Health Sciences. Dip(HE) in Health Sciences Cert(HE) in Health Sciences. Name of institution Host department Course status 1. SELECT 2. 3.

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1 PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body School Location of study/ campus Partner institution(s) BSc(Hons) Midwifery BSc Midwifery BSc Health Sciences Dip(HE) in Health Sciences Cert(HE) in Health Sciences Validated University of Brighton Health Sciences Eastbourne Name of institution Host department Course status 1. SELECT Admissions Admissions agency UCAS Page 1 of 30

2 Entry requirements Include any progression opportunities into the course. Check the University s website for current entry requirements. A strong GCSE profile is desirable, which must include at least 5 grade C or above, including English, Maths and Science/Social science A- Levels A- Level grades ABB (320) must include a science/social science. Other suitable qualifications A wide range of other qualifications will be considered, including: Access to Health and Social Care Diploma with 60 credits overall, 45 at level 3, 15 at level 2. with 30 distinction grades achieved at L3. GCSE English and Maths equivalent achieved or 6 credits at Level 3 BTEC National Diploma in a health related subject, - DDM and above, in addition must have an AS in a relevant subject Open University K101 All students must have a minimum of 10 years education and all offers will be subject to OH and CRB clearance NARIC will be used when making judgements regarding overseas qualifications For all midwifery courses leading to registration with the Nursing and Midwifery Council (NMC) as a Midwife, the following apply: Literacy, to ensure a good command of written and spoken English, including reading and comprehension and numeracy will be assessed during the interview process Applicants must meet NHS funding requirements Evidence of study in the last 5 years is desirable If IELTS is offered as evidence of literacy, an overall score of 7 is required, 7 in writing (NMC 2009). Academic reference indicating good character and potential to study at degree level. If mature: evidence of accredited academic study within the last five years, accompanied by an academic reference. Personal statement indicating ability and desire to become a midwife. Work-based reference indicating good communication skills, caring qualities and a positive attitude. Ability to meet travel requirements and to work over 24/7 cycle of care. Commitment to midwifery. All shortlisted candidates will be invited to attend an interview. Interviews will normally include representation from practice learning providers. Practice learning providers are also members of the pre-registration admission forum. The DDA/Equality Act will apply and all reasonable adjustments made to support students with identified needs. Feedback to guide future development will be provided if requested for unsuccessful shortlisted candidates. Page 2 of 30

3 Start date (mmm-yy) Normally September Sep-17 Mode of study Mode of study Duration of study (standard) Maximum registration period Full-time 3 years 5 years Part-time Select N/A Select N/A Sandwich Select N/A Select N/A Distance Select N/A Select N/A Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment B720 Sarah Lewis-Tulett Clare Winter / Annie Rimmer External Examiner(s) Examination Board(s) (AEB/CEB) Name Place of work Date tenure expires Lisa Jesson BSc(Hons) Midwifery Birmingham City University September 2019 Approval and review Validation Approval date 1 May 2007 Programme Specification September 2013 Republished Sept 2014 with new external examiner and amended module code Republished Sept 2015 with 3 course structure change Republished June 2016 Q&S Republished May 2017 editorial changes Review date Professional, Statutory and Regulatory Body 1 (if applicable): Nursing and Midwifery Council (NMC) Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): May July extension agreed to all BSc midwifery courses by NMC 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 3 of 30

4 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: 1. To develop confident, resilient and competent midwives who can provide contemporary, safe and evidence based research midwifery care in collaboration with the woman, her family and the multi-professional team within a variety of settings and within the philosophy of this Course 2. To prepare the student to be autonomous practitioners and lead carers in normal childbirth who can provide holistic, woman-centred midwifery care prior to conception and throughout the antenatal, intrapartum and postnatal periods 3. To prepare the student to undertake critical decision-making to support appropriate referral of either the woman or baby to other health professionals or agencies when there is recognition of normal processes being adversely affected and compromised 4. To prepare the student to achieve the competencies for pre-registration midwifery education as specified by the NMC (2009) 5. To develop the skills of independent, creative critical thinking, problem solving and flexibility to meet the needs of individual women 6. To prepare the student for employment and to nurture a motivation and commitment to reflective, independent, life- long learning and professional development Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by 6 students following the course. These are mapped to external reference points where appropriate. Knowledge and theory By the end of the Course, the student will be able to: 1. Demonstrate a comprehensive understanding of the professional role and responsibilities of the midwife, to include a thorough understanding of the legal and statutory framework that governs midwifery practice. 2. Critically analyse the evidence to support decisions made and/or improve care, whilst recognising ambiguity and limits of professional knowledge and expertise 3. Critically apply relevant theoretical frameworks, research and other forms of evidence to inform the comprehensive assessment, planning, implementation and evaluation of the physical, psychological, social and spiritual needs of the woman, family and baby 4. Critically evaluate how cultural, spiritual, political, legal, social, economic and environmental factors can influence the provision of maternity care 5. Demonstrate a comprehensive understanding of the knowledge required to practice in line with the Baby Friendly Initiative, 10 steps to successful breast-feeding. 6. Critically discuss how lifestyle, diversity and socio-economical factors can affect pregnancy and childbirth and the contribution of the midwife within the public health agenda 7. Critically discuss how medical and obstetric disorders, mental ill health and disabilities can affect women, babies and their families 8. Develop individual frameworks and/or techniques of analysis and enquiry within midwifery to question and challenge current research 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 4 of 30

