University of the West of Scotland

Module Descriptor

Session: 2018/19

Last modified: 19/11/2018 15:14:13

Title of Module: Special Care Neonatal Nursing

Code: MIDW10004 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Linda  Hannah

Summary of Module



This module is designed for practitioners who are currently employed in the field of neonatal nursing with the knowledge and skills to care for babies receiving special care.The teaching and learning activities are designed to build on that existing knowledge.

Special care is that provided for all babies who could not reasonably be looked after outwith the hospital environment. Babies receiving special care may require respiratory and cardiac monitoring, additional respiratory support and on-going establishment of oral feeds or treatment for jaundice.

Learning will be facilitated by classroom teaching, on- line activities, simulation sessions in the clinical skills laboratory, and practice placements within the neonatal unit under the supervision of clinical/subject experts.

The theoretical content will include sessions on the following topics:-

Obstetric reasons associated with admission of the neonate

Review of neonatal normality/examination of the newborn.

Nutritional growth and development.

Newborn screening/discharge planning

Thermoregulation and infection control

Neonatal Abstinence Syndrome/Fetal Alcohol Syndrome

Family Integrated Developmental Supportive Care.

Recognition, assessment and management of pain in the newborn




Module Delivery Method
Face-To-FaceBlendedFully Online
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance Learning (D/L) (ie.Virtual Campus): (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Hamilton:D/L Virtual Campus:Other:
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Learning Outcomes: (maximum of 5 statements)

At the end of this module the student will be able to:

L1. Critically evaluate the perinatal conditions which impact on the health and wellbeing of the neonate at birth.

L2. Utilise a systems based approach detailing how deviations from the norm are recognised and managed.

L3. Critically evaluate the management of nutrition and growth in a special care setting.

L4. Evaluate the ethos of developmentally supportive family centred care.

L5. Appraise and evaluate the roles and responsibilities of the multidisciplinary team within the special care setting.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Recognise infants at risk prior to birth, ability to assess the condition of infants at birth. Critically understand the needs and management of the compromised infant.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Plan, implement and evaluate an individualised and family centred care pathway. Critique and apply information, evidence and research from a variety of sources. Institute evidence based practice and skills.

Generic Cognitive skills SCQF Level 10.

Independent self- directed study-creativity/ original thought. Critical analysis, thinking and reasoning. Reflection.

Communication, ICT and Numeracy Skills SCQF Level 10.

On-line discussion and dialogue, writing skills, literature review.
Communication: utilising a variety of technique, intra and cross disciplinary discourse.
ICT skills to inform practice and for personal development.
Information retrieval- e journal and textbook, on line discussion.

Autonomy, Accountability and Working with others SCQF Level 10.

Self directed learning
Accountability to peers for contributions to on-line discussion

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

Learning and Teaching
The teaching and learning approach employed within this module will focus on a problem solving and professional analysis of practice mode. Students will be taught in classrooms, clinical environment and simulation within simulation laboratories, focussing on problem based situations taught by subject experts from clinical areas. Students will enter into dialogue with peers and teaching staff by means of discussion forums and scenario based learning techniques
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
CategoriesStudent Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content DeliveryScheduled40
Tutorial/Synchronous Support ActivityScheduled20
Independent StudyIndependent140
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Baston H and Durward H (2016) Examination of the Newborn. A Practical Guide. London : Routledge


Coughlin,M.E. (2014)Transformative Nursing in the NICU. Trauma-Informed Age-Appropriate Care. New York : Springer.

Coughlin, M.E. (2016). Trauma-Informed Care in the NICU. Evidence Based Practice Guidlines for Neonatal Clinicians. New York : Springer.

Moore,K.L., Persaud,T.V.N., Torchia,M.G. (2015) Before we are Born Essentials of Embryology and Birth Defects 9th Ed. Philidelphia : Elsevier.

Peate I and Gormley-Fleming E. (2015)Fundamentals of Children's Anatomy and Physiology A Textbook for Nursing and Healthcare Students. West-Sussex : Wiley-Blackwell.

Petty J. (2015) Bedside Guide for Neonatal Care Learning Tools to Support Practice. London : Palgarve.

Sinha S, Miall L, Jardine L (2017) Essential Neonatal Medicine . 6th Ed. London : Wiley-Blackwell

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)
Attendance Requirements

Course Reference Numbers (CRNs) (if known)
Paisley:Ayr:Dumfries:Hamilton:D/L Virtual Campus:Other:







Trimester(s) for Module Delivery
(Provided viable student numbers permit).
Trimester 1


Trimester 2check markTrimester 3


For Internal Use Only

Programme BoardMidwifery
Assessment Results (Pass/Fail) No
Subject PanelCommunity/Midwifery
ModeratorTom McEwan
External ExaminerDebra Towse
Accreditation Details
Changes/Version Number


Indicitive Resources updated.

Assessment: (also refer to Assessment Outcomes Grids at end of document)
The theoretical /academic assessment for this module consists of :-
Formative- Simulation work relating to examination and resuscitation of the new-born.
On Line multiple choice questions and problem based scenarios. This enables students to reflect on their learning and highlights areas they require to study further and also alerts teaching staff to areas where students may be having difficulty, enabling remedial action to be put in place.

