92357 Midwifery Practice 2: Supporting Women
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 92351 Foundations of Midwifery Practice AND 92353 Midwifery Practice 1: Preparation for Practice
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject contributes to the knowledge, skills and competency required for midwifery practice. Students work with women and their babies in a supportive role while they further develop skills in assessment and screening. This subject focuses on the way that midwives can work in partnership with women throughout their pregnancy to provide health counselling and health promotion and aid women to prepare for childbirth, whilst respecting a woman's unique needs, expectations and aspirations in their pregnancy. Students also continue to develop their communication and documentation skills during this subject.
Students are provided with practice opportunities in a clinical facility for predetermined periods of time throughout the semester. Clinical practice introduces them to the care of the woman and her baby in a supportive role in the antenatal period, during labour and birth, and in the postnatal and neonatal period.
Subject learning objectives (SLOs)
| A. | Perform a comprehensive psychosocial assessment (NMBA 4.1, 4.2, 4.3 ) |
|---|---|
| B. | Accurately carry out and evaluate findings from an antenatal visit (NMBA 4.1, 4.2, 4.3). |
| C. | Demonstrate appropriate competence in regard to supporting women during labour and birth (NMBA 2.2, 3.1, 3.8) |
| D. | Plan, implement and evaluate findings from assessments during labour (NMBA 4.2, 4.3, 5.2,5.4) |
| E. | Act in a supportive role for women during the postnatal period, including during the initiation of breastfeeding (NMBA 2.1, 2.2) |
| F. | Accurately plan, implement and evaluate findings from assessments during the postnatal period with women and their babies. (NMBA 2.2, 4.1, 4.2, 4.3) |
| G. | Identify appropriate and culturally safe ways of working with women from culturally and linguistically diverse backgrounds (NMBA 2.1, 2.3, 2.4, 2.5. 2.6 ) |
| H. | Develop skills in communication and effective documentation (NMBA 2.2, 2.7, 3.5) |
| I. | Demonstrate appropriate proficiency in medication calculation and administration (NMBA 3.2) |
| J. | Commence midwifery continuity of care experiences (NMBA 2.2, 2.7, 6.4) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Practice woman-centred care (1.0)
- Demonstrate woman centred care acknowledging the physiological, psychological, cultural and spiritual needs of women, their babies and family members (1.1)
- Appreciate the centrality of the relationship with each woman to the practice of midwifery (1.2)
- Promote continuity of midwifery care regardless of settings (1.3)
- Provide an optimal child-bearing environment for each woman (1.4)
- Have a sound and thorough knowledge base about anatomy and physiology (2.1)
- Demonstrate critical thinking and sound clinical judgment that is based on evidence and reflects appropriate reasoning within the relevant professional codes and guidelines (2.2)
- Communicate effectively using spoken, written and non-verbal language across a range of contexts and to diverse audiences (2.3)
- Utilise information technologies with a high level of literacy (2.4)
- Demonstrate competence in all clinical skills at the level of a new graduate midwife and be eligible to apply to the Nursing and Midwifery Board of Australia for registration as a midwife (2.5)
Teaching and learning strategies
In this subject, students participate in a range of teaching and learning strategies that are designed to encourage them to engage with contemporary, evidence-based midwifery care and practice, particularly around normal birth.
ONLINE LEARNING ACTIVITIES
Students access online learning resources including pre-class activities, podcasts, videos, online discussion boards either prior to or in place of face-to-face attendance. Students will be exposed to online materials that have been specifically developed to support first year students including a video of a typical clinical handover in a Birthing Unit setting. Students view these prior to coming to class and face-to-face discussions augment the materials.
FACE-TO-FACE CLASSES
Face-to-face lectures, tutorials, group work and online activities enable students to clarify, discuss and develop subject concepts. These classes are supported by follow-up in class activities including an activity specifically designed to familiarise students with the common materials and items they will encounter in the clinical setting.