5 and its implication for practice 9. Demonstrate a comprehensive understanding of the anatomy, physiology and pathophysiology necessary to underpin reproductive health and midwifery practice 10. Demonstrate independent critical thinking, problem solving, flexibility and creativity 11. Demonstrate understanding of their responsibilities within the process of clinical governance, particularly in relation to the requirements for continuing professional development Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. QAA subject benchmark statement (where 7 applicable) By the end of the Course, the student will be able to: 12. Practice within The Code: Professional standards of practice and behavior for nurses and Midwives (NMC 2015) 13. Achieve the competencies for pre-registration midwifery education as specified by the NMC (2009) in order to practice safely and effectively as a midwife without the need for direct supervision 14. Contribute with skill and confidence to intra/inter-professional and inter-agency working. Critically apply relevant theoretical frameworks and research evidence to inform the systematic assessment, planning, implementation and evaluation of the physical, psychological, social and spiritual needs of the woman and her family 15. Demonstrate competence in being autonomous practitioners and lead carers to women experiencing normal pregnancy, childbirth and puerperium in a variety of settings through active participation in case-loading 16. Demonstrate the clinical competence required to practice in line with the Baby Friendly Initiative, 10 steps to successful breast-feeding. 17. Demonstrate supportive and effective leadership and management skills 18. Analyse and develop own practice through reflection on and in practice 19. Contribute to enhancing the health and social well-being of individuals and their communities by planning and offering midwifery care within the context of public health policies 20. Be adaptable, flexible and capable of creative thinking and clinical competence in a variety of settings 21. Integrate skills using information technology systems to contribute to the management and development of midwifery care. Sources Standards for pre-registration midwifery education (NMC 2009) QAA bench mark statements for midwifery (QAA 2001) BSc(Hons) Nursing programme specification 2011 The course learning outcomes have been informed by QAA framework for higher education (Midwifery) 7 Please refer to the QAA website for details. Page 5 of 30

6 PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified midwife. The course fully complies with NMC Standards for Pre-registration Midwifery Education (NMC 2009). In particular: - Standards for the Lead Midwife for Education (Standards 1-3) - Standards for admission to, and continued participation in, pre-registration midwifery programmes (Standards 4-8) - Standards for the structure and nature of pre-registration midwifery programmes (Standards 9-16) o Standard 10: students undertake 156 weeks - Standard 17 competencies required to achieve the NMC standards (including the Essential Skills Clusters (ESCs)) for pre-registration midwifery education LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. Page 6 of 30

7 The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. The Facilitation of Learning Strategy We recognise that students embarking on the programme bring with them a variety of experiences/ prior knowledge and skills of enquiry. Indeed learning is shaped by prior knowledge and involves active, constructive processes on the part of the learner. In the context of health care programmes, it is integrally interwoven primarily with two main domains, practice and academia and other forms of social interactions. This position lends itself to the constructionist approach to teaching and learning. The theory of the approach rests on several assumptions. Of importance are: - Knowledge is socially constructed rather than truth or fact. - Learning is an active, rather than passive process of knowledge construction. (Gergen 1999) The pedagogical emphasis in the constructionist approach thus centres on the need for teaching and learning to be based on the process on enquiry. We also recognise that for students to be prepared to practise in an increasingly complex and fast changing clinical setting it is essential that they are educated through an approach to learning which will promote knowledge creation, lifelong learning and leadership. They will take on leading roles in their future working environments: directing change, asking important questions, solving problems, and developing new knowledge. These insights have fed into the design of both classroom based learning environments and practical learning placements. It builds on the previous adoption of Enquiry based learning [EBL] strategies which aims to build on the experiences those students bring. Central to intention of our programme and its constitutive modules is to continue to promote a culture of enquiry. Page 7 of 30

