate in the facilitation of normality in all aspects of midwifery practice

4 Participate in the recognition of and response to complex care needs, referring to the appropriate professional

5 Demonstrate the ability to develop a supportive relationship with the woman and her family

6 Utilise a range of communication skills within the diverse contexts of maternity care

7 Participate in co-ordinating inter-professional and multi-agency maternity care

8 Participate in public health and parenthood education for women and their families

9 Act with increasing autonomy in the application of evidence based knowledge and decision-making in midwifery care

10 Maintain accurate, legible, contemporaneous and comprehensive records of practice

Signature Date


Academic Mentor:

Student:




Grade Descriptor

100-90 Demonstrates a comprehensive and detailed knowledge and understanding from a thorough range of robust source material. Consistently and confidently demonstrates an exceptional ability to safely and effectively provide all aspects of midwifery care. Consistently demonstrates a proactive response to the needs of women and those of the care environment. Consistently and confidently maintains a professional attitude when providing midwifery care and working as a team member.

89-80 Demonstrates a comprehensive and detailed knowledge and understanding from a thorough range of robust source material. Consistently and confidently demonstrates an outstanding ability to safely and effectively provide all aspects of midwifery care. Demonstrates a proactive response to the needs of women and those of the care environment. Consistently maintains a professional attitude when providing midwifery care and working as a team member.

79-70 Demonstrates a comprehensive and detailed knowledge and understanding from an extensive range of robust source material. Consistently and confidently demonstrates the ability to safely and effectively provide all aspects of midwifery care. Provides midwifery care without the need for verbal or physical cues. Consistently maintains a professional attitude when providing midwifery care and working as a team member.

69-60 Demonstrates a detailed knowledge and understanding from a broad range of source material. Confidently demonstrates the ability to safely and effectively provide all aspects of midwifery care. Provides midwifery care without the need for verbal or physical cues. Conveys a professional attitude when providing midwifery care and working as a team member.

59-50 Demonstrates a detailed knowledge and understanding from a range of source material. Displays ability to safely provide all aspects of midwifery care. Provides midwifery care without the need for verbal or physical cues. Conveys a professional attitude when providing midwifery care and working as a team member.

49-40 Demonstrates a detailed knowledge and understanding from a limited range of source material. Displays an acceptable ability to safely provide all aspects of midwifery care. Provides midwifery care without the need for verbal or physical cues most of the time. Conveys a professional attitude when providing midwifery care and working as a team member.

39-30 Fail

Demonstrates weak knowledge and understanding. Generally lacks the ability to safely and effectively provide all aspects of midwifery practice. Unable to demonstrate a professional attitude when providing midwifery care.

29-20 Fail

Demonstrates very weak knowledge and understanding. Consistently lacks the ability to safely and effectively providing all aspects of midwifery practice. Unable to demonstrate a professional attitude when providing midwifery care.

19-0 Fail



100-

90 89-80 79-70 69-60 59-50 49-40 39-30

Fail 29-20 Fail

19-0 Fail

1 Provide safe, holistic, woman-centred midwifery care

2 Provide safe, holistic baby-centred care

3 Facilitate normality in all aspects of midwifery practice

4 Recognise and respond to complex care needs, referring to the appropriate professional

5 Initiate and maintain a supportive relationship with the woman and her family

6 Determine and apply a range of communication skills within the diverse contexts of maternity care

7 Adopt a key role in co-ordinating inter-professional and multi-agency maternity care

8 Provide public health and parenthood education for women and their families

9 Applies the skills of autonomous critical thinking and decision-making in professional practice

10 Maintain accurate, legible, contemporaneous and comprehensive records of practice

Signature Date


Academic Mentor:

Student:



