Studying at York
Strengthening Professional Self in Midwifery - HEA00155H
- Department: Health Sciences
- Module co-ordinator: Ms. Helen Recchia
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2024-25
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 to Semester 2 2024-25 |
Module aims
Note: This document uses the word 'women’ throughout. This should be taken to include people who do not identify as women but are pregnant or who have given birth
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Inspire and stimulate students to strengthen and consolidate relevant professional skills to personify midwifery excellence as colleague, scholar and leader.
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Develop and extend knowledge and skills to:
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provide parent education and preparation for parenthood for individuals and groups;
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manage, supervise, support, teach and provide feedback to members of the midwifery and interdisciplinary teams and students.
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Advance skills of critical reflection, lifelong learning and evaluation of professional self to prepare for career success in dynamic role and workplace contexts and environments.
Module learning outcomes
By the end of the module, students will be able to: -
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Consolidate, critique and role model midwifery excellence as colleague, scholar and leader.
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Apply and critically evaluate evidence-based approaches to:
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parent education and preparation for parenthood for individuals and groups;
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managing, supervising, supporting, teaching and providing feedback to members of the midwifery and interdisciplinary teams and students.
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Consolidate and critique skills and knowledge to prepare to undertake the Practice Supervisor role following midwifery registration.
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Exercise personal responsibility to address learning and development needs to facilitate professional independence.
Module content
Content includes: teaching and facilitation skills for adult education and clinical education; peer learning in Higher Education; parent education and preparation for parenthood (individuals and groups) tailored to context, needs, views, and preferences of individuals and groups; peer teaching simulation; BFI peer teaching activities; proficiency teaching students and other members of the midwifery and interdisciplinary team; theoretical preparation for Practice Supervisor role; coaching models; Standards for student supervision and assessment; preceptorship; Interprofessional education (IPE); Schwartz rounds; themes within UNICEF UK Baby Friendly Initiative (BFI) University Standards mapped to this module including themes relevant to preparation for parenthood.
Please also see detailed mapping of this module content to NMC (2019) Standards of proficiency for midwives for the programme.
Indicative assessment
| Task | Length | % of module mark |
|---|---|---|
| Essay/coursework Essay : Reflective evaluation |
N/A | 100 |
Special assessment rules
Non-compensatable
Indicative reassessment
| Task | Length | % of module mark |
|---|---|---|
| Essay/coursework Essay : Reflective evaluation |
N/A | 100 |
Module feedback
Written feedback for the summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.
Indicative reading
Bolton, G. with Delderfield, R. (2018). Reflective practice. (5th ed). London: SAGE.
Burgess, A. et al. (2020). Feedback in the clinical setting. BMC Medical Education. 20 (Suppl 2): 460. [Online]. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02280-5 [Accessed 24 January 2022].
Dawson, C. (2019). 100 activities for teaching study skills. London: SAGE.
Health Education England (2022). Advanced clinical practice (ACP) in midwifery. [Online]. Available from: https://www.hee.nhs.uk/our-work/maternity/advanced-clinical-practice-acp-midwifery [Accessed 11 March 2022].
Hernandez, M.R. and Wang, J. T. (2021). Feedback in medical education is a journey: pack more than a sandwich. Update in Anaesthesia. [Online] Available from: https://resources.wfsahq.org/wp-content/uploads/Update-35-Anaes_In_Med_Ed_WFSA_D_21_00008b.pdf [Accessed 11 March 2022).
Holroyd, J. (2015). Self-leadership and personal resilience in health and social care. London: SAGE.
Jolles, R. L. (2017). How to run seminars and workshops: presentation skills for consultants, trainers and teachers. New York: John Wiley & Sons.
Lidster, J. and Wakefield, S. (2021). Student practice supervision and assessment. London: SAGE.
Leigh, J. and Roberts, D. (Eds). (2021). Supervising and assessing student nurses and midwives in clinical practice: a practical guide. Banbury: Lantern Publishing.
Nolan, M. (2020). Parent education for the critical 1000 days. Abingdon: Routledge.
Nursing & Midwifery Council (NMC). (2018). Part 2: Standards for student supervision and assessment. [Online]. Available at: https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/student-supervision-assessment.pdf
[Accessed 11 March 2022].
Nursing & Midwifery Council (NMC). (2020). Principles of preceptorship. [Online]. Available at: https://www.nmc.org.uk/standards/guidance/preceptorship/#:~:text=What%20is%20preceptorship%3F,their%20day%20to%20day%20work. [Accessed 11 March 2022].
Nursing & Midwifery Council (NMC). (2022). Revalidation. [Online]. Available at: https://www.nmc.org.uk/revalidation/ [Accessed 11 March 2022].
Royal College of Midwives. (RCM). (2022). The career framework. [Online]. Available at:
https://www.rcm.org.uk/promoting/learning-careers/career-framework/. [Accessed 11 March 2022].
Smoker, A. (2016). Launching your career in nursing and midwifery. London: Palgrave.
Whitecross, S. et al. (2017). Learning through teaching: a peer teaching innovation in midwifery education, Practising Midwife. Jan 20. (1). pp.15-118.