8 What is enquiry based learning? There are many interpretations of enquiry based learning as there are of the learning strategies within the approach. In the main it is used as an umbrella term to describe approaches to learning that are driven by a process of enquiry (Khan and O Rourke 2005). The essence of EBL is to allow a wide range of abilities. Examples of these include, team working, presentation, information literacy, E-learning, problem solving, creativity and project management, scope for students to choose a topic and line of enquiry, scope to adapt a broad approach to a range of issues and using a variety of resources (Khan and O Rourke 2005). The process of inquiry may be organised in different and progressive stages. It may start with a guided enquiry where the teacher provides the questions and information on the subject matter and the student generate explanations substantiated by evidence. We believe that this stage is necessary as progressive steps in the programme to inculcate students in the process and develop an enquiring mind. As the students become more a familiar and competent with the process a higher level of enquiry is introduced. In this stage the students are expected to engage with research both in evaluating published research and conducting and disseminating the findings of their own research. Thus the teaching and learning ought to include an array of strategy, ranging from lecture led sessions, small group collaborative learning, the use of art, organised exchange visits, reflective strategies, evaluating research and conducting research and using assessment as a method of enquiry. Within the traditional curriculum the principles of EBL are used to complement the variety of strategies that each module employs, to foster a culture of enquiry. The strategies employed in each module are guided by the learning outcomes to be achieved. Where appropriate, lectures are used to introduce key concepts. By design EBL allows the flexibility of a combination of teaching strategies to be used in a single session. For example a session, depending on the context, may start with a lecture, followed by group work enabling students to explore the key concepts/ issues identified in the lecture with their observation/experience of practice. This approach enables students to make learning from academia and practice integrative. To compliment learning activities taking place in the classroom there is guidance for further investigation as part of self-directed study; with which they may engage in subsequent classroom activities. Within EBL the context of teaching and learning therefore becomes a system of interacting elements. Current health policy aims to place the users of services at the centre of service planning and delivery. Students will be encouraged to focus on the impact their practice has on childbearing women, their families and communities, from both the user and professional perspectives. As defined above EBL describes an environment in which learning is driven by a process of enquiry owned by the student. Fundamentally, students are more engaged with the subject and learning is perceived as being more relevant to their own needs. EBL enables students to develop a flexible approach to their studies, giving them the freedom and responsibility to organise their own pattern of work. Current research evidence and policy initiatives support and underpin all taught sessions both theoretical and skills based. Students are encouraged to read a wide variety of evidence based resource materials. In seminar groups students reflect on the literature and its relevance to the subject or aspect of midwifery care under discussion. Working within and communicating to a group are vital for a student s employability. EBL involves understanding research and developing the skills to undertake research. Learning activities include undertaking: a literature search, a literature review; culminating in a literature based research project in the final stage of the programme. This is designed to allow students to progressively understand the role and significance of research in midwifery practice. In keeping with the notion of lifelong learning the challenge will be also to build on the experiences student bring by providing learning contexts that embrace practice academic knowledge to meet the intention of the profile of the midwife. Throughout the course the team are mindful of Biggs Constructive Alignment (2003) to ensure that the assessment process and outcomes reflect the aims and learning outcomes of the programme. Constructive Alignment encourages clarity in the design of the curriculum, and transparency in the links between learning and assessment. This model is also considered to promote deep learning with the activities designed to facilitate learning and develop proficient midwives. References nd Biggs, J.B Teaching for quality learning at university. 2 ed. Buckingham: Open University Page 8 of 30

