RM/BSc (Hons) Midwifery (3-year programme) 2009 Curriculum. Essentials of Applied Human Biology in Midwifery NM1731

Transcription

1 School of Community and Health Sciences RM/BSc (Hons) Midwifery (3-year programme) 2009 Curriculum Applied Biological Sciences Theme (ABS) Module Handbook Essentials of Applied Human Biology in Midwifery NM1731 September 2009 cohort Year 1 (September 2009 September 2010)

2 Details of Module Leader Module Leader: Room and site: Jane Ovbude 221 West Smithfield Telephone number: address: Table of Contents INTRODUCTION... 1 AIM OF THE MODULE... 1 LEARNING OUTCOMES... 1 OVERVIEW OF MODULE CONTENT AND SESSIONS... 2 USING YOUR STUDENT DIRECTED STUDY TIME... 3 LEARNING AND TEACHING METHODS... 4 MODULE ASSESSMENT... 4 READING LIST & USEFUL WEBSITES... 5 We would welcome any comments on this handbook. These should be directed to the School s Quality Manager, via the Student Helpdesk.

3 Essentials of Applied Biological Sciences in Midwifery NM1731 Level: Level 1 Year of Programme: Year 1, September 2009 cohort Dates running: September 2009 September 2010 INTRODUCTION The nature of midwifery practice requires strong foundations in the applied biological sciences. Knowledge in the disciplines of biochemistry, microbiology, physiology, anatomy, pathology, therapeutics and pharmacology enable midwifery students to gain an appropriate understanding of human processes in health and illness. These disciplines are fundamental to a midwife s ability to make informed, rational assessments of an individual's needs in health and illness. AIM OF THE MODULE The aim of the module is to provide the student with learning experiences in applied biological sciences theory, which will form a foundation for the student's initial midwifery practice. LEARNING OUTCOMES Cognitive/Intellectual Skills Demonstrate how a reliable knowledge of applied biological sciences theory informs midwifery practice. (NMC A2, A4, A5, A6, D2) Knowledge/Understanding Identify and explain key biological principles and concepts underpinning the normal physiological processes of the human body in health with particular emphasis on key principles in reproductive health. (NMC A2, A12) 1

4 Subject Specific Skills Apply key biological principles and concepts to contribute to their understanding of physiological measurements eg: blood pressure, pulse rate, and show an ability to document the recordings accurately. (NMC A2, A6, A10, A11) Begin to apply knowledge and understanding of the biological sciences theory to health and safety issues eg: moving and handling, infection control, (NMC B7) Apply knowledge and understanding of biological sciences as they relate to the reproductive and urinary system, e.g. confirmation of pregnancy, antenatal assessment and examinations. (NMC A4, A9, A2, A6, A10, A11) Outline key principles of pharmacology, microbiology and biochemistry and explain their relevance to clinical practice. (NMC A12, B7) Apply biological sciences theory to demonstrate evidence of a developing knowledge base that contributes to the needs of an individual under the supervision of a qualified practitioner. (NMC A2, A3, A4, A7 A9) Transferable Skills Begin to perform numeracy skills competently in a variety of settings e.g. drug calculations and interpretations of laboratory results. (NMC A13 D3) Identify, retrieve, organise and store data related to the applied biological sciences and show understanding of its relevance to midwifery practice. (NMC A13, D3, D4) Values and Attitudes Apply key biological principles and concepts to demonstrate sensitivity to the needs of the individual in health and pregnancy. (NMC A8, A9 A11, D1). Show recognition and awareness of limitations in their knowledge and understanding of the biological sciences and make effort to seek new and appropriate knowledge. (NMC B2, D2) OVERVIEW OF MODULE CONTENT AND SESSIONS Midwifery students only: Embryology and Fetal Development 2

5 Biological basis of placentation Biological basis of maternal adaptation Biological basis of labour and puerperium Biological basis of newborn adaptation to extrauterine life Shared learning with nursing students: Homoeostasis Overview of cell biology Microbiology and microbiology practical Male and female reproductive systems The nervous system The endocrine system The cardiovascular system Haematology (include ABO blood group practical) The respiratory system The lymphatic system and tissue fluid formation Overview of immunology The gastrointestinal system (include laboratory practical) The renal system Introduction to genetics Introduction to pharmacological principles USING YOUR STUDENT DIRECTED STUDY TIME You will be provided with a series of workbooks which it is expected will be completed before relevant timetabled sessions. These workbooks will focus on the anatomy so that the lecture time can be used to promote understanding of the relevant physiology. Answers to the workbooks will not be provided. Further information on what is expected of you in your self-directed time can be found in the Programme Handbook. 3

