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Session: 2022/23

Last modified: 18/11/2022 08:59:10

Title of Module: Critical Skills for Registered Practice

Code: MIDW11037 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Magi  Hunter

Summary of Module

Module Aim: To consolidate the application of knowledge and skills within the practice context to become an autonomous practitioner, fit for registration.
Module Content: This module aims to consolidate the application of knowledge and skills within the realities and complexities of registered midwifery practice through analysis of the theoretical and practical concepts of professional autonomy and accountability. The module will include the following theory and skills:
•    Management and leadership
•    Safe, effective and respectful autonomous practice
•    Clinical Governance (Risk assessment; Patient safety; Quality improvement)
•    Decision-making
•    Multidisciplinary team working
•    Conflict resolution (assessing and dealing with challenging situations)
•    Effective communication
•    Delegation
•    Raising and escalating concerns
•    Duty of candour
•    Time management (prioritising workload)
•    Caseload holding
•    Preparation for Practice Supervision
•    Race and culturally competent care
•    Consolidation of skills (Adult life support; Neonatal resuscitation; Medicine management; Breastfeeding)  
Simulation in the UWS Skills Laboratories using scenario-based learning. The SMOTs system will also be used in conjunction with simulation as a teaching and learning tool.
This module includes 3 practice placements (24 weeks) for the assessed practice proficiencies at independent level to ensure fitness for practice at point of registration. Proficiencies are defined in relation to application of extensive and detailed academic knowledge to clinical practice and achievement is attained in performing specialised clinical skills and the development and demonstration of professional behaviours (NMC Standards of proficiency for midwives, 2019).


  • The student’s practice learning experience is guided, supported and monitored by: • Practice Supervisors, a Practice Assessor and an Academic Assessor - Standards for student supervision and assessment (NMC, 2018). • Standards for pre-registration midwifery programmes (NMC, 2019). • UWS work-based and placement learning (UWS Regulatory Framework, section 1.68-1.79, 2020/21). • School Health and Life Science Practice Learning Statement, 2018. • School Health and Life Sciences Learning Protocol, 2018. Full details of NMC Standards and UWS Regulations that govern work-based learning are available in the module handbook. The holistic promotion, support and maintenance of breastfeeding will be reviewed and assessed in relation to an overall, comprehensive and detailed knowledge and understanding of UNICEF UK Baby Friendly Initiative University Standards (UNICEF, 2019) – Theme 1: Understand breastfeeding; Theme 2: Support infant feeding; Theme 3: Support close and loving relationships; Theme 4: Manage the challenges; Theme 5: Promote positive communication. This module will support students to develop characteristics which can contribute to the UWS graduate attributes which are Universal (critical thinking, inquiring, research minded); Work ready (knowledgeable, digitally literate, problem solver, enterprising effective communicator, motivated) and Successful (autonomous, creative and driven) (1 am UWS, 2018). Module content maps to MSc Midwifery with Registration Programme Educational Framework (adapted from Framework for Quality Maternal and Newborn Care, Renfrew et al., 2014) to levels: • Educational Content - Professional and Personal Development; Health and Wellbeing; Midwifery Knowledge and Practice. • Student Values. • Students. NMC (2019) Proficiencies: 1.1, 1.2, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.27, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.10, 2.11, 3.3, 3.4, 3.6, 3.7, 3.8, 3.9, 3.10, 3.15, 3.18, 3.19, 3.22, 3.23, 3.25.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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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.

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

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.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:




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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Synthesise knowledge, understanding and skills and safely demonstrating evidence-based best practice in all proficiencies as detailed in NMC Standards of Proficiency for Midwives (NMC, 2019).

L2. Illustrate an analytical approach to working with multidisciplinary and multiagency colleagues to provide appropriate care, including caseload holding, developing skills and knowledge in risk assessment, patient safety, decision making and management

L3. Demonstrate the provision of safe, person-centred, effective, respectful, and compassionate midwifery care for women, newborn infants and their families

L4. Demonstrate in-depth, the management and leadership skills required to support infant feeding including medicines management

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 11.

Delivering care based on integration of extensive detailed knowledge and critical analysis of autonomous midwifery practice inclusive of patient safety issues to deliver respectful, safe and effective care.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Synthesise detailed knowledge and understanding of effective clinical decision-making skills in a range of midwifery situations including skills of problem-solving, risk assessment and risk management.

Practising with a critical knowledge of UNICEF Breastfeeding Initiative Learning Outcomes to enable mothers to develop a close and loving relationship with their babies and successfully breast-feed their babies.

Generic Cognitive skills SCQF Level 11.

Applying skills of reflective practice utilising an evidence-based approach.

Identifying and analysing routine professional, legal and ethical problems and issues within midwifery practice.

Communication, ICT and Numeracy Skills SCQF Level 11.

Utilising effective communication skills in working within a multi-professional team.

Applying a wide range of IT skills to appropriately support and enhance work.

Applying numerical knowledge and skills to deliver safe care in relation to administration of medicines.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercising autonomy and initiative in supervised professional practice.

Practising collaboratively within the multi-professional team, demonstrating leadership and management skills to analyse, prioritise and take responsibility for care delivered.