9 Press/Society for Research into Higher Education. Gergen. K.J An invitation to Social Construction. London: Sage Publications Khan, P and K. O Rourke Understanding Enquiry- Based Learning. In: Handbook of Enquiry and Problem-based Learning, edited by T Barrett, I. Mac Labhrainn, H. Fallon. Galway: CELT Placement Learning To enable students to function more effectively in practice placements, the emphasis on midwifery practice and skills early on and throughout the programme has been clearly formalised within the practice modules. It is acknowledged that an effective practice environment provides opportunities to apply theoretical frameworks to actual practice and enables students to develop a range of transferable skills than can be modified according to the context in which they are practised. It is this integration and practical application of formal learning to which employers are giving much emphasis. However discussion about the existence and nature of a theory-practice gap has been a matter of long standing professional debate, and there is now broad consensus about the need for renewed effort to tackle the issue. Educationalists also play an important role in helping students make the most of their placements by providing support before, during and after placements. The modules therefore include opportunity for pre-placement preparation and post placement debriefing so those students have the opportunity to reflect on placement experience. The following roles facilitate this process: course leader, module leader, lecturer practitioner, lecturer and Practice Liaison Lecturers/Teams. Mentorship In accordance with The NMC standards to support learning and assessment in practice (NMC 2008), Midwifery mentors are educated to sign off mentor status. Only sign-off midwifery mentors who are on the same part of the register and in the same field of practice as the student midwife may confirm to the NMC that students have met the summative relevant standards of proficiency in clinical practice. The issue of due regard (NMC Circular 02/2008) is also applied in the assessment of student midwives. The sign off mentor modules are provided at both level 6 and 7. This will ensure that the sign off mentor is at the same academic level as the midwifery students; a requirement of the NMC (2008). These modules prepare sign off mentors to recognise their significant part in the assessment, teaching and support of the midwifery student in clinical practice. The University and Trust will continue to work in partnership to ensure that a registrant designated to sign-off proficiency for a particular midwifery student at the end of a programme has met the NMC (2009) requirements. The existing links between school and clinical practice areas remains strong. The Lead Midwife for Education (LME) liaises closely with NHS Trust Heads of Midwifery. These links will continue to be developed to inform and support mentors, so that they in turn can support midwifery students on this new course. Further information regarding the process of how the students learning are supported in clinical practice by the School of Nursing and Midwifery can be found on student central. Sharing the Woman s Experience/Case-loading The Standards for Pre-registration Midwifery Education require higher education institutions to introduce opportunities, in which student midwives are involved in the care of a small group of women throughout their childbearing experience, enabling them to gain experience of continuity of care and carer through case-loading (NMC 2009).The core values of this way of working put women and their families at the forefront of maternity services, being supported by a midwife they know and trust throughout the childbirth continuum (DOH 2007, Darzi DOH 2008). This way of working will take the form of: Page 9 of 30

10 Sharing the Woman s Experience This will be an observational role which may take place in year 1 or year 2 of the programme. Students will follow 1-2 women experiencing a normal pregnancy. This will enable students to share the experience of pregnancy from the woman s perspective to better understand the impact of pregnancy, birth and the integration of a new baby into family life. Case-loading In Year 3 and under the supervision of a midwife, students will identify a case-load of 1-2 women with uncomplicated pregnancies. They will provide supervised care and support throughout the antenatal period, during the labour and birth and then into the postnatal period until care by the midwife is complete. This experience will enable students to learn about the practicalities of planning, implementing and evaluating midwifery care in a way that is relevant to women. There is a requirement for completion of the skill Managing a Caseload in the Year 3 Practice Assessment Document (MI604 developing Proficient Midwifery Practice) References Department of Health 2007, Maternity Matters: Choice, access and continuity of care in a safe service. London, Department of Health. Department of Health 2008, Next Stage Review: Final Report of High Quality Care for All. London, Department of Health. NMC 2009 Standards for pre-registration midwifery education. London, NMC. Use of simulation Simulation is an established method of teaching within the current pre registration midwifery Courses and this will be continued and enhanced. Low fidelity simulation is used in the majority of instances to introduce new skills to students. For example in year one generic skills such as manual handling, physical measurement skills, hand washing, injections and urinalysis along with midwifery specific skills such as abdominal examination, neonatal capillary sampling and vaginal examination are all taught using low fidelity simulation. Simulation allows skills to be taught within a safe environment without risk to women/babies or other health care staff (Aggarwal and Darzi 2006). In addition each skill may be broken down and taught at a slower speed than could be replicated in practice allowing the student more time to learn. A further advantage of teaching skills by simulation is that it allows the student to experience the skill from the point of view of the woman. For example students may experience having their blood pressure taken or their medical/obstetric history taken. The student perspective is twofold; in addition to the physical experience of being the recipient of the skill the student also becomes aware of the woman s mental status while awaiting the result of a skill. Students having their blood pressure checked or a history taken become aware of the anxiety such procedures cause. Simulation also allows students to handle connect and disconnect equipment. Some skills are taught by simulation as they are essential skills but not available on demand; For example, the management of midwifery emergencies such as shoulder dystocia, neonatal and maternal resuscitation and maternal haemorrhage, falls into this category as does the recognition of the sick woman. In year two mannequins are used to teach students how to manage a range of obstetric emergencies. One of the commonest findings in the recent confidential Report into maternal Deaths (2011) was the initial failure by many clinical staff (including midwives) to immediately recognise and act on the signs and symptoms of potentially life threatening conditions. High fidelity mannequins will be used to teach students how to recognise sick women. The mannequins can replicate a variety of acute conditions that require urgent intervention, such as respiratory distress (DVT), haemorrhage (APH/PPH) and sepsis (wound infection/chorioamnionitis). Students can therefore be taught how to systematically assess women and report the condition of the woman accurately and effectively in order elicit the required response. The emergency midwifery skills are currently assessed by simulation and will continue in the reviewed curriculum. Assessment by simulation has a number of advantages, it promotes consistency of assessment, permits filming of the student which may be used for feedback and moderation and improves lecturer familiarity with the student, a feature that may be lost in a climate of large lecture Page 10 of 30

