Module No 47841
Module Title: Normal Childbirth
Semester & Academic Year: semester three 2011
CONTENTS
1.
Welcome and Introduction to the Module
3
2.
Structure of the Module
3
3.
Module Staff
4
4.
Timetable
5-7
5.
Teaching Programme with session outlines
8-16
6.
Module Assessment
17-18
7. Referencing, Plagiarism, Confidentiality and Generic Marking
Criteria
49
8. Guidelines for Presentation and Submission of Written
Summative Assessment (Assignments)
49
9.
Mitigating Circumstances, Absence with Good Cause
49
Notification of Results and collection of assignments
50
10.
11. Resubmission
50
Appendices
51-52
Appendix 1 Generic Marking Criteria
2
1
WELCOME AND INTRODUCTION TO THE MODULE
Welcome to the ‘Normal Childbirth’ module.

Please enter Name and student number on the front of module guide, as this booklet is
required for assessment submission please ensure you photocopy and keep your own
copy of any action plans made.
This module guide outlines the fundamental features of the module, aims and objectives, the learning
outcomes, timetabling and teaching strategies, assessment guidelines.
The emphasis of the midwife's role in the provision of maternity care continues to lie within the
boundaries of normal childbirth. The increasing rates of intervention in childbirth cause much debate,
and the current medical model for childbirth is much criticised. It is paramount that student midwives
base their knowledge and skills within the context of women centred care when pregnancy and birth
are physiologically normal.
Students are allocated to a midwifery placement with a focus on normal midwifery care.
Academic Supervision
This will be provided by the module leader and deputy or lecturer specifically designated by the module
leader.
Further guidance about the regulations and procedures of the University of Hull
and your programme of study can be found in the University of Hull
Undergraduate or Postgraduate Student Handbook and your Programme
Handbook.
2.
STRUCTURE OF THE MODULE
The Normal Childbirth module comprises of a mix of learning and teaching strategies aimed
at developing the student’s autonomy in learning. Assessment is undertaken in both theory
and practice and is detailed within this module guide.
3
3.
MODULE STAFF
Module Leader
Name
Location
Julie Green
Dearne 231
Contact
Tel No.
01482
463095
E-Mail Address
Contact
Tel No.
01482
464624
E-Mail Address
Julie.green@hull.ac.uk
Module Team
Name
Location
Catriona Jones
Dearne 227
Contribution to
Module
Deputy Module Leader
c.jones@hull.ac.uk
4
4.
TEACHING TIMETABLE
Timetable for Normal Childbirth: Semester 3.
Theory Weeks 1, 2, 7 and 12
AM = 09:15 – 12:05 PLEASE ARRIVE FOR 09:15, THE SESSION WILL
BEGIN AT 09:30 PROMPT
PM = 13:15 – 16:05 PLEASE ARRIVE IN TIME FOR THE SESSION TO
BEGIN AT 13:15
Week
No
Date
36
30/05/11
Time
Title of Session
Venue
Facilitator
WI LR13
Julie Green
and Catriona
BANK HOLIDAY
AM
31/05/11
Introduction to module,
TCCA, Resus day,
assessment and debate
36
PM
Concept analysis of
normality in childbirth
WI LR13
Julie
36
01/06/11
09.1513.05
Physiology of labour
Coffee
Physiology of pain
WL LR30
Mary Beadle
36
02/06/11
AM
Phases of labour
WL LR30
Louise
PM
Directed study
AM
Planning of care and record
keeping
WL LR30
Julie
PM
Inter-professional working;
the value of forums
WL LR31
Julie
AM
Fetal Circulation and APGAR
score
WL LR13
Nicky Clark
PM
Pelvis and Fetal Skull
WL LR13
Julie
AM
Mechanisms of labour
WL LR13
Ola
PM
Monitoring labour progress –
WL LR13
Julie
36
37
37
03/06/11
06/06/11
07/06/11
5
37
AM
the value and practice of
vaginal examinations and
simulation
Directed study
PM
Directed study
9/06/11
AM
Newborn Resuscitation
Split groups am/pm
Directed study am/pm
HRI ?ermec
TBC
10/06/11
AM
Perineal body and pelvic
floor
Perineal suturing workshop
WL LR30
& Planning for student
debate
WL LR31
TBC
08/06/11
37
Sue Sallis/
Rhona
Williams
Kizzy & Julie
37
Placement weeks: Total Client Care Assessment
Week
No
Date
Time
Title of Session
Venue
Facilitator
42
11/07/11
AM
Wellbeing and spirituality
WL LR13
Julie
PM
Reflective Practice applied to
maternity care
WL LR13
Louise
AM
Postnatal Care – A time
honoured tradition or a dying
art?
WL LR13
Louise
PM
Physiology of the puerperium
(directed study)
WL LR13
Louise
AM
Physiology of the breast and
lactation
WL LR30
Ola
PM
Venepuncture workshop
Clinical Skills
007 + 6
Julie
12/07/11
42
42
42
13/07/11
14/07/11
AM
Directed study
6
PM
42
15/07/11
AM
Directed study to plan for the
student debate
WL LR30
Student debate
WL LR31
Julie and
Catriona
PM
Placement weeks: Total Client Care Assessment
47
15/08/11
All day
Infant Feeding workshop
TBC
Louise and
Ola
47
16/08/11
AM
Supporting women and
partners in labour
Dad Doulas & Mum
TBC
Julie
& Guest
Speakers
TBC
PM
Introduction to self selected
placements
TBC
17/08/11
All day
Directed study
18/08/11
All day
Active birth workshop
47
47
Module evaluation
47
19/08/11
AM
PM
Administration
floor Women
& Children’s
Hull. Rm 3
Julie and
Catriona
Directed study
Last day for academic
supervision
This timetable may be subject to some occasional subtle alterations
7
5.
TEACHING PROGRAMME
Session One
Session Title: Introduction to module
Teaching Staff Name(s): Julie Green
Aim(s) of the Session: To introduce the students to the Normal Childbirth module
Learning Outcomes for the Session: At the end of the session the students will have:


Identified and discussed the learning outcomes for the module
Discussed and asked questions around the assessments within the module
Indicative Content for the Session:
 Module Guide
 Assessment strategy
Learning and Teaching Strategies for the Session:
Discussion
Relevant Reading/Directed References for the Session:
_________________________________________________________________________________
Session Two
Session Title: Concept analysis of normal birth
Teaching Staff Name(s): Julie Green
Aim(s) of the Session: To introduce the students to a concept analysis of Normal Childbirth
Learning Outcomes for the Session: At the end of the session the students will have:



Discussed the relevance of conceptual analysis
Determined what constitutes normality in childbirth
Examine the caring environment in relation to facilitation of normal birth
Indicative Content for the Session:
 Midwifery autonomy and role
 Environment for birth
 Political and organisational influences
Learning and Teaching Strategies for the Session:
Lecture and Discussion
Relevant Reading/Directed References for the Session:
Downe S (2004) Normal Childbirth; Evidence and Debate London, Churchill Livingstone
Wagner M (1994) Pursuing the birth machine: the search for appropriate birth technology Australia,
Ace Graphics
_________________________________________________________________________________
8
Session Three
Session Title: Physiology of Labour and Physiology of pain
Teaching Staff Name(s): Mary Beadle.
Aim(s) of the Session: To enable the students to understand the physiology of labour and how it links
to the physiology of pain
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Examine how the onset of labour is diagnosed;
 Describe the physiology underpinning the 3 stages of labour;
 Examine physiology of pain and the impact on the labouring woman
Indicative Content for the Session: Diagnosis of and physiological changes occurring in normal
labour; midwife’s role during labour.
Learning and Teaching Strategies for the Session: Brainstorm, discussion, group work and
exposition.
Relevant Reading/Directed References for the Session: to be advised.
_________________________________________________________
Session Four
Session title: Phases of labour
Teaching Staff Name(s): Louise Lewis.
Aim(s) of the Session: To enable the students to understand the physiology of labour and how it links
to the physiology of pain
Learning Outcomes for the Session: By the end of the session the students will be able to:

