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Module Descriptors

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Session: 2022/23

Last modified: 12/08/2022 11:27:08

Title of Module: Meeting Lifestyle and Family Needs

Code: MIDW09039 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Connor  Murray

Summary of Module

Module Aim: To examine the needs of vulnerable women during childbirth.

 

Module Content: This module will develop and encourage the analytical, culturally aware and inclusive leadership and decision-making skills within the student required for safe, effective and respectful autonomous care for vulnerable women, their babies and their families throughout the pregnancy continuum.  In response to a changing global, political, financial, educational, health and social landscape this  module will include the following theory:

 

  • Health and social inequalities
  • Learning disabilities 
  • Respectful and responsive midwifery care in diverse settings
  • Effective communication/relationship building partnership working with women 
  • Advocacy 
  • Evidence-informed decision making.
  • Management strategies/ Interdisciplinary / multiagency teams 
  • Support services that are available to vulnerable women and their families. 
  • Continuity of midwifery carer 
  • Infant feeding and holistic infant development of vulnerable women 
  • 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 2:Support infant feeding; Theme 3 Support close and loving relationships; 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 thinker, analytical, inquiring, culturally aware, emotionally intelligent, ethically minded, collaborative, research-minded and socially responsible) Work-ready (knowledgeable, digitally literate, problem solver, effective communicator, influential, motivated, potential leader, enterprising and ambitious) and Successful (autonomous, incisive, innovative, creative, imaginative, resilient, driven, daring and transformational) (I am UWS ,2018).

  • Module content maps to the Educational Framework for Pre-registration Midwifery adapted from the Framework for Quality Maternal and Newborn Care (Renfrew et al., 2014) to levels: • Educational Content - Professional and Personal Development and Health and Wellbeing • Teaching and Learning Strategies • Student Values • Programme Philosophy • Students

  • NMC (2019) Proficiencies:1.6, 1.8, 1.9, 1.10, 1.12, 1.13, 1.14, 1.16, 1.17.1, 1.17.2, 1.17.3, 1.18, 1.20, 1.21, 1.23,2.1, 2.6, 2.7, 2.8, 2.9, 2.12, 3.1, 3.2, 3.7, 3.15, 3.17.1, 3.17.2, 3.22, 3.26, 3.27, 4.1, 4.2, 4.3, 4.8, 4.10, 5.4, 5.8


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

Blended
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.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
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 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

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

L1. Analyse concepts of vulnerability within contemporary political, financial, educational, health and social frameworks.

L2. Appraise interdisciplinary and multiagency working with local and national organisations/institutions that support vulnerable women.

L3. Demonstrate knowledge and understanding of the role and responsibilities of the midwife in relation to leadership and decision-making skills required to facilitate holistic care to vulnerable families

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 9.

Demonstrate knowledge and understanding of health, social and cultural inequalities, and the effects they have on pregnancy and childbirth outcomes.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Adopting a range of strategies to provide safe, effective and respectful autonomous care for vulnerable women, their babies and their families.

Applying knowledge and understanding of research evidence to provide responsive midwifery care in diverse local, national and international settings that reflect the cultural and linguistic needs of women and their families.

Demonstrating clinical decision-making skills and inclusive leadership in a range of midwifery situations when advocating for vulnerable women.

Practising with an understanding of UNICEF Breastfeeding Standards to enable mothers to develop a close and loving relationship with their babies.

Generic Cognitive skills SCQF Level 9.

Appraising evidence-based practice to caring for women with a diverse childbearing society.

Developing the skills required for assessing, planning, delivering and evaluating care delivered to vulnerable women and their babies.

Communication, ICT and Numeracy Skills SCQF Level 9.

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

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

Recognising the verbal and non-verbal skills required for effective communication in midwifery practice. Awareness of potential barriers to effective communications and strategies to overcome them.

Demonstrating effective communication skills for history taking and risk assessment.

Understanding of an adult learning approach to integration of theory and practice.