APPENDIX 5

MEDICINE MANAGEMENT LEARNING TOOL

Administration of Medicine under Direct Supervision of a Midwife Sign-off Mentor

At a time negotiated between the student and Midwife Sign-off Mentor this learning tool can be used to enable the student to assess their level of competence in developing skills and knowledge in medicine management. The tool is an aid to learning from which both the student and Midwife Sign-off Mentor can identify further areas of development that are necessary before the midwifery skills and competencies relevant to medicine management can be signed as attained for Year 1. In addition, this learning experience provides the basis for a summative reflective assignment to be completed as part of the assessment process in the module Learning to Care in Midwifery. Procedure The learning episode can be arranged and undertaken with the student’s Midwife Sign-off Mentor or a Midwife Sign-off Mentor with whom the student has been working. It is important that permission and consent is obtained from the woman to whom the medicine is to be administered. The student must administer the medicine in line with current Trust and NMC procedures, standards and guidelines. A Midwife Sign-off Mentor observes the student and provides written and verbal feedback using the form provided. The student can also self-assess their performance using the same form. Aim The aim of this learning tool is to provide the student with a learning episode in practice from which they can develop their level of skill competence, knowledge and understanding of the safe administration of medicines in midwifery practice. Learning Outcomes At the end of this learning episode the student will be able to:

Describe and explain legal, professional and practice influences on the procedure of medicine administration.

Reflect on areas to develop in order to enhance their skills and competence in medicine management.

Demonstrate the procedure for the safe administration of a medicine in line with NMC standards for medicine management.

Adhere to SOHSC guidelines for obtaining consent.



MEDICINE MANAGEMENT LEARNING TOOL YEAR 1

Student Name ............................................................................................

Date ............................................................................................

Areas of Learning Mentor Comments

Describes and explains the pharmacology of the medicine to be administered and its relevance to the woman’s medicine history and care

Demonstrates effective interpersonal/ communication skills including the ability to obtain informed consent

Safely administers the medicine in line with Trust policy and NMC standards

Demonstrates safe infection control and prevention procedures

Demonstrates the safe handling and storage of medicines



Accurately records and documents the medicine administration

Recommendations of further learning:

Midwife Sign-off Mentor’s signature: ……………………………………………………

Student Midwife’s signature: ……………………………………………………

When completed, these forms can be filed within the

Medicines Management Workbook



APPENDIX 6

ENHANCED CONTINUITY OF CARE RECORD

Date: Duration of visit: Venue:

Aim of visit

Outline of care/advice

Discussion with Midwife Sign-off Mentor

Care given and plan of care agreed and clearly documented

Next visit

Additional Comments

Midwife Sign-off Mentor’s signature: …………………………………………………… Student Midwife’s signature: ……………………………………………………

Yes/No



APPENDIX 7

WARD MANAGEMENT ACTIVITY

Aim To demonstrate the development of skills in prioritising care, problem-solving, decision-making and leadership whilst caring for a group of women on the ante/ postnatal ward. Information for Midwife Sign-off Mentor To enable development of knowledge and skills relating to leadership and management the student will spend time with you on the ante/postnatal ward. During this time, the student will be expected to take part in the care of several women (maximum number of 12 women) developing their skills in leadership, decision-making, prioritising care and liaising with the multi-professional team. At a negotiated time, the student should shadow the ward manager focusing on the ward manager’s role in the organisation of the ward during the shift. Towards the end of the placement the student will be expected to manage a group of women for one shift, under distant supervision by a Practice Mentor/Midwife Sign-off Mentor. This is a learning experience so it would be helpful for you to give the student feedback to help her/him plan their continuing professional development. The feedback sheet will assist you in giving feedback to the student. The feedback from this activity should be used by the Midwife Sign-off Mentor to assist in the summative grading of practice (Week 51/52). The student midwife must complete this activity prior to her consolidation period when she will be undertaking indirect supervision whilst in the community setting.



WARD MANAGEMENT ACTIVITY Please give feedback on the student’s professional ability to manage

the care of a group of women on the antenatal/postnatal ward

Name of Student:

Name of Midwife Sign-off

Mentor:

Date:

Briefly outline the number and nature of the group of

women for whom care is being provided.