 Describe the concept of phases of labour and the difference further to the generic stages of
labour;
 Describe latent and transitional phases and the provision of midwifery care in relation to the
needs women
 Outline how maternal and fetal conditions are assessed;
 Discuss how normal progress is monitored.
Indicative Content for the Session: Diagnosis of and physiological changes occurring in normal
labour; midwife’s role during labour.
Learning and Teaching Strategies for the Session: Brainstorm, discussion, group work and
exposition.
Relevant Reading/Directed References for the Session: to be advised.
9
Session Five and Six
Session Title: Planning care and record keeping; Inter-professional working the value of forums
Teaching Staff Name(s): Julie Green
Aim(s) of the Session: To enable the student to develop ability to plan and record care in the practice
setting
Learning Outcomes for the Session: At the end of the session the students will have:
 Demonstrated techniques in care planning and recording
 Discussed the importance and theories of planning care
Indicative Content for the Session:





The psychological impact of childbirth on the woman and her partner
The concept of care pathways
National service frameworks
Local groups and functions
Record Keeping
Learning and Teaching Strategies for the Session:
Lecture and Discussion
Relevant Reading/Directed References for the Session:
DoH (2004) National Service Framework for Children, Young People and Maternity services London
DOH
NMC (2004) Guidelines for records and record keeping London NMC
Session Seven
Session Title: Pelvis
Teaching Staff Name(s): Julie Green
Aim(s) of the Session: For students to know and understand the anatomy and function of the female
bony pelvis, and to apply this knowledge to midwifery practice.
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Describe the bones, joints & ligaments of the bony pelvis;
 Describe the diameters of the pelvis relevant to obstetrics;
 Discuss the function of the pelvis in life.
 Describe the variants from the gynaecoid pelvis;
 Discuss how an accurate understanding of the pelvic anatomy impacts on midwifery practice.
Indicative Content for the Session: The bones, joints, ligaments, diameters & types of pelves;
purpose and factors affecting the pelvis.
Learning and Teaching Strategies for the Session: Demonstration; discussion; exposition.
Relevant Reading/Directed References for the Session: Any Anatomy & Physiology text for
midwives/obstetrics.
10
Session Seven
Session Title: Fetal Skull
Teaching Staff Name(s): Julie Green
Aim(s) of the Session: For students to know and understand the anatomy of the fetal skull. For the
students to apply this knowledge to midwifery practice.
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Describe the bones, parts and regions of the fetal skull;
 Know the diameters of the fetal skull that are important in midwifery practice and why;
 Describe the internal structures of the fetal skull;
 Discuss moulding, caput succedaneum and cephalhaematoma
Indicative Content for the Session: The bones, regions and parts of the fetal skull; diameters of the
fetal skull; sutures and fontanelles of the skull, internal structures of the fetal skull, moulding and
cephalhaematoma.
Learning and Teaching Strategies for the Session: Demonstration; discussion and exposition.
Relevant Reading/Directed References for the Session: Any relevant midwifery text.
Session Eight
Session Title: Fetal circulation and APGAR Score
Teaching Staff Name(s): Nicky Clark
Aim(s) of the Session: To increase the students knowledge of these topic areas, and to be able to
apply it to their experiences to date.
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Describe the fetal circulation and its’ changes at birth;
 Discuss the changes that should take place in the newborn to adapt to extra-uterine life;
 Discuss briefly the impact that certain conditions present at delivery may have on the
successful adaptation.
Indicative Content for the Session: Fetal circulation and the temporary structures; temperature
maintenance, protection from infection, establishment of early feeding.
Learning and Teaching Strategies for the Session: Brainstorm, discussion, group work and
exposition.
Relevant Reading/Directed References for the Session: to be advised.
Session Nine
Session Title: Mechanisms of labour and Monitoring progress – the value of vaginal examination
including practice simulation.
Teaching Staff Name(s): Julie Green
11
Aim(s) of the Session: To explore the mechanism of the passage of the fetus through the pelvis and
the monitoring of that progress.
Learning Outcomes for the Session: At the end of the session the students will have:



Examined the process and mechanism of labour progress and birth
Developed insightful understanding of the impact of the environment on that progress
Explored ways of demonstrating satisfactory wellbeing
Indicative Content for the Session:




The psychological impact of childbirth on the woman and her partner
Facilitation of normality
Choice and consent
Interpersonal skills
Learning and Teaching Strategies for the Session:
Lecture and Discussion
Relevant Reading/Directed References for the Session:
Downe S (2004) Normal Childbirth; Evidence and Debate London, Churchill Livingstone
Mander R (2001) Supportive care and Midwifery Oxford, Blackwell Science
Session Ten
Session Title: Newborn resuscitation
Teaching Staff Name(s): Rhona Williams/Sue Sallis
Aim(s) of the Session: To equip the student with the theory and practical skills required for birth
resuscitation
Learning Outcomes for the Session: At the end of the session the students will have:


Explored the theory of hypoxia
Understood the role of the midwife in events requiring resuscitation skills
Indicative Content for the Session:
 The normal neonate
 Identification of risk and the development of complications
 Resuscitation skills
Learning and Teaching Strategies for the Session:
Lecture, Discussion and clinical skills development
Relevant Reading/Directed References for the Session: To be made available on E Bridge
12
Session Eleven
Session Title: Perineal body & pelvic floor including suturing workshop
Teaching Staff Name(s): Julie Green / Kizzy Lynch
Aim(s) of the Session: To teach the students the pelvic floor and suturing techniques and its’
application to midwifery.
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Discuss how an accurate knowledge of the pelvic floor affects a midwife’s practice.
Indicative Content for the Session:



Superficial and Deep muscle layers; perineal body; degrees of trauma occurring in
labour.
The psychological impact of childbirth on the woman and her partner
Choice and consent


Suturing skills
Interprofessional team
Learning and Teaching Strategies for the Session: Brainstorm, discussion, group work and
exposition.
Relevant Reading/Directed References for the Session: Coad J (2001) Anatomy & Physiology for
Midwives. Mosby London.
_________________________________________________________
Session Twelve
Session Title: Wellbeing and spirituality in pregnancy.
Teaching Staff Name(s): Julie Green / Carol Lambert
Aim(s) of the Session: To explore the concept of wellbeing and spirituality
Learning Outcomes for the Session: At the end of the session the students will have:


Explored the meanings and relevance of wellbeing and spirituality
Considered application to the practice setting
Indicative Content for the Session:
 Research around wellbeing
 The psychological impact of childbirth on the woman and her partner
Learning and Teaching Strategies for the Session:
Lecture and Discussion
Relevant Reading/Directed References for the Session: To be made available on E Bridge
Session Thirteen
Session Title: Post natal care, Physiology of the Puerperium (Directed study)
13
Teaching Staff Name(s): Louise Lewis
Aim(s) of the Session: To introduce the topic and promote understanding of the maternal
physiological changes taking place in the puerperium;
To build on the students experiences in the practice areas.
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Identify the midwife’s role and responsibilities in the puerperium;
 Describe the physiological changes that should normally occur in the puerperium;
 Understand the processes involved that facilitate the physiological changes taking place postnatally.
Indicative Content for the Session: Physiological changes in the puerperium; practice scenarios.
Learning and Teaching Strategies for the Session: Directed study, work will be made available prior
to the session for the students.
Relevant Reading/Directed References for the Session: to be advised.
Session Fourteen
Session Title: The Breast & Physiology of lactation
Teaching Staff Name(s): Ola Ogbuehi
Aim(s) of the Session: To develop an understanding of the anatomy and physiology of the breast and
lactation, building on existing knowledge and identifying areas for further revision
Learning Outcomes for the Session: By the end of the session the students will be able to:
 Identify individual knowledge and areas for development
 Discuss and clarify anatomy & physiology;
 Explore the impact of breastfeeding techniques/approaches on the physiology of lactation.
Indicative Content for the Session: Anatomy & physiology of the breast and lactation, breast feeding
practices.
Learning and Teaching Strategies for the Session: Brainstorm, discussion, group work and
exposition.
Relevant Reading/Directed References for the Session: RCM (2002) Successful Breastfeeding
third edition Churchill Livingstone.
_________________________________________________________
Session Fifteen
Session Title: Student led debate.
Teaching Staff Name(s): Julie Green / Catriona Jones
Aim(s) of the Session: To critically analyse and evaluate current practice in relation to intra partum
care.
Learning Outcomes for the Session: At the end of the session the students will have:

Discussed the relevant physiological and psychological changes related to the intra partum
period
14


Discussed the role of the midwife
Analysed intra partum care and its effectiveness within a woman centred context
Indicative Content for the Session:




The psychological impact of childbirth on the woman and her partner
The interprofessional team
Choice and consent
Facilitation of normality
Learning and Teaching Strategies for the Session:
Debate
Relevant Reading/Directed References for the Session: Debate guidance will be available on E
Bridge and will have been explained at the introduction to the module
Session Sixteen
Session Title: Infant feeding workshop.
Teaching Staff Name(s): Ola Ogbuehi and Louise Lewis
Aim(s) of the Session: To enable the students to develop skills and understanding to facilitate
effective infant feeding
Learning Outcomes for the Session: At the end of the session the students will have:





Critically explore various methods of infant feeding
Critically examine the complexities surrounding individual feeding choices
Development of understanding of the political and ethical issues surrounding infant feeding
choices and the role of the midwife
Explored and discussed personal values and beliefs
Developed problem solving techniques to facilitate effective support of mothers and their
babies
Indicative Content for the Session:




Facilitation of normality
Choice and consent
Interpersonal skills
Conflicting advice and systems of care
Learning and Teaching Strategies for the Session:
Lecture, Discussion and student participation
Relevant Reading/Directed References for the Session:
RCM (2002) Successful Breastfeeding 3rd Ed London Churchill Livingstone
Session Twenty Five
Session Title: Active Birth Workshop.
Teaching Staff Name(s): Julie Green and Catriona Jones
15
Aim(s) of the Session: To enable the students to develop skills and understanding to facilitate normal
birth.
Learning Outcomes for the Session: At the end of the session the students will have:



Discuss how the midwife can facilitate the physiological birthing process
Developed problem solving skills
Considered application to the practice setting
Indicative Content for the Session:




The psychological impact of childbirth on the woman and her partner
Facilitation of normality
Choice and consent
Interpersonal skills
Learning and Teaching Strategies for the Session:
Lecture and Discussion
Relevant Reading/Directed References for the Session:
Sutton J (2001) Let birth be reborn again Middlesex, Sarsons Press
Munro J, Spiby H (2000) Evidence Based Midwifery Guidelines for Midwifery led care in labour. Central
Sheffield University Hospitals.
_________________________________________________________________________________
16
6.
MODULE ASSESSMENT
Details regarding assessments for this module:
Summative Assessment:
1.
2.
A 3000 word essay analysing management of care
Achievement of Total Client Care Assessment
Assessment Submission Date:
Both elements of the assessment (written assignment and practice assessment) are due in on
Tuesday 13th September by 12 mid day
Guidelines/Aims of Assessment:
Students must pass both the theory and practice parts of the assessment in order to pass the module.
Students cannot use a pass in the written assessment to compensate for a failure in practice and vice
versa.
1. Theoretical Component: The essay title is
“Evaluate how normality can be facilitated and maintained in maternity care”
The student should demonstrate achievement of the learning outcomes 1 – 3
The learning outcomes are as follows:
1. Evaluate the provision of care of women and their families
2. Discuss inter-professional working in relation to normal childbirth
3. Discuss the relevant physiological and psychological changes related to pregnancy, birth and
the postnatal period
Some students may find it helpful to link to a specific case from practice to clarify the points they are
making. The essay, however is not a case study and therefore any descriptions of a case study must
be kept to a minimum. Care must be taken with confidentiality as per programme handbook
2. Practice Component:
Please refer to the practice assessed documentation within this module guide.
The use of correction fluid will constitute an automatic fail.
Criteria for Summative Assessment:
The learning outcomes assessed in practice with regards to the Total Client Care Assessment are assessed as a
‘pass’ or ‘fail’, the overall practice assessment is graded, please refer to the documentation within this module
guide for further clarification
Guidelines for Academic Supervision:
Academic supervision is available until Friday 19th August 2011.
Academic supervision will not be available during the vacation or assessment period.
You will be allocated an academic supervisor at the beginning of the module.
17
If you wish to submit a draft please do so by Friday 5th August by 17:00hrs. Draft work submitted after
this date and time unfortunately will not be seen.
You are able to submit 1/3rd of the essay (i.e.1000 words) once only.
18
Faculty of Health and Social Care
Module specification
a
Module title
Normal Childbirth
b
Module code
(enter code or
‘NEW’)
47841
c
Module
Leader
Julie Green
d
Credits
40
e
Level
5
f
Semester
3
g
Pre-requisites
None
h
Concurrent
modules
None
i
Postrequisites
None
j
Mandatory
constraints
Students must be registered on BSc (Hons) Midwifery Programme 474709 or
474710
k
Advisory
constraints
None
l
Rationale
m
Aims and
distinctive
features
Deputy : Catriona Jones
This module will enable the student to explore in depth evidence and care
relating to normal childbirth. The midwife’s role lies within the boundaries of
normal childbirth. It is paramount for the student to understand the midwife’s
role within the inter-professional team.
This module progresses from either Fundamentals in Midwifery 1. With a
focus on Normal Childbirth the module aims to develop the students
understanding and knowledge. The student will then be able to facilitate
individualised care for the woman and her family.
19
n
Learning
outcomes
On successful completion of the module students will be able to:
1. Evaluate the provision of care of women and their families.
2. Discuss inter-professional working in relation to normal childbirth.
3. Discuss relevant physiological and psychological knowledge to
changes related to pregnancy, birth and the postnatal period.
4. Provide holistic care to a woman and her family
5. Provide evidenced based care, being able to justify any actions taken
6. Utilise the inter-professional team
o
Learning and
teaching
strategy
p
Arrangements
for revision
and private
study
Module content is delivered using a range of pedagogical approaches
including, formal lectures, problem based learning, enquiry based
learning, workshops, group discussions, action learning sets, tutorials, on
line discussions, and interactive clinical skills session.
All students will be allocated an academic supervisor; it is the student’s
responsibility to access academic supervision as identified within the module
guide.
A Virtual Learning Environment (VLE) will be used to maximise opportunities
to share information and professional practice issues to aid learning and
maximise cross fertilisation of ideas and knowledge. Pre and intra module
reading will be provided and Virtual Learning Environment will be also be
utilised to provide electronic resources, supplementary reading material and
signpost links to relevant internet sites following taught sessions.
q
Methods of
assessment
Assessment Strategy
Summative
Learning outcomes 1- 3 - A 3000 word essay analysing management of
normal care. (50%)
Learning outcomes 4 - 6 - Achievement of the Total Client Care
Assessment (TCCA) in practice. (50%)
Students must pass both the theory and practice parts of the assessment in
order to pass the module. Students cannot use a pass in the written
assessment to compensate for a failure in practice and visa versa.
r
Methods of
reassessment
(if different to
q)
Essay - Students who are unsuccessful at first attempt will be required to re
submit during the next assessment period. If the student is unsuccessful at a
second attempt, this will constitute failure of the module.
Students will be re assessed on the practice learning outcomes which they
have not achieved. When and where this assessment takes place will be
decided on an individual basis. This decision will be made at the relevant
module board.
S1 Assessment Specification
20
The student is required to:
Written Assignment
Relates to learning outcome no
Provide a 4000 word essay which analyses the management
care during a normal childbearing event.
1–3
Practice assessment
Successful achievement of total client care practice
assessment
4-6
S2 External examiner
Appointed
Name Sue Southall
Awaiting confirmation
Name:
Not identified
S3 Programme - module outcomes - mapping to internal/external reference points
Programme
Module
Midwives
Standards of
Framework for Higher
outcomes
outcomes
rules and
proficiency for PreEducation Qualification
standards
registration midwifery
(QAA 2008)
education NMC 2004
1-5, 10-12
1
Rule 6,
Standard 15
Level 5
1, 2, 9, 22, 28
2
Standard 15
Level 5
6, 8, 12
3
Standard 15
Level 5
1, 7, 8, 10, 13,
4
Rule 6, 7 & Standard 15
Level 5
16, 18, 19, 21,
9
23, 25, 29, 30,
32
7, 9, 10, 11,
5
Standard 15
Level 5
14, 15, 17, 18,
19, 30
1, 2, 9, 10, 22,
6
Rule 6,
Standard 15
Level 5
28
This module addresses the introduction of NMC Circular 23/ 2007, 24/2007, 25/2007, 33/2007.
References
Department of Health (2004) The NHS Knowledge and Skills Framework (NHS KSF) and the
Development Review Process London DOH
Department of Health (2004) National Service Framework for Children, Young People and Maternity
Services London DOH
NMC (2004) Midwives Rules and Standards London NMC
NMC (2004) Standards of Proficiency for Pre Registration Midwifery Education London NMC
NMC (2007) Introduction of Essential Skills Clusters for pre registration midwifery education
programmes (23/NMC Circular 2007)
21
NMC (2007) Pre registration midwifery education programmes: progression from one academic level to
the next academic level (24/NMC Circular 2007)
NMC (2007) Grading of clinical practice for pre registration midwifery education programmes (25/NMC
Circular 2007)
NMC (2007) Ensuring continuity of practice assessment through the ongoing achievement record
(33/NMC Circular 2007)
Quality Assurance Agency (2008) The Framework for Higher Education Qualifications in England,
Wales and Northern Ireland Gloucester QAA
QAA (2001) Subject Benchmark Statements. Health Care Programmes: Midwifery Gloucester QAA
t
Estimated number attending module
15 - 30
u Indicative content




