University of the West of Scotland

Module Descriptor

Session: 2018/19

Last modified: 19/11/2018 15:15:32

Title of Module: Neonatal Intensive Care

Code: MIDW10005 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


Neonatal Intensive care is care provided for babies with the most complex problems who require constant supervision and monitoring. Due to the possibility of sudden deterioration the unit is always staffed by medical experts and advanced neonatal nurse practitioners. Extremely premature infants require intensive care and monitoring over the first weeks of life and this provision is also required following surgical intervention of neonates of variable ages.

Prior to undertaking this module it would be desirable for students to have completed the SMMDP Scottish Newborn Resuscitation Course. Students will be required to evidence the attainment of clinical competencies associated with the Work Based Learning module in relation to the intensive care environment.

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

Introduction to the critically unwell neonate including neonatal resuscitation.

Management and principles of critical care practice.

Respiratory compromise and management.

Surgical and Cardiac compromise and management.

Gastro intestinal compromise and management.

Renal impairment, fluid and electrolyte management.

Central nervous system abnormalities and management.

Congenital and genetic abnormalities.

Neonatal immunity and infection prevention/ control strategies.

Biochemical, haematological and radiological investigations and interpretation of results.

Ethical, legal and moral dilemmas associated with intensive neonatal care.


Module Delivery Method
Face-To-FaceBlendedFully Online
check mark

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:
check markcheck markcheck markcheck markcheck markcheck mark

Learning Outcomes: (maximum of 5 statements)

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

L1. Utilise a systems based approach to appraise the management of the critically sick neonate.

L2. Critique the role of the neonatal nurse in the delivery of neonatal intensive care practice

L3. Critique and debate family centred care within the intensive care setting.

L4. Systematically assess neonatal care interventions and their impact on long term developmental outcomes.

L5. Debate and analyse the ethical and moral dilemmas associated with the delivery of care in the intensive 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.

Recognition of conditions which will result in severe neonatal compromise
Management and care regimes employed within the acute neonatal setting
Knowledge of abnormal physiology , appropriate investigations and interpretation of results

Practice: Applied Knowledge and Understanding SCQF Level 10.

Assessment of infants requiring intensive care interventions
Referral mechanisms to be employed within the multidisciplinary team
Instigating appropriate management and treatment regimes whilst awaiting assistance

Generic Cognitive skills SCQF Level 10.

Skills of critical analysis within the intensive care environment
Problem solving in the emergency environment
Independent thinking
Critical thinking and reflection

Communication, ICT and Numeracy Skills SCQF Level 10.

Documentation of results and referring as appropriate
Multidisciplinary discourse and advocacy

Autonomy, Accountability and Working with others SCQF Level 10.

Ensure skills and knowledge current and appropriate to area of practice
Peer and self review and evaluation of practice
Accountability for own practice, communication with others and responsible delegation to other staff members

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

* 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 labs, 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 DeliveryScheduled48
Tutorial/Synchronous Support ActivityScheduled12
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. 2nd Ed. Routledge. London.

Boxwell,G. (2010) Neonatal Intensive Care Nursing 2nd Ed. Routledge. London.

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

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

Merenstein & Gardner's Handbook of Neonatal Intensive Care (2016) 8th Ed. Missouri. Elsevier.

Moore,K.L.,Persaud T.V.N., Torchia, M.G. (2013) Before we are Born Essentials of Embryology and Birth Defects 8th Ed. Philadelphia. Elsevier.

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

Sunil, S., Miall, L. Jardine L. (2017) Essentials of Neonatal Medicine. 6th Ed. Oxford : 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 2


Trimester 3check mark

For Internal Use Only

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


Changes made to the number of clinical hours required throughout the programme.

Assessment: (also refer to Assessment Outcomes Grids at end of document)
Formative - On line scenarios/problem based learning activities.
Summative - Case study, 100% weighting.Pass mark 40%

(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
AssignmentCase studycheck markcheck markcheck markcheck markcheck mark1000
Combined Total For All Assignment Categories100% 0 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
UWS is committed to adhering to current legislation; The Equality Act (2010) and acknowledges that while 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 as defined in the Equality Act (2010).

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.

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.

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)