BSc (HONS) MIDWIFERY

PgD/MSc MIDWIFERY STUDIES

MIDWIFE SIGN-OFF

MENTOR HANDBOOK

SEPTEMBER 2014

CONTENTS

Page

INTRODUCTION1

PHILOSOPHY OF THE PROGRAMMES2

SECTION 1: BSc (Hons) Midwifery3

1.1Design and Content3

1.2Programme Aims and Outcomes3

1.3Programme Structure6

1.4Learning and Teaching Strategies8

1.5Practice11

SECTION 2: PgD/MSc Midwifery Studies14

2.1Design and Content14

2.2Programme Aims and Outcomes16

2.3Programme Structure18

2.4Learning and Teaching Strategies22

SECTION 3: Information Relevant to Both Programmes27

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

Practice27

3.2 Practice Progress File28

3.3 Tripartite Meetings29

3.4Fitness-to-Practise31

3.5Roles and Responsibilities of the Student32

3.6Roles and Responsibilities of the Academic Mentor32

3.7Additional Support in Practice33

3.8Frequently Asked Questions35

3.9Reference List38

APPENDICES39

Appendix 1Communication Tool40

Appendix 2Parent Education Session Feedback49

Appendix 3The Midwife Sign-off Mentor52

Appendix 4Practice Outcomes and Grading Grids54

Appendix 5Medicines Management Learning Tool61

Appendix 6Enhanced Continuity of Care Record63

Appendix 7Ward Management Activity65

Appendix 8Midwife Sign-off Mentor Feedback68

Appendix 9Cause for Concern Documentation70

Appendix 10 Tripartite Meeting Schedules73

Appendix 11 Record of Meeting with Supervisor of Midwives75

Appendix 12 Record of Attendance76

Appendix 13Academic Contact Details77

Appendix 14BSc(Hons) Midwifery (Three-year programme)

Structure of Programme with Tripartite meeting dates78

Appendix 15UNICEF Baby Friendly Initiative University Standards81

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INTRODUCTION

Thank you for being aMidwife 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.
  • PgD/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 Mentora 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 threesections:

Section 1Provides information which is only relevant to the

BSc (Hons) Midwifery programme.

Section 2Provides information, which is only relevant to thePgD/MSc

Midwifery Studies programme.

Section 3Information 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:

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 andthe 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 tothe 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.

SECTION 1: BSc (HONS) MIDWIFERY

1.1Design and Content

Midwifery practice remainsat 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 exploreanddraw upon a range of disciplines including life-sciences, sociology and psychologyand apply them to contemporary midwifery practicein 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 Mentorand Academic Mentorcontinues 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).

1.2Programme 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 coordinator 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 Skillsand 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.

1.3Programme 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 breakseach 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 honours 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


1.4Learning 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 LTSES2012-2015).

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). Indeedself-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 programmetime 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 studentswill 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 theMidwife Sign-off Mentor(Appendix 1).