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Role of the Midwife
The inter-professional team
Facilitation of normality
Application of the physiology of labour and normal childbirth
The pelvis and pelvis floor applied to normal childbirth
The fetal skull applied to normal childbirth
The psychological impact of childbirth on the woman and her partner
Record Keeping
Choice and consent
National Service Frameworks
NICE Guidelines
Normal antenatal, Intrapartum and postnatal care
The normal neonate
Identification of at risk women and the development of complications
Revision and application of the physiology of lactation and infant feeding
Introduction to case load holding in midwifery
Fetal circulation
Neonatal adaptation to extra uterine life
Perineal trauma and repair
Placenta and membrane development
v
Indicative reading
22
Blackburn, S. (2003) Maternal Fetal and Neonatal Physiology: A Clinical Perspective (2nd edition)
Philadelphia: W B Saunders
Campbell S. Lees, C. (eds) (2000) Obstetrics by Ten Teachers (17th edition) London Oxford University
Press
Coad, J & Dunstall, . (2005) Anatomy & Physiology for Midwives (2nd edition) London: Mosby.
Downe, S. (ed) (2004) Normal Childbirth. Evidence and Debate London Churchill Livingstone
Enkin, M. Keirse, M. and Chalmers, I. (2000) A Guide to Effective Care in Pregnancy and Childbirth (3rd
edition) Oxford University Press
Johnson, P. (1998) The Newborn Child (8th Ed) New York Churchill Livingstone
McKissock C (2009) Great ways to learn anatomy and physiology 1st edition, Palgrave MacMillan,
Hampshire
Munro, J. Spiby, H. (2000) Evidence based midwifery Guidelines for midwifery led care in labour The
Central Sheffield University Hospitals
National Institute for Health and Clinical Excellence (NICE) Guidelines (2007) Intrapartum care: care of
health women and their babies during childbirth London NICE
National Institute for Health and Clinical Excellence (NICE) Guidelines (2006) Routine postnatal care of
women and their babies London NICE
Ramsay, M. M. James, D. K. Steer, P. J. Weiner, C. P. Gonik, B. (2000) Normal Values in Pregnancy
London WB Saunders
Raphael-Leff, J. (1994) Psychological Processes of Childbearing London Chapman and Hall
RCM (2002) Successful breastfeeding London RCM
RCM (2000) Midwifery Practice in the Postnatal period: recommendations for practice London RCM
Schott, J. Priest, J. (2001) Leading antenatal classes: A Practical Guide 2 nd Edition Butterworth
Heinemann
Verrals S (1993) Anatomy and Physiology Applied to Obstetrics (3rd edition) Edinburgh: Churchill
Livingstone
Wagner, M. (1994) Pursuing the birth machine: the search for appropriate birth technology Australia
Ace Graphics
Walsh, D, Downe, S (2010) Essential Midwifery Practice: Intrapatrum Care 1st edition Wiley –
Blackwell publishing, West Sussex
Wickham, S. (2006) Midwifery: Best Practice Volume 4 London Elsevier
Wylie L (2005) Essential anatomy for midwives 2nd edition London Elsevier
23
Useful World Wide Web (www) addresses
www.doh.gov.uk
www.surestart.gov.uk
www.activebirthcentre.com
www.aims.org.uk
www.gentlebirth.org/archives
www.radmid.demon.co.uk
www.shielakitzinger.com
www.birthchoiceuk.com
www.birthpsychology.com
www.homebirth.org.uk
www.independentmidwives.org.uk
www.midirs.org
www.nice.org.uk
24
THE UNIVERSITY OF HULL
FACULTY OF HEALTH AND SOCIAL CARE
BSc (Hons) Midwifery
YEAR
2
SEMESTER 3
LEVEL 5
Normal Childbirth
ASSESSMENT OF PRACTICE
Student’s Name ……………………………………………………………
Cohort ………………………………………………………………………..
If this document is found, please return to the Help Desk, Calder Building, Faculty of Health
and Social Care, University of Hull, Cottingham Road, Hull, HU6 7RX.
Tel 01482 463342
Continuous Assessment of Practice (CAP) Document Guidelines
25
This module is summatively assessed by the continuous assessment of practice by a sign off
mentor. The practice learning outcomes are assessed by the student’s sign off mentor in
clinical practice, mentors assess if the student has achieved the performance criteria for each
learning outcome. Each learning outcome must be achieved. The clinical assessment tool is
then used to give an overall mark. Students must have self assessed their performance prior
to the final assessment. Students must achieve 40% in order to pass the module. Students
will normally have 2 attempts to achieve these outcomes.
CAP Document Submission Date:
Date:
Academic Supervision for Practice Assessments
You will be allocated a named academic supervisor for the CAP document for this semester.
Guidance for Academic Supervision:

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
Academic supervision will not be available one working week prior to the module hand
in date or during student holidays
Academic supervision may be face to face individually or in a group or remotely (e.g.
email discussion board telephone or post).
Academic supervisors will not comment upon whether the work is a pass or fail.
The feedback on draft work will be linked to the module assessment criteria.
Feedback may comprise of one or more of the following:
o
o
o
o
o
o