Outcomes Comments from Practice Mentor

Manages under supervision, ante/postnatal group of women

Demonstrates appropriate delegation within the ward team to meet the individual needs of each woman (baby)

Shows evidence of developing leadership and decision-making skills



Demonstrates awareness of appropriate referral/ liaison with member of relevant multidisciplinary/ multi-agency team member

Demonstrates effective and appropriate use of resources

Communicates effectively with women, their families and staff

Further comments:

Signature Date


Student:



APPENDIX 8

MIDWIFE SIGN-OFF MENTOR FEEDBACK Please comment on the student’s strengths and areas for development

in each section

Placement: …………………………………. Year: …………………………

Attitude and Motivation to Learn

Personal and Professional Communication Skills

Development and Achievement of Midwifery Competencies and Skills

Progress Towards Achievement of Practice Outcomes

Signature Date

Practice/Midwife Sign-off

Mentor:

Student:



Additional comments that will aid the student midwife’s learning and further

Development

Signature Date


Mentor:

Student:



APPENDIX 9

CAUSE FOR CONCERN DOCUMENTATION

NATURE OF CONCERN

Signature Date


Mentor:

Academic Mentor:

Student:



ACTION PLAN AND REVIEW

Signature Date


Mentor:

Academic Mentor:

Student:



OUTCOME OF REVIEW

Signature Date


Mentor:

Academic Mentor:

Student:


APPENDIX 10 TRIPARTITE MEETING SCHEDULES

BSc (Hons) Midwifery Three-Year Programme Weeks for Tripartite Meetings Year 1: Tripartite Meetings

Ante/postnatal placement

Initial Tripartite

Telephone Review

Progress Tripartite

Intranatal placement

Initial Tripartite

Telephone Review

Progress Tripartite

Final Tripartite

Programme Weeks

7 (C/W) 21 (W/C)

11 28

Programme Weeks

32 (L) 35 38 43

C/W: Community or Ward Placement L: Labour Ward Placement

Year 2: Tripartite Meetings


Initial Tripartite

Telephone Review

Progress Tripartite


Initial Tripartite

Telephone Review

Progress Tripartite

Final Tripartite

Programme Weeks

1 (C/W) 29 (W/C)

6 33

Programme Weeks

20 (L) 23 43 48

C/W: Community or Ward Placements L: Labour Ward Placement

Year 3: Tripartite Meetings


Initial Tripartite

Telephone Review

Progress Tripartite


Initial Tripartite

Telephone Review

Progress Tripartite

Final Tripartite

Programme Weeks

11 (L) 19 Programme Weeks

35 (C) 37 (C)

51/52

C/W: Community or Ward Placements L: Labour Ward Placement



TRIPARTITE MEETING SCHEDULES PgDip/MSc Midwifery Studies Tripartite Meetings PART 1

Tripartite Meeting Schedule

Date Placement 78-week Midwifery Students

Week commencing 4 January 2016 Week 15

Beginning of community placement: Initial tripartite

Week commencing 22 February 2016 Week 22

End of community placement: Progress tripartite

Week commencing 7 March 2016 Week 24

Beginning of labour ward: Initial tripartite

Week commencing 25 April 2016 Week 31

Final tripartite labour ward: Summative grading in practice

Part 2

Date Placement 78-week midwifery students

Week commencing 13 June 2016 Programme Week 38

Beginning of Antenatal/Postnatal Ward: Initial Tripartite

Week commencing 11 July 2016 Programme Week 42

Antenatal/Postnatal Ward: Progress Review

Week commencing 22 August 2016 Programme Week 48

Antenatal/Postnatal Ward: Progress Review

Week Commencing 3 October 2016 Programme Week 54

Beginning of Labour Ward: Initial Tripartite

Week commencing 28 November 2016 Programme Week 62

End of Labour Ward: Progress Tripartite

Week commencing 9 January 2017 Programme Week 68

Beginning of Community: Initial Tripartite

Week commencing 6 February 2017 Programme Week 72

Final Tripartite Community: Summative Grading in Practice



APPENDIX 11

RECORD OF MEETING WITH SUPERVISOR OF MIDWIVES

DISCUSSION WITH SUPERVISOR OF MIDWIVES Name of Supervisor:.……………………………………………………………….. The following topics have been discussed:

