92680 Optimising Physiological Processes in Childbearing
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 92675 Midwifery Practice 3: Working with a Woman who has a Complex Pregnancy
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject enables students to understand how midwifery skills and knowledge may optimise physiological processes and positive experiences in labour and birth for all women, including those with complex pregnancies. This involves understanding how altering the birth environment, enabling freedom of movement and using appropriate language can positively affect the course of labour and birth. It also articulates how place of birth and models of care can affect labour and birth processes, outcomes and experiences.
Subject learning objectives (SLOs)
| A. | Analyse strategies on how midwifery knowledge and skills can be utilised to optimise physiological processes for all women, including those with complex pregnancies. |
|---|---|
| B. | Appraise evidence on how optimal birth environments, freedom of movement and language support the neurohormonal processes of labour and birth, and how to actively incorporate these elements into practice for all women. |
| C. | Discuss how choices about place of birth and models of care can affect the course of a woman’s childbearing. |
| D. | Determine strategies on how to reframe practice to ensure physiological processes are prioritised in the midwifery care of all women, including those women with complexities. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- 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)
- Provide an optimal child-bearing environment for each woman (1.4)
- Work in partnership with women (1.5)
- Demonstrate an awareness of sustainability of physiological processes to reduce the environmental footprint (1.6)
- Demonstrates a comprehensive understanding of the woman and her clinical needs and works in partnership to implement a treatment plan (1.7)
- Practise and meet the full scope of the midwife as per the International Confederation of Midwifery definition (2.6)
- Participate effectively as a member of an interdisciplinary healthcare team (3.3)
- Evaluate and apply effective and creative solutions to the improvement of midwifery practice and the care of the woman and her newborn (4.1)
- Supporting women to make informed decisions (4.2)
- Practise midwifery within a primary health care philosophy (5.1)
- Communicate and provide effective care for women from diverse backgrounds and needs (5.4)
- Interpret and value the evidence to underpin practice and influence change (6.1)
Teaching and learning strategies
In this subject, students will participate in a range of teaching and learning strategies that are designed to enhance learning.
CASE STUDY SCENARIOS
Case studies are used to help students explore pregnancy and birth scenarios that are encountered by women with complex pregnancies in hospital and community settings. Students use these cases to learn concepts, interpret information, form clinical judgements and develop creative solutions to optimise physiological processes in labour and birth. Students develop critical and creative thinking through analysis, interpretation of and reflection on various clinical situations.
ONLINE LEARNING MATERIALS
Online materials support students to prepare for virtual class learning. Students are invited to reflect on the diversity of women's birthing experiences and the different ways in which the pregnancy, labour, birth and early parenting may be experienced by individual women and families. Video clips and photographs are used to critique conventional labour rooms using optimal birth unit design principles. Students are required to reflect on ways that they can alter the birth environment in which they work to optimise experiences for women.
COMMUNICATION SKILLS AND SIMULATION
Students participate in simulated practice of midwifery skills, in particular the use of language and interpersonal skills that support women through labour and birth. Scenarios from relevant situations are used to depict real life experiences in primary health care. Simulations also explore communication skills in supporting women who experience unexpected outcomes.
Assessment
Assessment task 1: Discussion paper
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 1.6, 1.7, 2.6, 3.3, 5.1, 5.4 and 6.1 |
|---|---|
| Type: | Essay |
| Weight: | 60% |
| Length: | 2000 words |
Assessment task 2: Case report (based on Page's 5 Steps)
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 1.4, 1.5, 1.6, 2.6, 3.3, 4.1, 4.2 and 6.1 |
|---|---|
| Type: | Case study |
| Weight: | 40% |
| Length: | 1500 words |
Minimum requirements
100% attendance is expected at face to face and virtual classes. In the event of illness or absence due to a Continuity of Care Experience birth, make up work is due within 7 days of the missed class.
Inadequate attendance may result in an unsatisfactory grade for the subject.
All assessment items must be submitted in order to pass the subject.
Required texts
Buckley, S. J. (2015). Hormonal Physiology of Childbearing: Evidence and Implications for Women, Babies, and Maternity Care. Childbirth Connection Programs, National Partnership for Women & Families. Washington, D.C. Open access available at https://nationalpartnership.org/wp-content/uploads/2023/02/hormonal-physiology-of-childbearing.pdf
Recommended texts
Berg, M. (2005). A Midwifery Model of Care for Childbearing Women at High Risk: Genuine Caring in Caring for the Genuine. The Journal of Perinatal Education, 14(1), 9–21. https://doi.org/10.1624/105812405X23577
Dixon, L., Skinner, J., & Foureur, M. (2013). The emotional and hormonal pathways of labour and birth?: integrating mind, body and behaviour. Journal (New Zealand College of Midwives), 48(48), 15-23.
Olza, I., K. Uvnas-Moberg, K., Ekstrom-Bergstrom, A., Leahy-Warren, P., S.I. Karlsdottir, S.I.,Nieuwenhuijze, M. et al. (2020). Birth as a neuro-psycho-social event: an integrative model of maternal experiences and their relation to neurohormonal events during childbirth, PloS One, 15(7).
Olza, I., Leahy-Warren, P., Benyamini, Y., et al. (2018). Women’s psychological experiences of physiological childbirth: a meta-synthesis. BMJ Open, 8(e020347).
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