11 theatres. Watching a student simulate a skill on a one to one basis provides the lecturer with information not only of the student s clinical ability but also of their cognitive and interpersonal skills. While McMannus et al (2007) found that some examiners may be more rigorous than others; the discrepancy between assessors in simulation is less than if assessment took place in practice. Our Trust colleagues will continue to participate in the formative and summative assessment of midwifery emergencies. References Aggarwal, R., and A. Darzi Editorial - Technical skills training in the 21 Journal of Medicine 355 (25): Online: st Century. New England Centre for Maternal and Child Enquiries (CMACE) Saving Mothers Lives: reviewing maternal deaths to make motherhood safer: The Eighth Report on Confidential Enquiries into Maternal Deaths in the UK. BJOG 2011; 118 (SUPPL. 1): McManus, I. C., M. Thompson, and J. Mollon, Assessment of examiner leniency and stringency ( hawk-dove effect ) in the MRCP (UK) clinical examination (PACES) using multi-facet Rasch modelling. BMC Medical Education. 6(42): The Baby Friendly initiative Promoting Breast-feeding is an integral component of the midwife s role and the women's childbearing journey. There has been significant reliable evidence produced over recent years to show that breastfeeding has important advantages for both infant and mother including those living in industrialised countries. These include both short and long term; physical, emotional, social and spiritual advantages. Despite this evidence there are widespread concerns that breast-feeding rates within the UK remain unacceptably low. The baby friendly initiative is increasingly being recognised as an effective strategy to address this public health issue. The BSc(Hons) Midwifery and BSc(Hons) Specialist Community Public Health Nursing course teams within the School of Nursing Midwifery are working towards achieving Baby Friendly Initiative accreditation The Baby Friendly initiative (BFI) is a UNICEF, WHO accreditation programme aimed at university departments responsible for midwifery and health visitor/public health nurse education it was initially set-up in response to concern about declining breastfeeding rates in the UK and Worldwide and aims to ensure that midwives and health visitors are equipped with the basic knowledge and skills they need to support breastfeeding effectively. There are two types of BFI award one for maternity units that can demonstrate they have met a set of Ten Steps to successful breastfeeding, and the other one for universities providing midwifery and/or health visitor training. All three partnership trusts within which the BSc Midwifery students gain clinical experience have specialist breast-feeding coordinators who all work towards the BFI standards and are in the process of BFI's accreditation for their units. The university award involves meeting the following three principles: 1. To make a written commitment to adhere to the BFI standards. 2. To ensure all students are equipped with the knowledge and skills to support breastfeeding mothers A minimum of 18 hours of education on breastfeeding should be provided to all student midwives and health visitors/public health nurses (see Appendix A). Breastfeeding education and learning outcomes should be included within the core curriculum and should equip students with the knowledge and skills to practise in line with the Ten Steps to Successful Breastfeeding and to support informed decision-making (see Appendix B). 3. To provide teaching without involvement, sponsorship or promotional materials from the artificial feeding industry Further information is available on the BFI website E-learning E- learning comprises all forms of electronically supported learning and teaching and is essentially the computer and network-enabled transfer of skills and knowledge. The school is working with the University Brighton e-learning group to produce a revised e-learning strategy to enhance the current Page 11 of 30