Demonstrating skills in analysis of numerical and graphical information.

Autonomy, Accountability and Working with others SCQF Level 9.

Practising collaboratively within the multi-professional team working to provide holistic care to vulnerable families, demonstrating leadership and decision skills to prioritise and take responsibility for care delivered

Utilising appropriate referral pathways to safely care for vulnerable women

Developing self-confidence, self-awareness, reflection, personal development planning and an ability to identify personal and professional boundaries to enhance employability.

Understanding the requirements for professional compliance with current NMC guidelines.

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

* Indicates that module descriptor is not published.

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Learning and Teaching
This module will be offered using a blended learning approach. A variety of teaching methods and media make sessions as interesting and engaging as possible. Core lectures will lay the foundation for learning, complimented by planned tutorials and asynchronous online or class activities.
Reasonable adjustments can be made for students who have been assessed as requiring specific adjustments as per UWS guidance.
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)
Lecture/Core Content Delivery18
Asynchronous Class Activity30
Tutorial/Synchronous Support Activity18
Independent Study134
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:

Core;

Clarke, E.J. (2015) Law and ethics for midwifery. New York: Routledge.

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

Schmied, V. and Thomson G. (2017) Psychosocial Resilience and risk In the perinatal Period. London: Routledge.

Steen, M. and Thomas, M. (2016) Mental health across the lifespan: A handbook. New York: Routledge.

Tamara, P. and Straehle, C. (2012) Health inequalities and global justice. Edinburgh: Edinburgh University Press.


Recommended ;

Gopee, N; Galloway, J (2014) Leadership And management In health care. 2nd edn. New York: Sage Publishing.

Handler, A., Kennelly, J and Peacock, N., (2010). Reducing racial/ethnic disparities in reproductive and perinatal outcomes. New York: Springer Science and Business Media.

Kingdon, C., (2009) Sociology for midwives. London: Quay Books.

Knight, M. et al (2021) 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 2017-19. Oxford: National Perinatal Epidemiology Unit, University of Oxford 2019.

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

National Institute for Health and Care Excellence (NICE)

Nursing and Midwifery Council (NMC) (2018) The Code. Available at: https://www.nmc.org.uk/standards/code/ . (Accessed: 15 October 2020).

Pollard, M (2017) Evidence-Based Care For Breastfeeding Mothers. A resource for midwives and allied healthcare professionals. 2nd edn. London: Routledge.

Powell, C. (2016) Safeguarding and child protection for nurses, midwives and health visitors: A practical guide. 2nd edn. Maidenhead: Open University Press.

Royal Pharmaceutical Society (2018) Professional guidance on the safe and secure handling of medicines. Available at: https://www.rpharms.com/recognition/setting-professional-standards/safe-and-secure-handling-of-medicines/professional-guidance-on-the-safe-and-secure-handling-of-medicines (Accessed: 15 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 : http://www.gov.scot/Resource/0051/00513178.pdf (Accessed :15 October 2020).

UNICEF (2019) UNICEF UK baby friendly initiative university standards. Available at: https://www.unicef.org.uk/babyfriendly/wp-content/uploads/sites/2/2019/07/Guide-to-the-Unicef-UK-Baby-Friendly-Initiative-University-Standards.pdf. (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:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study.
Within this module, students are expected to attend for at least 75% of the synchronous core teaching activities to be assessed. Please refer to UWS Regulatory Framework Attendance Requirements.

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Supplemental Information

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

1.04

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Assessment: (also refer to Assessment Outcomes Grids below)
Summative assessment (1 component) :
1. Poster (100%) - Student choice of topic area on Vulnerable Groups - Graded A-E (UWS Assessment Handbook, Session 2020/21, p27).
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Demonstrations/ Poster presentations/ Exhibitionscheck markcheck markcheck mark1002
Combined Total For All Components100% 2 hours

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

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Note(s):
  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. Further reasonable adjustments can be made for students who have been assessed as requiring specific adjustments.
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.

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