CLINICAL SKILLS, COMMUNICATION AND SIMULATION
Students participate in the simulated practice of clinical skills used in midwifery practice, including supporting women in labour, the safe administration of medications and competency in drug calculations. Students also participate in the introductory interpretation of fetal welfare assessments through simulation and class discussion. Students learn and practise clinical and interpersonal skills with case scenarios in the classroom. These practice scenarios incorporate the development of professional communication skills including consultation and referral to medical colleagues. Readiness for practice is assessed through a care plan and a reflection on clinical experience using the Nursing and Midwifery Board of Australia (NMBA) competency standards for the midwife. Students must also successfully complete the required period of clinical practice as part of this subject and submit their professional experience placement portfolio for assessment at the end of the semester.
CASE STUDIES AND STORIES FROM PRACTICE
Case studies and stories from the student’s time in clinical practice depict people and their families in clinical, community and social situations. Students use these scenarios to learn concepts, interpret information and develop creative solutions. They develop critical thinking through analysis, interpretation of and reflection on issues or situations.
SEMINARS AND ORAL PRESENTATIONS
Seminars involve students either individually or in groups making presentations to the class. Students receive feedback from peers, clinical educators and lecturers not only on their knowledge of a subject area, but also their ability to communicate their thoughts and relevant information in a clear, coherent and confident manner.
PROFESSIONAL ePORTFOLIO
Students further develop their professional ePortfolio. This online record encourages students to take an active role in the documentation, observation and review of their own progress. It is a powerful tool for focusing awareness or attention on what has been learned throughout the course, self-assessment and the development of a professional identity.
Content (topics)
Clinical skill development
- Woman-centred care in practice
- Use of maternal and newborn observation charts which include track and trigger systems
- Consultation and referral including escalation of care
- Antenatal care including, interpretation of tests, investigations and screening
- Introduction to social and emotional screening
- Assessments during labour including vaginal examination
- Monitoring of fetal wellbeing including intermittent auscultation and a beginning understanding of electronic fetal monitoring
- During labour and birth: exploration of ways to keep birth normal, midwifery care
- Beginning understanding of frequently-occurring maternity emergencies and the role of the midwife
- Recognition and response to clinical deterioration in both women and babies
- Support for women in second stage – reducing perineal trauma
- Support for women in the third stage – physiological and active management
- Immediate care of the newborn including resuscitation
- Breastfeeding assessment
- Introduction to the theory of newborn screening tests
- Blood Glucose Levels (BGLs) monitoring - neonatal and maternal
- Medication safety and calculations
- Medication administration – PO, PR, PV, SC and IM
- National Safety and Quality Health Service Standards
Communication and documentation
- Communication with women, their families and other health professionals
- Working with women from culturally and linguistically diverse communities (CALD)
- Working with interpreters
- Documentation
- Handover including ISBAR
Theoretical support of clinical skills
- Application of anatomy and physiology in relation to clinical assessments
- Quality and safety agenda
- Frameworks for reflective practice
Assessment
Assessment task 1: Labour and birth care planning
| Intent: | The intent of this task is to write a report on two topics that women often include in their labour and birth care plans. Students are required to work in pairs to develop skills in collaborative work. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C and D This assessment task contributes to the development of graduate attribute(s): 1.0 and 1.4 |
| Type: | Report |
| Groupwork: | Group, group assessed |
| Weight: | 50% |
| Length: | Part A: 1000 words |
Assessment task 2: Medication administration assessment
| Intent: | The intent of this assessment is to develop students’ competence regarding the safe administration of medications to women and babies in their care. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): H and J This assessment task contributes to the development of graduate attribute(s): 1.2 and 1.3 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | As required. |
Assessment task 3: Reflection on CoMCE
| Intent: | The intent of this assessment is to develop students’ reflective skills and their learning related to the CoMCE. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G, H, I and J This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4 and 2.5 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 1500 words |
Assessment task 4: Midwifery clinical placement documentation
| Intent: | The intent of this assessment item is to assess students' clinical learning and development in accordance with the Standards for the Midwife. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G, H, I and J This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4 and 2.5 |
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | As required. |
Required texts
Johnson, R., Taylor, W., Smith, S., & Bayes, S. (2019). Skills for midwifery practice (Australia and New Zealand edition). Elsevier Australia.