6 LEARNING AND TEACHING METHODS The methods listed below will be used to teach this module. For full descriptions of these learning and teaching methods, please refer to your programme handbook: Lead Lectures A lecture enables information to be presented in a logical manner to groups of students. This is a useful method for presenting an overview of new material to students and stimulating them to read further around this subject. Small Groups Small groups will encourage the application of theory to practice and extend the depth and breadth of their knowledge. These provide opportunities for debate, exploration of personal thoughts and ideas and practice experiences. Laboratory Work To enable the consolidation of material taught in the lectures, facilitate the acquisition of manual and team skills and provide opportunities for students to use conceptual knowledge and cognitive processes to solve problems. Laboratory work can encourage team working, can be motivating, enhance communication skills and challenge powers of reasoning. Other Learning activities A range of other activities may be used by students during modules to support the student directed learning hours. These activities include: E-learning, Workbooks, Videos, Computer Learning Packages, Reusable Learning Objects (RLOs). All these activities facilitate a student s learning from the modules through them being able to pursue further study at their own pace and at different depths of learning dependant upon their needs. MODULE ASSESSMENT The assessment for this module is a 1 hour invigilated Biology examination. This will consist of multiple choice questions (MCQ). A mark of 40% overall will be required 4

7 for a pass. For further details on this assessment please refer to the separate assessment guidelines. READING LIST & USEFUL WEBSITES Indicative Text The following are suitable for those students who have limited or no previous biology knowledge: Colbert, B., Ankney, J., Lee, K., Steggall, M. and Dingle, M. (2009) Anatomy and Physiology for nursing and health professionals. Harlow, Pearson Education Boyle, M. and Senior, K. (2008) Human Biology. 3 rd ed. London: HarperCollins Marieb, E.N. (2008) Essentials of Human Anatomy and Physiology. 9 th ed. London: Pearson Benjamin Cummings. Scanlon, V. and Saunders, T. (2006) Essentials of Anatomy and Physiology. 4 th ed. Philadelphia: F.A. Davis. Seeley, R, Stephens, T. Tate P. (2009) Essentials of Anatomy and Physiology. 7th Ed. London: McGraw-Hill. Smith, T. (Ed). (2006) Human Body. An illustrated guide to its structure, function and disease. London: Dorling Kindersley (Out of print but copies available in the library) Advanced Text The following are suitable for those students with previous biology knowledge: Coad, J. (2005) Anatomy and Physiology for Midwives. 2 nd ed. Edinburgh: Mosby. 5

8 Marieb, E.N. and Hoehn, K. (2010) Human Anatomy and Physiology. 8 th ed. London: Pearson Benjamin Cummings Martini, F.H. (2008) Fundamentals of Anatomy and Physiology. 8 th Pearson Benjamin Cummings. ed. London: Seeley, R. Stephens, T. Tate, P. (2007) Anatomy and Physiology. 8th Ed. London: McGraw-Hill. Sherwood, L. (2009) Human Physiology from Cells to Systems. 7th Ed. Pacific Grove: Brooks Cole. Stables, D. and Rankin, J. (eds.) (2005) Physiology in Childbearing with Anatomy and Related Biosciences. 2 nd ed. Edinburgh: Elsevier Tortora, G. and Grabowski, S. (2008) Principles of Anatomy and Physiology. 12th ed New York: Harper Collins. Tortora, G. and Derrickson, B. (2009) Principles of Anatomy and Physiology. 12 th ed. New Jersey: John Wiley & Sons. Additional texts There are additional texts which lecturers may refer to in relation to specific topics. Barasi, M.E. (2003) Human Nutrition: a health perspective. 2 nd ed. London: Hodder Arnold. Galbraith, A., Bullock, S., Manias, E., Hunt, B. and Richards, A (2007) Fundamentals of pharmacology. An applied approach for nursing and health. 2 nd ed Harlow: Prentice Hall. 6

9 Higgins, C (2007) 2 nd Ed Understanding Laboratory Investigations for Nurses and Health Professionals Oxford: Blackwell Publishing Truswell, A.S. (2003) ABC of Nutrition. 4 th ed. London: BMJ. For students who have a limited knowledge of general science and/or wish to improve their numeracy, the following books are recommended for use in Year 1: Coben, D. and Atere-Roberts, E. (2005) Calculations for Nursing and Health Care. 2 nd ed. Basingstoke: Macmillan. Foss, M. and Farrine, T. (2007) Science in Nursing and Health Care. London: Prentice Hall. Websites (Health Protection Agency) (Complex anatomical images (6 months free) (Child friendly anatomy) (Open University science resource) (An interactive website designed at Plymouth University for pre-registration students with little prior experience in biology) (Heart and Blood Vessel Basics) (Osmosis) 7

10 (Urinalysis) Online Learning Centre