A discussion of re: the chosen case, topic area, performance statement or
examination question.
Written feedback on part of one draft will be commented upon
Written feedback on a maximum of 3 performance statements will be
commented upon
Written feedback on part of a past examination paperExamination revision sessions
A discussion of written feedback.
Arrangements for tutorials or written feedback will be made by your academic
supervisor within 2 working weeks from receipt of your request.
Students should keep notes of what they have been advised of and feedback
received at tutorials, to refer to once the tutorial is completed. It is good practice for
the academic supervisor to provide written acknowledgement that they agree with the
accuracy of these notes.
‘Guidelines for supervising students with a disability’ issued by Disability Services,
should be referred to.
Students Responsibilities are:
26




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

To access academic supervision. This includes making appointments, providing draft
material and seeking advice from your academic supervisor or module leader if you do
not receive a reply within the 2 week time period.
When a draft is submitted for comment - it cannot be a request to see ‘if it is on the
right lines’. The academic supervisor needs to know what the student is seeking
feedback on e.g. the extent to which this is an example of linking theory to practice,
whether this is an accurate way to cite a direct quotation, whether this part draft
contains evidence of the student analysing concepts. These questions need to be
posed by the student in order to receive feedback; without them no feedback will be
given as supervisors don’t know what they are reading the draft for.
To keep a record of academic supervision, including requests for tutorials and
feedback for draft work.
To manage your time effectively to ensure that you are able to take any action
required regarding the feedback received from your academic supervisor. You should
always assume that there will be amendments to be made to any draft work.
Not to seek academic supervision from more than one academic supervisor per
module.
To seek support for study skills if necessary and this is available from the Study
Advice Centre which is located within the Brynmor Jones Library.
To discuss your individual needs with your academic supervisor, if necessary.
To ensure that the final piece of work is submitted on time and to the required
standard.
To complete the self assessment
Submission of CAP Document
Students are reminded that the CAP document will not be returned, and therefore must
remove the duplicate copy of the final interview and action plan prior to submission. The
action plan must be shown to the mentor in the student’s next placement. The Final
Interview should be placed in the students PPDP file for discussion with their personal
supervisor.
All CAP documents must be submitted with a signed assignment submission form attached.
An example can be found as appendix L of the Programme Handbook. This is a carbonated
form in duplicate. Proof of receipt of assignment submission will be sent to your university
Email within four working days. Please note that your assignment will not be accepted without
an accompanying assignment submission form. These can be obtained from Calder Help
Desk.
To notify the University of mitigating circumstances students should complete a mitigating
circumstances form and attach supporting evidence. Forms can be obtained from Calder
Help Desk. Further information can be found in the programme handbook (see 15.6).
CAP documents must be submitted on the specified hand in date by 12 noon. Work submitted
after the published deadline will be automatically awarded a fail. Not withstanding the faculty
policy on late submission. If appropriate a mitigating circumstances form and supporting
evidence should be completed, a decision regarding mitigating circumstances will be made by
the module board.
27
Students will be notified of results on Friday of week 4 of the following semester as detailed in
Programme Handbook (13.4 and Appendix D).
Failure of CAP document
Students who fail an assessment at the first attempt will be notified in writing, will receive
appropriate feedback and should make contact with their academic supervisor to arrange an
appointment to discuss resubmission requirements. Students who fail at their second attempt
will be notified in writing and will be unable to continue on the programme.
Specific requirements for assessment of practice
In order to meet the NMC (2004) proficiency standards this assessment must be
undertaken by a sign off mentor who has undertaken the appropriate preparation and
updating for the role of mentor, and who is recorded on the live register held by the
Faculty of Health and Social Care, University of Hull. Midwifery students can only be
assessed by a Sign Off mentor.
Students must:


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spend a minimum of 40% of their placement experience with a sign off mentor who is
on the University’s ‘Live’ mentor register
experience 24 hour care (early and late shifts during the week, weekends and nights)
maintain their record of competence
reflect upon and record their practice experiences in their professional portfolio, and
select the best evidence to support their achievement of the learning outcomes. This
provides the mentor with evidence of the student’s underpinning theoretical
knowledge and demonstrates their ability to link theory to practice. It also provides the
student with a means of supporting their achievement should the mentor not be the
individual directly observing the student’s practice
It is the responsibility of the student to submit the assessment document, fully
completed to the University by the identified date.
Should the student not be able to submit on the required date then the student must
complete the relevant mitigating circumstances form and supply supporting evidence
(see 15.6 and Appendix J Programme Handbook)
Guidelines for completion of CAP documents
Legibility of your work is very important and all practice assessment documentation must be
hand written in black pen. Students with a specific learning difficulty must contact Jayne
Taghzouit, Student Support Lecturer, to be supported in determining the number of outcomes
to be completed by hand in accordance with their individual action plan.
28
The completed assessment documentation must contain the following information:


Evidence of the student’s orientation to placement
Evidence of interviews between mentor and student (initial, interim and final
interviews)
 Evidence of action planning
 Evidence of Professional Behaviour in the Practice Setting (full signatures required for
each criteria)
 Mentor verification of hours completed by student on this placement
 Written entries for all performance criteria for each learning outcome, supported by
relevant literature, where appropriate, and a full reference list using the Harvard
referencing system.
 Evidence supporting claims for achievement of performance criteria from students and
type of evidence identified. Supporting evidence must include:
o Observation or discussion of practice with mentor
And at least one of the following:
o Observation of practice by other health professional within placement area
(verbal feedback to be provided to mentor)
o Reflective entries from the student’s professional portfolio
o Written records contributed to by the student e.g. care plans, observation
charts
o Written or verbal feedback from other practitioners outside the immediate
placement area
o Corresponding semester entry in Clinical Skills Record
o Other (please specify)
 Mentor verification that the student has, or has not, achieved relevant learning
outcomes. Students must achieve all performance criteria, in order to successfully
achieve each learning outcome.
 Evidence of grading of practice using clinical assessment tool
 Evidence of self assessment by the student
The Standards of conduct, performance and ethics for nurses and midwives (NMC 2008),
Standards for medicines management (NMC 2007) and Guidance on record keeping (NMC
2007) underpin module learning outcomes and must be considered when completing this
assessment.
The use of correction fluid (tippex) is prohibited. Use of correction fluid within the CAP
document will result in the CAP document being deemed a fail. This document must be
completed in the same way as client’s records; therefore any errors on the document must be
corrected in line with Trust and NMC requirements. If this is not the case then this will result in
the CAP document being deemed a fail.
Students are also required to read carefully and adhere to University regulations with regards
to unfair means (see section 14 programme handbook), confidentiality (see appendix G
programme handbook), and referencing (see appendix H programme handbook).
29
Continuous assessment of practice interviews:
To fulfil the required assessment process in a placement of 4 weeks or more a minimum of
three formal interviews must take place during each practice placement.
In a placement of less than 4 weeks a minimum of initial and final interviews must take
place. (This will limit the amount of information a mentor can give at the final interview).
Mentors must comment on the student’s professional behaviour in all placements.
Students
If at any time during the placement the student has any concerns regarding their continuous
assessment of practice they must inform the Practice Learning Facilitator (PLF) and/or a
member of the module team. This must be done as soon as any concern arises, and not left
until the end of the placement or until the evaluation of practice. The student must inform the
mentor that they have contacted one of the above persons.
Mentors
If at any time during the placement the mentor has any concerns regarding the student’s
behaviour and/or the student’s ability to achieve the learning outcomes she/he must inform
the PLF and/or a member of the relevant module team as soon as an issue arises. The
mentor must make the student aware of any concerns, which should also be recorded in the
student’s assessment document.
Initial Interview
This must take place during the first week of the placement, and involves a discussion
between the mentor and student about the following:
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special needs identified by the student prior to commencing the placement
action plan from previous placement
opportunities for achieving the learning outcomes
learning experiences under the direct supervision of another health care
practitioner (not sign off mentor)
orientation to the placement area
dates for the two subsequent interviews (interim and final)
Interim Interview
This interview must take place midway through the placement and provides opportunity for
discussion of the student’s progress and provision of appropriate guidance and feedback. If
the mentor has concerns about the student’s behaviour and or progress then this must be
communicated to the PLF and/or a member of the module team. Concerns must be
discussed with the student, and recorded in the assessment document. This ideally should
be in the presence of the PLF and/or a member of the module team, in order that a specific
action plan can be devised, to support the student in achieving the learning outcomes.
Final Interview
This interview must take place before the student leaves the clinical area at the end of their
placement. The student should attend this interview having self-assessed the achievement of
the relevant learning outcomes and clinical assessment tool. The student and the mentor
30
discuss to what extent the learning outcomes have been achieved, in order that the mentor
can verify the evidence presented by the student, and that this meets the required standard.
The mentor will then discuss the score awarded for the clinical assessment tool and overall
mark for the module. The mentor’s decision as to the achievement of the learning outcomes
and overall mark is final. Should concerns have been raised at the interim interview or prior
to the final interview then the PLF and a member of the relevant module team must be
informed. It is good practice for one or both to attend the final interview. Any learning
outcomes not achieved and an overall mark of less than 40% must be clearly identified and
recorded in the document with the reason why.
31
RECORD OF PLACMENT ATTENDANCE
YEAR
SEMESTER
Name of Placement
......................................................... Trust ……………………………………………
Dates of Placement
From: ........................................
Student’s Name ...................................................
To: ..........................................................
Mentor’s Name ………………………………................
Academic Supervisor ………………………………
Student has attended as follows:
Number of hours required for this semester is included in the module guide.
This will not necessarily be as much as 8 weeks.
Hours
Mentor Print Name
Mentor
Hours
Mentor Print Name
Mentor
signature
signature
Week 1
Week 5
.............hrs
............hrs
Week 2
.............hrs
Week 6
............hrs
Week 3
.............hrs
Week 7
...........hrs
Week 4
.............hrs
Week 8
............hrs
The student has not attended the placement on the following occasions:
Date(s) not
Number of hours missed Number of hours made Hours outstanding at end of placement
attended
up
Total number of hours worked ............Number of Nights worked (if any)………………
Mentor Print name……………………………………………….
Mentor’s signature ……………………....................................Date ……………….
I verify that the above student has worked 40% of the time within this placement with a sign off mentor on the
mentor register.
Mentor Print name ………………………………………
Mentor’s signature …………………………………….. Date……………………………
Student’s signature…………………………………… Date………………………………
In the event of sickness it is the student’s responsibility to inform the placement area and the University of Hull Telephone (01482) 464652
Module Team Verification
Signature …………………………………….....
Date ………………………
32
ORIENTATION TO PLACEMENT AREA
Placement Name
…………………………………………………………………………….
Mentor’s name …………………………………………………………………………….
Student’s name ……………………………………………………………………………..
Cohort
………………………………………………………………………..
I have:
1. discussed the learning opportunities and learning outcomes for the placement with my mentor.
2. discussed with my mentor any specific support or needs I may have with regard to my health
or learning requirements.
3. been introduced to the placement area.
4. been introduced to the staffing structure of the placement area.
5. been shown the location of fire fighting equipment and emergency exits and know my
responsibilities in the event of a fire.
6. been shown the location of resuscitation equipment and know my responsibilities in the event
of an emergency
7. been told the policy for receiving and referring messages and enquiries.
8. been shown where to store clothing and valuables and I know the policy for safe keeping of
these.
9. had an explanation of the off duty.
10. been informed of health and safety issues pertinent to this placement area
Student’s signature ……………………………………………….Date ………………..
Mentor’s signature ……………………………………………….. Date ………………...
33
Professional Behaviour in the Practice Setting
Student Name …………………….......
Mentor name (Print)……………………..
Interim Interview
Final Interview
Satisfactory
Unsatisfactory
Satisfactory
Unsatisfactory*
(mentor
signature)
(mentor signature)
(mentor
signature)
(mentor signature)
The student is respectful
and courteous to others
The student is sensitive
to the needs of others
The student is nonjudgemental
The student is
considerate of others
The student utilises
effective listening skills,
e.g. with users and carers
The student
communicates
effectively
The student’s personal
hygiene and appearance
(e.g.. body piercings,
jewellery, dress, use of
perfume) is appropriate
to the clinical area
The student maintains
appropriate levels of
client/patient privacy and
dignity
The student’s
timekeeping is
satisfactory
The student demonstrates
honesty
The student maintains
confidentiality
Any behaviour identified as unsatisfactory at final interview, should be supported by relevant evidence. An
unsatisfactory response, in one or more of the above areas, by the end of the placement (final interview) will
automatically lead to a failure of this practice assessment it may also result in an investigation utilizing the University
Code of Practice on Professional Unsuitability and Professional Misconduct.
Any behaviour identified as unsatisfactory should be identified on statement of non achievement page.
A full mentor signature is required for each criterion at both interim and final interview. Ticks, initials or bracketing
will result in the CAP document being deemed a fail. The mentor should take responsibility for this requirement, if
students experience problems in this being achieved then they should seek support from their academic supervisor or
module leader.
34
Initial Interview (to be completed during first week of midwifery placement)
Specific needs of the student identified through discussion
Expectations of student and mentor:
Action plan from previous placement seen and discussed
Mentor’s signature
Yes
No
Student’s signature
Agreed plan of action for this placement
Student’s signature ………………………………………………
Date ………………
Mentor’s signature ………………………………………………
Date ………………
35
INTERIM INTERVIEW
STUDENT

Strengths of my practice

Aspects of my practice I need to develop
MENTOR

Strengths within the student’s practice

Aspects of practice the student needs to develop

PLF/Module Team member (if participating in interview)
36
MUTALLY AGREED PLAN OF ACTION (Please identify specific goals)



Signature of Student……………………………………….. Date …………………………..
Signature of Mentor ………………………………………. Date …………………………..
Signature of PLF/Module team …………………………… Date ……………………………
(as appropriate)
37
FINAL INTERVIEW
STUDENT (Please comment on the following areas focus on knowledge, application of theory to
practice, clinical skills, reflection on practice, communication skills and ethical awareness as outlined
in the clinical assessment tool. Give justification for the score you have awarded yourself)
Signature of Student ………………………………………………….. Date …………………………..
PLF/Module team (if participating in interview)
38
MENTOR (Please comment on the students performance using the clinical assessment tool skills.
Knowledge, application to practice, clinical skills, reflection on practice, communication skills, ethical
awareness. Please give a rationale for the scores awarded)
All outcomes have been achieved and
the overall mark for the module is 40% or more
Yes
Signature of Mentor …………………………………………………..
Date …………………………..
39
No
MUTALLY AGREED PLAN OF ACTION (Please identify specific areas to be developed or goals
to be achieved). This plan of action needs to be taken to your next placement and discussed with your
mentor at the initial interview. Your mentor on your next placement is required to sign to acknowledge
that she/he has seen this action plan.