The role and preparation of Supervisors of Midwives

The specific responsibilities undertaken by the above named Supervisor

Any issues of interest to the student (please summarise below)

Signature Date


Mentor:

Student:

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Documentation\2015-16\Mentor Handbook.doc 75 ©TU-SOHSC (2015)

APPENDIX 12 ATTENDANCE SHEET

PRE-REG NURSING, MIDWIFERY, RADIOGRAPHY, PHYSIOTHERAPY, OCCUPATIONAL THERAPY, DENTAL, ODP & PARAMEDIC PRACTICE

Surname ………………………………………………………………………………………

Forename …………….…………………………………………..

Student Number

Cohort …………….

Month ………………

Year ……….………

Date (Day of Month)

Shifts Total Hours

Worked/ Sick

Code Clinician / Mentor Full Signature to

verify time worked

Shift worked with mentor (Initials) (for Nursing, Midwifery

& Dental Cert HE students only)

Code Time Started

Time Finished

1st ND – Night Duty DO – Day Off AL – Annual Leave S – Sick A – Absent U – University / Theory

P – Placement

Hours Relate to placements only and should include the time started and finished. Please note that you must subtract your meal break from the total hours worked column. Hours per week Nursing 37.5 Midwifery 3yr 37.5 Radiography 28 Physiotherapy 37.5 Occ Therapy 37.5 Dental 22.5 ODP 37.5 Paramedic 37.5

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

11th

12th

13th

14th

15th

16th

17th

18th

19th

20th

21st

22nd

23rd

24th

25th

26th

27th

28th

29th

30th

31st

Student Signature MUST BE DATED …..…………………………………………………………. Date …………………………………………………….

Practice Mentor / Educator / Supervisor’s Signature MUST BE DATED

……………………………………..................................................…………………...............

Date …………………………………………………….

The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each month. In addition they will be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR). Note: Nursing / Midwifery / DR/ Dental / ODP - the student must keep a copy of the completed “Student Attendance Sheet” in their portfolio as well as submit a copy of this with their travel expense form to verify eligibility of claim. OT/PT – the original must be submitted with the Assessment Form and a copy submitted with travel expenses.



APPENDIX 13

ACADEMIC CONTACT DETAILS

Name

Room Telephone Email Address

Jayne Cornforth Principal Lecturer Lead Midwife for Education Subject/Programme Leader

H1.29 01642 384100 ext 5115

[email protected]

Margaret Bellamy Senior Lecturer Module Leader

H1.28 01642 384698

[email protected]

Angela Cook Senior Lecturer

H1.28 01642 384900

[email protected]

Gail Carney Senior Lecturer

H1.28 01642 384152

[email protected]

Julie McNulty Senior Lecturer Year 3/Module Leader

H1.28 01642 384142

[email protected]

Fay Polson Senior Lecturer Module Leader

H1.29 01642 384151

[email protected]

Christine Robinson Senior Lecturer Admissions Tutor Year 1/Module Leader

H1.29 01642 738293

[email protected]

Susan Symonds Senior Lecturer

H1.28 01642 384100 ext 5150

S. [email protected]

Debra Bunford Senior Lecturer Year 2/Module Leader

H1.28 01642 384100 ext 4537

[email protected]

Rosie Dawson Senior Lecturer

H1.29 01642 384100 Ext 5150

[email protected]

mailto:[email protected]







mailto:S.%[email protected]




APPENDIX 14

BSc (Hons) Midwifery (3-year programme) - Structure of Programme with Tripartite meeting dates YEAR 1

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

IND T T T T T T C/W

IT

C/W C/W C/W C/W

TR

T H H T T T

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

T T T T T C/W C/W C/W C/W C/W C/W

TR

H H T L

IT

L L L L

TR

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

L L

PT

T C C C C

TP

C C NC NC NC H H H T

CODE: IND = Induction week, T = Theory, C/W = Community OR Antenatal-postnatal ward, L = Labour ward, C = Community, H = Holiday, NCS = Non-contact study 5 SEPARATE STUDY DAYS WEEK 7-11 + 1 Inter-professional learning day (IPL) IT = Initial Tripartite Meeting, TR = Telephone Review ie a call by Academic Mentor to Midwife Sign-off Mentor, PT = Progress Tripartite, TP = Final Tripartite meeting