Rankin, J. (2020). Myles midwifery anatomy & physiology workbook (2nd edition). Elsevier Australia.
Recommended texts
Catling, C., Cummins, A. & Hogan, R. 2016, Stories in Midwifery: Reflection, inquiry, action, Elsevier, Sydney.
Gray, J. & Smith, R. 2018, Midwifery essentials, Butterworth Heineman Elsevier, Sydney.
Marshall, J.E. & Raynor, M.D. 2014, Myles' textbook for midwives, 16th edn, Churchill Livingston, Sydney
Pairman, S., Tracy, S., Dahlen, H.G, Dixon, T. 2019, Midwifery: preparation for practice: Book 1, 4th edn, Elsevier Australia, Sydney.
Pairman, S., Tracy, S., Dahlen, H.G, Dixon, T. 2019, Midwifery: preparation for practice: Book 2, 4th edn, Elsevier Australia, Sydney.
References
Austin, M.P., Priest, S.R. & Sullivan, E.A. 2008, 'Antenatal psychosocial assessment for reducing perinatal mental health morbidity', Cochrane Database Syst Rev, no. 4, p. CD005124.
Australian Commission on Safety and Quality in Health Care 2012, National Safety and Quality Health Service Standards, Sydney, ACSQHC.
Chapman, V. & Charles, C. 2013, The midwife's labour and birth handbook, 3rd edn, Wiley-Blackwell, Oxford.Downe, S. 2008, Normal childbirth: Evidence and debate, 2nd edn
Gray, J., Smith, R. 2018, Midwifery essentials, Elsevier Australia, Sydney., Churchill Livingstone, London..
Gray, J., Smith, R. & Homer, C. 2008, Illustrated dictionary of midwifery, Elsevier Australia, Sydney.
Hanley, J. 2009, Perinatal mental health: a guide for health professionals and users, Wiley-Blackwell, Chichester, U.K.
Johnson, R. & Taylor, W. 2016, Skills for midwifery practice, 4th edn, Churchill Livingston, Edinburgh.
Kirkham, M. 2010, The midwife-mother relationship, 2nd edn, Palgrave Macmillan, Basingstoke.
Macdonald, S., Magill-Cuerden, J. & Warwick, C. 2011, Maye's midwifery: a textbook for midwives, 14th edn, Bailliere Tindall, New York.
Marshall, J.E. & Raynor, M.D. 2014, Myles' textbook for midwives, 16th edn, Churchill Livingston, Sydney.
Nursing and Midwifery Board of Australia 2018, Midwife standards for practice, NMBA, Melbourne.
Pairman, S., Tracy, S., Thorogood, C. & Pincombe, J. (eds) 2018, Midwifery: preparation for practice, 4th edn, Churchill Livingstone, Sydney.
Riordan, J. & Wambach, K. 2015, Breastfeeding and human lactation, 5th edn, Jones and Bartlett Publishers, Sudbury.
Stables, D. & Rankin J. 2011, Physiology in childbearing: with anatomy and related biosciences, 3rd edn, Elsevier, Edinburgh
Walsh, D. 2011, Evidence and skills for normal labour and birth: A guide for midwives, 2nd edn, Routledge, London.
Walsh, D. & Downe, S. 2010, Essential midwifery practice: intrapartum care, Wiley-Blackwell, Oxford.
Waugh, A. & Grant, A. 2014, Ross & Wilson anatomy and physiology in health and illness, 12th edn, Churchill Livingstone, Sydney.
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