Seeking guidance where appropriate, managing legal, ethical, professional issues and delivery of care in accordance with current NMC and/or ethical codes and practice guidelines.

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.

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Learning and Teaching
This module will be taught by core lectures, tutorials, simulation and guided study will underpin practise sessions.

Core lectures with associated tutorial sessions facilitate the theoretical component of the module.

Students will undertake 24 weeks (37.5 hours per week – spread throughout the academic year) within practice placement areas to integrate learned theory to enhance practice knowledge, understanding, skills, attitudes and behaviours fit for practice at point of registration. During your practice placements responsibility for supervision and assessment will lie with a Practice Supervisor, Practice Assessor and an Academic Assessor (NMC, 2018).

Reasonable adjustments can be made for students who have been assessed as requiring specific adjustments.

Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Work Based Learning/Placement 900
Laboratory/Practical Demonstration/Workshop18
Lecture/Core Content Delivery30
Tutorial/Synchronous Support Activity6
Asynchronous Class Activity60
Independent Study286
1300 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:

Gopee, N, and Galloway, J. (2017) Leadership and management in healthcare. 3rd edn. Los Angeles: Sage Publishing.

Johnson, R. and Taylor, W. (2016) Skills for midwifery practice. 4th edn. Edinburgh: Elsevier.

Knight, M., Bunch, K., Tuffnell, D., Shakespeare, J., Kotnis, R., Kenyon, S. and Kurinczuk, J.J. (eds.) on behalf of MBRRACE-UK. Saving lives, improving mothers’ care - Lessons learned to inform maternity care from the UK and Ireland confidential enquiries into maternal deaths and morbidity 2015-17. Oxford: National Perinatal Epidemiology Unit, University of Oxford 2019. Available at: (Accessed: 12 October 2020).

Macdonald, S. and Johnson, G. (eds.) (2017) Mayes' midwifery. 15th edn. Edinburgh: Bailliere Tindall.

Marshall, J. and Raynor, M. (eds.) (2020) Myles textbook for midwives. 17th edn. Edinburgh: Elsevier.

Johns, C. (ed.) (2017) Becoming a reflective practitioner. 5th edn. Oxford: Wiley-Blackwell.

National Institute for Health and Care Excellence (2018) Antenatal and postnatal mental health: clinical management and service guidance. Available at: (Accessed: 28 October 2020).

National Institute for Health and Care Excellence (2018) Antenatal care for uncomplicated pregnancies. Available at: (Accessed: 28 October 2020).

NHS Education for Scotland (2016) Making delegation safe and effective. NES: Edinburgh. [Online]. Available at: (Accessed: 28 October 2020).

NHS Education Scotland (NES) (2019) National framework for SSSA standards. Available at: (Accessed: 10 November 2020).

Nursing and Midwifery Council (NMC) (2018) The Code. Available at: (Accessed: 28 October 2020).

Pollard, M. (2017) Evidence-based care for breastfeeding mothers: A resource for midwives and allied health professionals. 2nd edn. London: Routledge.

Royal College of Midwives (RCM) (2018) Midwifery in Scotland - into the 2020's. Available at: (Accessed: 28 October 2020).
Royal Pharmaceutical Society (2018) Professional guidance on the safe and secure handling of medicines. Available at: (Accessed: 28 October 2020).

Scottish Government (2017) The Best Start a five-year forward plan for maternity and neonatal care in Scotland: Executive summary. Edinburgh. Available at: (Accessed: 28 October 2020).

UNICEF (2019) UNICEF UK baby friendly initiative university standards. Available at: (Accessed: 15 October 2020).

(**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)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Aula, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure.

Sudents are expected to attend for at least 75% of the synchronous core teaching activities to be assessed.

Within this module 100% attendance is required for practice placements, although students who attend for at least 75% of the practice placement experience can be assessed. However, all absence in practice is required to be made up prior to exiting the programme to achieve 100% attendance to meet 2,300 hours required for registration as a midwife by NMC (NMC Standards for pre-registration midwifery, 2019; UWS Regulatory Framework, section 1.65 - specific attendance requirements).

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Supplemental Information

Programme BoardMidwifery & Specialist Nursing
Assessment Results (Pass/Fail) No
Subject PanelMidwifery&Specialist Nursing L9-11
ModeratorSheona Brown
External ExaminerL Lawther
Accreditation DetailsNMC
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Summative Assessment (Component 1):
Successful completion of practice placements (MPAD) - Pass / Fail - (UWS Work-based Learning Procedure, section 4.3.1, 2018).
Summative Assessment (Component 2)
Multi-station Objective Structured Clinical Examination (OSCE) and Viva Voce(100% weighting)

Formative Assessment
SafeMedicate (Must be passed at 100%). Passing numeracy at 100% and medicine administration is an NMC Standard. Students will have to evidence this engagement through the Safe medicate online assessments.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below 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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck mark check mark 00

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Objective Structured Clinical Examinations (OSCEs)check markcheck mark check mark1000
Combined Total For All Components100% 0 hours

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

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  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
Module content reflects societal diversity and a rights-based approach to midwifery practice. To promote accessibility, anticipatory adjustments have been made to teaching and learning strategies and assessment.
UWS Equality and Diversity Policy

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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.