Clinical Skills (key points for development)
Signature of Student ………………………………………………………. Date ………………..
Signature of Mentor ……………………………………………………….. Date ……………….
40
41
Statement of Non Achievement (must be completed by mentor)
If the student has not achieved any of the outcomes, or fails to achieve 40% or above please specify which
outcomes and skills are involved giving reasons. This also includes professional behaviour in a practice setting.
Identify below an agreed plan of action:
Signature of Student …………………………………………………. Date………………..
Signature of Mentor ………………………………………………….. Date ………………..
Signature of PLF/Module team member (if appropriate) ……………………… Date………………
42
Supporting evidence from Practitioners who have worked with the student but are not
their mentor (to be completed by the Practitioner).
It is appreciated that the time spent with the student may not be sufficient for you to
offer in-depth comment, but any information you are able to share will be valuable
Practitioner’s name: …………………….………………………….…………………………………
Status and qualification(s): …………………………………………………………………………..
Number of hours worked with the student: …………………………………………………………
Capacity in which you worked with the student:……………………………………………………
…………………………………………………………………………………………………..............
Specific skills, knowledge and attitudes demonstrated by the student:
……………………………………………………………………………………………………………
………………………………………………………………………………………………….…………
………………………………………………………………………………….…………………………
………………………………………………………………………..…………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
Areas for development: ………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………...
Practitioner's Signature ………………………………….....…… Date ………………..…
43
Normal Childbirth Module - Total Client Care Assessment
This is achieved by observation and discussion with the mentor, this involves the student actively
giving care under the supervision of a midwife, no further documentary evidence is required. If the
student wishes this can be undertaken with one client or over the duration of the semester.
Choice of client
This assessment links to the Normal Childbirth module and the care to be assessed must achieve the
specified learning outcomes: 4. Provide holistic care to a woman and her family
5. Provide evidence based care being able to justify any actions taken
6. Utilise the interprofessional team
Students must achieve criteria A - F in order to demonstrate the achievement of the above learning
outcomes.
Normal Childbirth is when a woman commences, continues and completes labour physiologically at
term (www.rcm.org.uk)
The purpose is to assess the student in their ability to facilitate normal childbirth and enhance the
client’s optimal hormonal balance.
This therefore does NOT include;




A woman with epidural anaesthesia insitu.
Continuous cardiotocograph being used.
Any medical condition.
Any other medical intervention.
44
Candidate Number:
Mentor/s Please sign & Print name once here:
Normal Childbirth Total Client Care Assessment tool – Level 5
Each learning outcome must be passed. If one of the underpinning criteria is failed then the
overall learning outcome is not passed and should be highlighted in the feedback on the last
page.
Each learning outcome only requires one signature. The printed name of the assessor must
be visible at the top of each page.
Learning outcomes A – L. The
Assessment
underpinning criteria demonstrates by mentor
that learning outcome.
A. Throughout the provision of
Circle normal midwifery care, all care
Pass / Fail
is;
1. Safe
2. Evidence based
All the
3. Sensitive to needs of underpinning
woman and family
criteria must
4. Appropriate
be achieved
5. Evaluation & appropriate
to pass
actions taken
B. Record keeping is in line with
national and local standards;
1. Accurate
2. Legible
3. Continuous
4. Detail the reasoning behind
actions taken
5. Contains all necessary
information
C. Communication;
1. Uses
a
professional
manner that is sensitive to
woman’s needs
2. Discussed modification of
plans of care
3. Confidentiality maintained
4. Woman’s
birth
partner
supported
Circle Pass / Fail
All the
underpinning
criteria must
be achieved
to pass
Circle Pass / Fail
All the
underpinning
criteria must
be achieved
to pass
45
Mentor signature,
once for each
learning outcome
Date assessed
Mentor/s Please sign & Print name once here:
Candidate Number:
Normal Childbirth Total Client Care Assessment tool – Level 5
Learning outcomes A – L. The
Assessment Mentor signature,
Date assessed
underpinning criteria demonstrates by mentor
once for each
that learning outcome.
learning outcome
D. Team working;
Circle 1. Refer appropriately
Pass / Fail
2. Relevant members of multi
disciplinary team involved
in woman’s care
All the
3. Hand over of information & underpinning
care is professional
criteria must
be achieved
to pass
E. Practice in accordance with
Circle NMC codes;
Pass / Fail
1. Demonstrates professional
attitude
2. Develops an appropriate
All the
rapport with woman and underpinning
her family
criteria must
3. Maintains confidentiality
be achieved
4. Treats woman with respect
to pass
and maintains her dignity
F. Appropriate selection and
administration of medicines
(Identify medicines used during
assessment);
1.
2.
(Add extra numbers if necessary)
This also includes the decision not
to give medicines.
G. Maternal physical condition is
appropriately and effectively
assessed, monitored;
1. Pulse
2. Respirations
3. BP
4. Pain
5. Temperature
Circle Pass / Fail
All the
underpinning
criteria must
be achieved
to pass
Circle Pass / Fail
All the
underpinning
criteria must
be achieved
46
to pass
47
Mentor/s Please sign & Print name once here:
Candidate Number:
Normal Childbirth Total Client Care Assessment tool – Level 5
Learning outcomes A – L. The
Assessment Mentor signature,
Date assessed
underpinning criteria demonstrates by mentor
once for each
that learning outcome.
learning outcome
H. Fetal condition is
Circle appropriately and effectively
Pass / Fail
assessed and monitored;
1. Palpation
2. Pinard stethoscope
All the
3. Appropriate use of Sonicaid underpinning
equipment
criteria must
4. Uninterrupted skin to skin
be achieved
contact is facilitated and
to pass
encouraged where
appropriate
I. Optimal hormonal balance is
appropriately and effectively
assessed, monitored;
1. Facilitates the woman’s
tolerance of labour
2. Psychological aspects
3. Non-pharmacological
methods of support
4. Pharmacological methods
of support
J. An appropriate plan of care is
developed;
1. In consultation with woman
2. Demonstrating informed
choice
3. Evidence based
4. Justification given for care
K. The progress of labour is
effectively assessed, monitored;
1. Palpation of uterine
contractions
2. Descent estimated
3. Appropriate use of Vaginal
examinations
Circle Pass / Fail
All the
underpinning
criteria must
be achieved
to pass
Circle Pass / Fail
All the
underpinning
criteria must
be achieved
to pass
Circle Pass / Fail
All the
underpinning
criteria must
48
be achieved
to pass
49
Mentor/s Please sign & Print name once here:
Candidate Number:
Normal Childbirth Total Client Care Assessment tool – Level 5
Learning outcomes A – L. The
Assessment Mentor signature,
Date assessed
underpinning criteria demonstrates by mentor
once for each
that learning outcome.
learning outcome
L. Breastfeeding is facilitated;
Circle 1. Skin to skin at birth is
Pass / Fail
facilitated if appropriate
2. Appropriate assistance with
positioning and attachment
All the
is facilitated
underpinning
criteria must
be achieved
to pass
Further comments.:
Positive feedback is valuable. If any learning outcome has failed the details of which
underpinning criteria that the fail relates to must be highlighted here.
Once the criteria have been assessed as a pass or fail, the
sign off mentor must then grade the students practice
using the clinical assessment tool.
50
51
Clinical Assessment
Midwifery level 5
Marking scale:

Score from 0 - 85%

Add scores up and divide by 6 but must pass each component i.e. achieve a score 40%
or above.

Record final mark as a percentage in appropriate box.

Student to self assess prior to interview

Mentors final mark will be recorded at the final interview.