12 provision offered. Students currently engage with studentcentral and benefit from a range of on-line learning resources. All modules have a presence on studentcentral and the curriculum fulfils the university e-learning strategy recommendations. While e-learning has the potential to improve the learning experience, this outcome is not guaranteed success will depend on its judicious use designed to meet specific learning outcomes. Above all the e- learning strategy will be driven by pedagogical considerations and not the capabilities or demands of the technology. The course will adopt a blended learning as opposed to a distance learning approach. The aim will be to enhance rather than replace the traditional campus-based model of higher education. This places value on nurturing communities of learners and encouraging learning through interaction and reflection. Individual Module teams will identify and adopt what they consider to be the most appropriate balance of e-learning and face to face teaching. The School have recently adopted the Turnitin system for online submission and grading of assignments. Turnitin encourages best practices for using and citing other people's written material; it provides originality checking and online plagiarism detection while engaging students in the writing process. Personal Development and the Portfolio The main aim of the portfolio is to maximise learning experiences and to provide the student with a continuing record of personal and professional development and achievement (Gerrish, 1993). This has the potential to encourage student led learning that is both personal and pertinent to each individual. It will also help students to develop the skills to maintain a professional profile upon registration in preparation for post-registration education and practice (PREP) and midwifery supervision. Students will be introduced to the concept of Personal Development Planning at the commencement of their programmes. This will be complemented by regular embedding of the portfolio within taught sessions and access to on-line documentation to facilitate the development of their individual portfolio. It is anticipated the portfolio will be the basis of ongoing dialogue between student, personal tutors and practice mentors throughout the programme. At the end of each year/stage of the Course students will be encouraged to summarise their progress to date and formulate action plans for their further study, culminating in the final analysis of achievement in theory and practice at the end of the programme when they will submit a portfolio for summative assessment. Two issues have been identified as being key to the successful implementation of portfolios within the pre-registration curricula. Summatively assessing portfolios encourages students to give them high priority, however this can adversely affect the extent to which students experience ownership and thereby potentially discourage their use of the portfolio. One effective way to address this paradox is by having a flexible format to allow materials to be added or removed easily (Harris et al 2004). Secondly, consistent support and advice from lecturers regarding the portfolio use is essential if the pedagogic aims for the portfolios are to be achieved. This can be enhanced through the use of carefully prepared guidelines together with structured preparation and ongoing support of students, and lecturers (Clark et al 2011). The University of Brighton currently provide an online student profile which has been adapted for the current midwifery programmes. A University of Brighton group are currently exploring e-portfolios which aim to significantly enhance the current provision. This should be well embedded by the start of the reviewed curriculum in References Clark, D. et al 2011 Pilot testing of guidelines to support good practice in the development of professional portfolios Nurse Education Today 31: Gerrish, K An evaluation of a portfolio as an assessment tool for teaching practice placements. Nurse Education Today 13, Harris, S, Dolan, G. and G. Fairbairn 2004 Reflecting on the use of student portfolios. Nurse Education Today 21: Page 12 of 30

13 Sustainable Development The Curriculum, and the way in which the Course is delivered, endeavours to meet aims of the UOB Sustainable Development Policy (UOB ). The Course helps students to care about themselves, each other and the environment. It is recognised that sustainability and resilience are interconnected. In 2009 the Course team, with the support of Student Services, developed a Wellbeing Strategy which is embedded in the curriculum. One of the risks of the course in terms of sustainability is that the Course is based and delivered at Eastbourne but the students are required to spend 50% of their time in clinical placements at base sites which are spread across the counties of West and East Sussex (Brighton, Eastbourne, Hayward s Heath, Hastings and Worthing). This is a risk both in terms of the carbon foot print of the travelling involved but also in the potential impact on the resilience of the students. At the recruitment stage students are allocated to one base site and in doing this we attempt to them at a base site near where they live. If they are moving into the area we encourage them to get accommodation near their base site. Once on the Course the students are only required to travel and attend University in periodic blocks of, usually 3 days per week, for the majority of their programme. Their learning is supported by the use of the e-learning environment, studentcentral, which reduces the need for paper through the use of e- learning materials and electronic submission of written assessments. The Course prepares students to be client focused and Social engagement opportunities are provided through the International exchanges with partner Universities abroad and National/local electives with NHS Trusts. The Course team will explore further opportunities to develop curricula and pedagogy that will give students the skills and knowledge to live and work sustainably. Furthermore the course team will explore strategies to develop staff well being. Inter Professional Learning The course team believe that inter professional education can help each profession enhance its own professional practice, through gaining a deeper understanding of its own knowledge and practice base which complements and supports that of other professions. The focus of IPL within the Faculty is based around three strands: - Raising awareness in year 1 - Focussing on specific issues and topics in year 2 - Working together and preparing for collaborative practice in year 3. Page 13 of 30

14 In inter professional learning sessions we make extensive use of actual and simulated case material in order to prepare for or support collaborative practice. The Faculty has expertise and resources in a number of areas which supports inter professional education: - Virtual learning environment via StudentCentral - Flexible learning environment use of a fully equipped flat to support collaborative learning developed by School of Nursing and Midwifery but used by all professions - Expertise in use of Enquiry Based Learning (EBL) and Problem Based Learning Inter professional education occurs via planned sessions (lectures, presentations, workshops and small group learning) and day conferences. Level 4 Raising awareness of the importance of collaboration in practice: exploring the roles, responsibilities and contributions of different professions to a women s care and working in teams and groups Indicative sessions: sessions on professional ethics; (Modules: MI 401 Introduction to Midwifery) Level 5 Inter professional learning on specific issues Indicative sessions: sessions on, e.g. child protection and parents with disabilities. Opportunity for IPL with Social Work students Level 6 Working together and preparation for collaborative practice Indicative sessions: Sessions on Working collaboratively in children s services with education, social work, nursing and youth workers; Faculty Day Conference on current practice issues and work with other students about practice in placements (Modules: NI601 Leadership) Course Structure Please see attached Diagrammatic Representation of BSc(Hons) Midwifery Course (3 year) (Appendix C) The length of the programme and the ratio of theory to practice is as per NMC standards (NMC 2009): - Standard 10: The length of a pre-registration midwifery programme of education should be no less than three years (equivalent to 156 weeks full time) and each year shall contain 45 programmed weeks. - Standard 12: the practice to theory ratio of each programme is required to be no less than 50% practice and no less than 40% theory. Learning and Teaching Method Whole Course: 135 weeks (A week = 37.5 hours, inclusive of 7.5 hours reflective time) ) Theory: 2278 hours Modules Direct Contact Independent study/practice % of Student Effort 100% 45%* 55%* 15% 65%* Page 14 of 30