YEAR 2

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

C/W

IT

C/W C/W C/W C/W C/W

TR`

T T T T T T H H T T T

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

T T L L L L T H H T T C/W

IT

C/W C/W C/W C/W

PT

T T T

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

T T L L L L L

TP

L L NC NC E/H E/H E/H E/H E/H

E/H E/H E/H NC NC L L L L L L

TP

L E/H E/H

CODE:

T = Theory, C/W = Community OR Antenatal-postnatal ward L = Labour ward, C = Community, H = Holiday, NCS = Non- contact study E/H = Elective Placement or Holiday 6 SEPARATE STUDY DAYS WEEKS 1-6 IT = Initial Tripartite Meeting, TR = Telephone Review i.e. call by Academic Mentor to Midwife Sign-off Mentor, PT = Progress Tripartite, TP = Final Tripartite meeting


YEAR 3

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

T T T T T T T T T T L

IT

L H H L L L

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

L L

PT

T T T T T H H T T T T T T T T C

IT

C

W W

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

C C W W Neg/

H

Neg/

H

Neg/

H

Neg/

H

Neg/

H

Neg/

H

Neg/

H

Neg/

H

Neg/

H

C C C

C

IT

C C C TP TP

CODE: T = Theory, C/W = Community OR Antenatal-postnatal ward, L = Labour ward, C = Community, H = Holiday, NCS = Non-contact study Neg/H = Negotiated learning or holiday. 1 STUDY DAY IN WEEK 52 Case loading opportunities in consolidation if met the requirements

IT = Initial Tripartite Meeting, PT = Progress Tripartite, TP = Final Tripartite meeting



APPENDIX 15

UNICEF BABY FRIENDLY INITIATIVE UNIVERSITY STANDARDS

Theme Learning Outcome

1. Have an understanding of breastfeeding

1 Students will have sufficient knowledge of anatomy of the breast and physiology of lactation to enable them to support mothers to successfully establish and maintain breastfeeding.

2 Students will understand the importance of breast-milk and breastfeeding on the health and wellbeing of mothers and babies.

2. Enable mothers to breastfeed

3 Students will have an understanding of infant feeding culture within the UK and the various influences and constraints on women’s infant feeding decisions.

4 Students will be able to apply their knowledge and understanding of the physiology of lactation to support women to get breastfeeding off to a good start.

5 Students will be able to apply their knowledge of physiology and the principle of reciprocity to support mothers to keep their babies close and respond to their cues for feeding and comfort.

6 Students will have the knowledge and skills to support mothers and babies to continue to breastfeed for as long as they want to.

3. Support close and loving relationships

7 Students will develop an understanding of the importance of secure mother-infant attachment and the impact this has on their health and emotional wellbeing.

8 Students will be able to apply their knowledge of attachment theory to promote and encourage close and loving relationships between mothers and babies.

4. Be able to manage the challenges

9 Students will be able to apply their knowledge of the physiology of lactation and infant feeding to support effective management of challenges which may arise at any time during breastfeeding.

10 Students will have an understanding of the special circumstances which can affect lactation and breastfeeding (e.g. prematurity, at risk babies) and be able to support mothers to overcome the challenges.

11 Students will draw on their knowledge and understanding of the wider social, cultural and political influences which undermine breastfeeding, to promote, support and protect breastfeeding within their sphere of practice.

5. Promote positive communication

12 Students will have an understanding of the principles of effective communication and current thinking around public health promotion strategies and approaches.

13 Student able to apply their knowledge of effective communication to initiate sensitive, mother-centred conversations with pregnant women and new mothers.

14 Students will have the knowledge and skills to access the evidence that underpins infant feeding practice and know how to keep up to date (e.g. e-alerts, research summaries etc).

bsc (hons) midwifery pgdip/msc midwifery studies midwife sign-off mentor handbook ... · 2015. 9....

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