Students please indicate score for each skill.
Skill
Unsafe
0%
Inadequate
15%
Limited
30%
Satisfactory
Good (most of
the time)
Good (all of the
time)
Very good
40%
45%
Exceptional
85%
55%
65%
Description
Score
Student
Knowledge
Critique the evidence that informs clinical practice and discuss the physiology related to
care
Application to
practice
Apply knowledge of physiology and pathology appropriately to care
Clinical skills
Demonstrate safe and ethically sensitive practice under indirect supervision including the
administration of drugs
Reflection on
practice
Reflect on and analyse experiences in practice under indirect supervision
Communication
skills
Ethical awareness
Demonstrate appropriate professional communication skills
Mentor
Analyse the principles of normal midwifery care and discuss safe and ethically sensitive
practice
Total mark (%)
Indirect Supervision
Sign off Mentor
declaration
Indirect supervision means that you can reasonably expect the student to perform
previously learned aspects of care. The student should be able to discuss problem
solving skills whilst taking on new skills with more guidance. By the end of the year
you should feel confident that the student is ready to move to minimal supervision in all
the performance indicators attained.
Please sign to confirm that the mark awarded.
52
Student signature:
Date:
Mentor signature:
Date:
7. Referencing, Plagiarism, Confidentiality and Generic Marking
Criteria
You must use the Harvard system of referencing (see appendix H of Programme Handbook), adhere
to the regulations with regard to plagiarism (section 14 of Programme Handbook) and the guidelines
on confidentiality (Appendix G of Programme Handbook). Generic Marking criteria can be found in
appendix I of your Programme Handbook.
8. Guidelines for Presentation and Submission of Written
Summative Assessment (Assignments)
All assignments must be submitted with a signed assignment submission form to which you must
have attached your Bar code. This is a carbonated form in duplicate. Proof of receipt of assignment
submission will be sent by Email within four working days to your University Email address. Please
note that your assignment will not be accepted without an accompanying assignment submission
form. These can be obtained from Calder Helpdesk.
Assessed work must be submitted as instructed prior to 12 noon on or before the specified hand in
date. Work submitted after the published deadline will be penalised as follows

If work is submitted within four hours of the submission date and time, that being by 4 p.m. on
the date of submission, the student will incur a penalty of 10% of the mark awarded. If the
mark of a first submission falls below the pass grade due to the 10% reduction then the
assignment will be deemed a fail.

If work is submitted after 4 p.m. on the hand in date, the work will be awarded 0%.
9. Mitigating Circumstances, Absence with Good Cause
To notify the University of mitigating circumstances, or to apply for absence with good cause from an
examination, you should complete the appropriate sections of the MITIGATING CIRCUMSTANCES
FORM and attach supporting evidence. These can be obtained from Calder helpdesk and an example
of the form can be found as appendix J of the Programme Handbook. Further information on this can
be found in your Programme Handbook section 15.5, including where and to whom forms should be
submitted.
Extensions are not given under any circumstances. Any student handing in an assignment late
must submit a completed mitigating circumstances form with supporting evidence, within seven days
of the submission date (even if the assignment will be submitted later than that).
The Mitigating Circumstances Committee/Module Board will consider all late submissions and decide
whether or not the mitigation is acceptable. This will include consideration of the amount of extra time
taken in relation to the mitigating circumstances raised by the individual student. If the mitigation is
accepted you will not be penalised for submitting late (see Programme Handbook 11.2 and 15.5 for
further information, including where and to who forms should be submitted).
Failure to submit mitigation for an assignment submitted late will incur the penalty above.
Semester 3 09/10
Page 53
10. Notification of Results and collection of assignments
You will be notified of results as detailed in the Programme Handbook (see section 13.4).
You will be notified via blackboard of the date that assignments will be ready for collection from
Calder Help desk. Any assignments not collected within four weeks of that date will be destroyed.
11. Resubmission
If you fail an assessment at the first attempt you should make an appointment with your academic
supervisor/module leader. You will normally be required to resubmit at the next assessment period.
Semester 3 09/10
Page 54
Appendix 1 – Generic Marking Criteria
Level 5
80-100%
70-79%
The University of Hull
Faculty of Health and Social Care
Generic assessment criteria Level 5
An individual performance may fit a category by meeting some of the criteria:
levels of knowledge (depth,
originality
scholarship
general description
discussion & analysis
range & accuracy)
(independence of
(evidence and referencing)
thought, novelty of
ideas, approach,
synthesis)
outstanding
knowledge
&
well-focused
&
logical
discussion
originality of thought;
evidence of extensive in-depth
exceptionally high
substantiated by outstanding use exceptionally high level of reading, use of other sources
levels & balance across understanding in all areas;
excellent grasp of issues;
of evidence;
independent thinking
and independent research;
the range of selected
no errors or omissions
outstanding analysis in all areas
referencing to publishing
criteria
standards (examinations
excepted)
excellent levels and
well-focused & logical discussion use of new sources &
evidence of effective in-depth
excellent knowledge &
balance across the
showing excellent command of
approaches evident;
reading & use of other
understanding in all areas;
range of selected
evidence;
excellent level of
sources;
excellent grasp of issues;
criteria
independent thinking
excellent analysis in most areas
referencing of an excellent
negligible errors or omissions
standard (examinations
communication
(structure, clarity,
presentation,
linguistic range
and accuracy)
excellent literary
style and/or
presentation
application
effective literary
style and/or
presentation
excellent
application of
theory to practice
with evidence of
integration
exemplary
application of
theory to practice
with evidence of
integration
excepted)
60-69%
very good levels and
balance across the
range of selected
criteria
50-59%
good level and balance good knowledge and
understanding in most areas;
across the range of
competent grasp of issues;
selected criteria
minimal errors or omissions
well-focused and logical
discussion showing good
command of evidence;
40-49%
acceptable levels
across the range of
selected criteria
adequate knowledge and
understanding; adequate grasp
of main issues; some areas
covered moderately well; some
errors & omission
fairly well-focused discussion
showing some command of
evidence;
some analysis evident
35-39%
object of assessment
completed, some
positive elements but
weak all round, with
awareness of some issues but
limited depth;
mostly superficial grasp of
issues;
unclear and ill-focused discussion
showing limited command of
evidence with
little or no evidence of analysis
very good knowledge and
well-focused and logical
understanding in most areas; discussion showing good
good grasp of issues; negligible command of evidence;
errors or omissions
clear evidence of competent
analysis
good analysis understanding in
most areas
very good literary
evidence of wide & in-depth
style and/or
good level of independent reading and use of other
presentation
sources;
thinking
referencing of a high standard
(examinations excepted)
very good
application of
theory to practice
with evidence of
integration
awareness of issues with
some originality and
evidence of independent
thinking
good literary style
and/or presentation
good application
of theory to
practice with
evidence of
integration
awareness of issues but
evidence of reading and use
lacking in originality; some of other sources;
evidence of independent
referencing of an acceptable
thinking;
standard (examinations
excepted)
adequate literary
style and/or
presentation
average
application of
theory to practice
some awareness of
issues;
limited or no evidence of
independent thinking
barely adequate
literary style and/or
presentation
limited application
of theory to
practice
some originality;
Semester 3 09/10
evidence of wide reading and
use of other sources;
referencing of a good standard
(examinations excepted)
evidence of limited reading
and use of other sources;
referencing barely acceptable
Page 55
serious deficiencies
some errors and omission
(examinations excepted);
excessive use of quotations
An individual performance may fit a category by meeting some of the criteria:
Level 5
general description
levels of knowledge (depth,
range & accuracy)
discussion and analysis
scholarship
(evidence and referencing)
unfocussed/illogical discussion;
evidence maybe absent
originality
(independence of
thought, novelty of
ideas, approach,
synthesis)
no evidence of
independent thought
20-34%
object of assessment
minimally completed,
very few positive
elements & very weak
all round, with serious
deficiencies
Most material irrelevant or
incorrect;
very weak understanding of
issues;
many errors or omissions
1-19%
object of assessment
uncompleted, no
positive elements &
exceptionally weak all
round, with very
serious deficiencies
material entirely irrelevant or
incorrect;
no apparent understanding of
issues
serious errors and omissions
absence of developed ideas and
evidence
no evidence of
independent thought
no evidence of any
preparation; no evidence of
reading or use of other
sources;
referencing unacceptable
(examinations excepted);
0%
no submission; written evidence of unsafe practice
little evidence of reading or
use of other sources;
referencing unacceptable
(examinations excepted);
excessive use of quotations
excessive quotations
Semester 3 09/10
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communication
(structure, clarity,
presentation,
linguistic range
and accuracy)
poor literary style
and/or presentation
application
very poor literary
style and/or
presentation
no evidence of
application of
theory to practice
little evidence of
application of
theory to practice