15 Assessment activity * The course module credit equate to 360 credits over 3 years which is 3600 hours of student effort. A percentage of the module time will therefore have a practice element to achieve the correct balance of theory to practice overall. 20% ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. The course contains some compulsory assessments not included in the breakdown provided on the KIS because they cannot be directly linked to credit. For example a pass/fail skills test included in one of the modules or as a course requirement. Full details of assessments within a module can be found on the University s VLE, student central. The key principles guiding the assessment strategy throughout the Course are: Assessment is an intrinsic part of the learning process and as such, the importance for student, mentor and lecturer is acknowledged. Students will be sufficiently prepared to undertake the range of assessment strategies within the Curriculum The assessment process will reflect the philosophy, aims and learning outcomes of the Curriculum Assessment can direct student behaviour and for this reason, the curriculum will not be driven by the assessment process, but will respond to changes and learning needs Assessment of both theory and practice will be subject to internal and external quality specification and review An assessment tool will not only test recall of knowledge, but higher level abilities such as critical thinking, problem solving, communication, practice skills and clinical competence and professional attitudes and behaviour. There will be a range of methods of assessment which will be valid and reliable Assessment requirements will be made known to the students in advance A provisional mark and feedback will be made available to students, in line with UOB policy. Student self-assessment will be encouraged. The Course team believe that there needs to be a range of assessment strategies to assess cognitive, psychomotor and affective domains in accordance with the University of Brighton Assessment Policy (2004). These are summarised in the assessment schedule below. In line with the UOB Student Retention and Success Framework (UOB 2011) all students will receive early formative assessment and feedback on all year one modules of the Course. The type of formative assessment is reflected in the teaching and learning strategy of all the Year 1 modules. Wherever possible, formative assessment will be ongoing throughout the course, with the intention of providing feedback on progress for students. Problems can be high-lighted early and the necessary action can be taken. Formative assessment takes the form of self-assessment, peer assessment, lecturer review of presentations and mentor and user assessment of clinical practice. Some of these reflect the University of Brighton Assessment Strategy. Summative assessments are those that are used to determine the achievement of module outcomes to enable progression at each stage of the course. Oral presentations will be used with the aim of developing communication and presentation skills. In addition to written assessments, Invigilated examinations will be used in the format of multiple choice questions and Objective Structured Clinical Examination (OSCE) (see below). This will encourage recall of knowledge that can be applied to specific situations such as areas of practice and professional issues. Page 15 of 30

16 Students are required to submit their work in accordance with the University General Examination and Assessment Regulations (GEAR 2011). All work will be marked and moderated so that a provisional th mark and feedback can be made available on the 20 working day following submission (SNM 2010) In order to ensure equality the marking of assessments will follow GEAR. Where assessments follow an essay format the SHS assessment marking criteria framework will be used against which structured feedback on assignments is provided. Other types of assessment such as presentation, OSCE etc. have specific marking criteria appropriate for that assessment format. The University GEAR will be applied to all assessments submitted in respect of modules and the final awards Objective Structured Clinical Examinations (OSCE) The use of OSCE s undertaken in simulation is becoming a valid and reliable way of assessing a student s knowledge, skills and attitudes in relation to a client specific scenario which is unknown until the day of the OSCE. This method is considered most appropriate for assessing skills that students may not be able to experience in practice, notably emergencies. OSCE will only be used at level 5 and as recommended by the NMC (2009) will consist of critical skills which the student would not normally have the opportunity to rehearse in the practice setting, for example, resuscitation, or complications associated with childbirth. As highlighted in current literature (Rennie and Main 2006, Zaidi 2009) students need to be well prepared for this type of assessment and the use of skills drills and formative assessment opportunities on campus and in clinical practice will be used for this purpose. Assessment of practice It would not be appropriate for students to be purely assessed on the theory when the context of their role is within the practice areas. Recognition must be given to the assessment of practice, which includes students ultimately using the results of practice based assessments towards their final marks (NMC 2009). Assessment of clinical practice will be through the practice modules in the form of a Practice Assessment Document. This will integrate the essential skills clusters identified by the NMC (2009) and which must be achieved in order to add clarity to particular current standards of competency. The Essential Skills Cluster are: - communication skills - initiation and continuation of breastfeeding - normal labour and birth - initial consultation between the woman and the midwife - medicinal products and management The Essential Skills Clusters will be assessed at the end of Year 2 and Year 3 through the elements of the Assessment of Practice. Assessment of Practice will comprise three elements 1. Safe Medicate on line drugs calculation package 2. Clinical Skills which will be assessed by a sign-off mentor. The clinical skills have been adapted to reflect students achieving these at level 4, level 5 and level 6 3. The NMC Standards of competency will be assessed at the end of each year of the Course and will occur during the final placement interview by a sign-off mentor. The NMC competencies have been adapted to reflect students achieving these at level 4, level 5 and level 6 Sign-off mentors will work with and observe performance in the practice settings and will verify that individual students have met the identified learning outcomes. In addition to the practice modules Page 16 of 30