Summative – Compoment 1: Presentation. 50% weighting. Pass mark 40%
Summative - Component 2:Essay. 50% weighting The pass mark 40%
A pass must be achieved in both components in order to pass the module overall.
(N.B. (i) Assessment Outcomes Grids for the module (one for each main assessment category) can be found at the end of this descriptor which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Assessment Category 1
Assessment CategoryAssessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
PracticalPresentationcheck markcheck mark check mark 5020

Assessment Category 2
Assessment CategoryAssessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
AssignmentEssay  check markcheck markcheck mark5020
Combined Total For All Assignment Categories100% 40 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Equality and Diversity
UWS is committed to adhering to current legislation and acknowledges that whilst the university aspires to comply with all relevant legislation, there is a need to move beyond simple compliance to ensure that the principles, strategies and priorities set out in this scheme are upheld and achieved. Within this programme, quality of care, inclusiveness and employability are achieved by provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to all prospective students.

•Promotion of confidence and knowledge of their rights as a student and employee
•Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.

The above aims, supported by the staff’s belief in fairness and equal opportunities; guide content, teaching and learning, assessment and evaluation, regardless of any difference or equality protected characteristic.

UWS is committed to:
• Eliminating discrimination, harassment, victimisation against people with the following “protected characteristics”: age, disability, gender reassignment; marriage and civil partnership, pregnancy and maternity, race, religion or belief; sex and sexual orientation.
• Advance equality of opportunity and foster good relations between persons who share a relevant protected characteristic and persons who do not share it
• Develop and publish equality outcomes, with reference to the relevant evidence, and publicly set out the steps that will be taken to achieve them.
• Report periodically on progress against outcomes, and review outcomes at least every four years.
• Publish gender pay gap figures and black and minority ethnic employment rates and disabled people employment rates.
• Demonstrate how we have taken into account evidence of the impact on equality in the design of key policy and service delivery initiatives and what difference this has made.
• Take reasonable and proportionate steps to consult and involve representatives of employees, service users and other relevant groups identified as having an interest in the design of policies and delivery of when setting equality outcomes, developing action plans and reviewing progress.
• Consider how to ensure that equality factors are considered as part of public procurement activities.

Disability disclosure is encouraged throughout recruitment, selection and the duration of the students’ participation within the programme. Emphasis is placed upon confidentiality of information, the benefits of disclosure to the participating student and assurance that no detriment to progress will be experienced.‘Anticipatory’ and ‘reasonable’ adjustments are grounded in ‘competence standards’ – specifically, the core requirements for progression / achievement in placement / module. Anticipatory adjustments have been made and ‘reasonable adjustments’ can be made available in teaching and learning strategies to promote accessibility of the module. For students who have disclosed a disability, the UWS Disability Service (DS) will assess the individual’s strengths and support needs and then forward a Student Support Form to the appropriate DS Co-ordinator who will circulate the form to all of the relevant teaching staff. ‘Reasonable adjustments’ may include adapted or specialised clinical equipment (e.g. electronic stethoscope, coloured overlays) or further specialist assessment or support (e.g. assessment by an Educational Psychologist, extended time for presentations or assessments). If funding is required, this can be organised by the DS and funded by the School. Reasonable adjustments, in line with DS recommendations for the assessment of the individual student can be assured.

Processes and procedures have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders throughout the life of the module is also central to meeting our commitments.
Students should approach the Disability Service as early as possible to discuss support. Details of the service can be found at:

UWS is committed to:
• promote equality of opportunity between disabled people and other people
• eliminate discrimination under the Equality Act
• eliminate disability-related harassment
• promote positive attitudes towards disabled people
• encourage participation by disabled people in public life
• take steps to take account of disabled people’s disabilities, even when that involves treating disabled people more favourably than others.

UWS is committed to:
• eliminating discrimination and harassment
• promoting equality of opportunity between men and women
• Gathering information on how their work affects women and men
• Consulting employees, service users, trade unions and other stakeholders
• Assessing the different impact of policies and practices on both sexes and use this information to inform work
• Identifying priorities and set gender equality objectives
• Plan and take action to achieve gender equality objectives
• Publish a gender equality scheme, report annually and review progress every three years
• Publish an equal pay policy statement (for listed bodies with 150+ staff) and report on progress every three years.

UWS is committed to:
• eliminating unlawful racial discrimination;
• promoting equality of opportunity between persons of different racial groups, and;
• promoting good relations between persons of different racial groups
• prepare a written statement of its policy for promoting race equality
• assess the impact of its policies, practices and procedures on students and staff of different racial groups
• monitor student admission and progress, and staff recruitment and career progress by racial group;
• include in its written statement the arrangements for publishing the policy and results of assessment and monitoring; and
• take such steps as are reasonably practicable to publish annually the results of its monitoring.

The School of Health, Nursing and Midwifery believes that educator and practitioner diversity are central to achieving quality health care.

(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)