17 students will maintain a portfolio of evidence demonstrating their ongoing development and achievement of NMC Midwifery Competencies. This will form part of the assessment for the Autonomous Midwifery Practice module. References NMC 2009 Standards for pre-registration midwifery education. London, NMC. Rennie, A and M. Main Student midwives views of Objective Structured Clinical Assessments. British Journal of Midwifery. 14 (10): University of Brighton 2004 Assessment Policy. University of Brighton 2011 General Examination and Assessment Regulations for Taught Courses (GEAR) Zaidi, F 2009 How to pass an OSCE. Practising Midwife. 12 (7): Learning Outcome Assessment method Module Credits YEAR 1 Trimester 1 1,4,12 Essay that addresses the module learning outcomes (2500 words) 3,9,12,13,16,1 8 Examination - Short answer unseen questions 13, 15,18 Examination a 90 minutes Multiple Choice Examination consisting of 60 MI 401 Introduction to Midwifery MI 402 The Physiological Basis of Trimester 2 MI 403 The Human Body in Childbearing 6,9 Essay (1500 words) MI 404 Human Relationships in Trimester ,3,4,5,6,12,1 4,16,18 Written reflection that addresses the module learning outcomes (2500 MI 405 Introduction to the Art and Evidence of midwifery 20 13,18 1. Satisfactory completion of NMC competencies for year one MI 406 Developing Midwifery Practice YEAR 2 30 Trimester 1 2,3,7,9,20 Examination: Seen invigilated written examination 2 hours 15 mins MI 502 Altered Health in Childbearing 20 Page 17 of 30

18 Trimester 2 6,14,19,21 Plan part of a health promotion website for the general public in response to an identified health need (3000 words) MI 509 Public Health for Midwifery Practice 20 1,2,3,8,10,12 A critique of a published empirical research paper provided by the module team (1500 words) MI 501 Appreciating the Research Process in Midwifery 10 1,2,3,5,8,10,1 1, 1,2,3,12,14,18,20 Taught throughout the year Review a clinical guideline, relevant to midwifery practice and analyse an aspect from this guideline in relation to the evidence and quality care (2500 words). Trimester 3 Objective Structured Clinical Examination - The student is required to rotate through two fifteen minute emergency based clinical activities, inclusive of the final 5 minutes for reflection. MI 503 Developing Introduction to the Art and Evidence of Midwifery Practice. MI 504 Midwifery Emergencies ,2,3,4,5,6,7,9,10,12,13,15,1 6,17,18,19,20 1. Satisfactory completion of NMC competencies for year two 2. Satisfactory completion of all midwifery skills identified in the Practice Assessment Document. 3. Passing the online assessment of numeracy related to medication management. All elements must be passed. MI 505 Developing Competent Midwifery Practice 30 1,2,3,4,6,10,1 2,14,18,19 YEAR 3 Trimester 1 Poster presentation (A4 size) MI 602 Valuing Individual Cultures in Midwifery (Optional/Mandatory) 4 Poster presentation (A4 size) MI 603 International Midwifery Elective (Optional/Mandatory) 2,3,8,10,12,14,18,20,21 Trimester 2 The assessment will be by dissertation / research proposal (8000 words) 14,17 Examination: Assessment by written two-hour examination. Unseen questions about scenario, in invigilated exam conditions. Scenario to be given to students two weeks before the exam. Page 18 of 30 MI 601 Enquiring into Midwifery Practice MI 610 Midiwfery Leadership