Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate the ability to take responsibility for your own professional development linked to risk assessment and skills rehearsal in obstetric and neonatal emergencies.
- Identify and justify the skills required for discussion/negotiation with other professionals within the obstetric/neonatal emergency scenario.
- Recognise and articulate the importance of team-working in the best interests of women, fetus/neonate.
- Evaluate the skills required to recognise, respond to, and manage, within the scope of practice, maternal, fetal and neonatal deterioration and emergency situations.
- Review and apply the evidence base appropriate to the pathophysiology linked to emergency scenarios.
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Practical classes and workshops | 24 |
| Completion of assessment task | 40 |
| Preparation for scheduled sessions | 20 |
| Lecture | 15 |
| Wider reading or practice | 58.5 |
| Revision | 30 |
| Total study time | 187.5 |
Resources & Reading list
General Resources
Access to the local Maternity Services for theoretical and skills rehearsal.
Internet Resources
RCM/RCOG joint statement on multidisciplinary working.
Textbooks
Stables D and Rankin J (eds) (2010). Physiology in Childbearing. Elsevier.
Winter C, Crofts J, Draycott T, Muchatuta N. (2017). Practical Obstetric Multi-Professional Training PROMPT course manual. Cambridge University Press.
Johnson R and Taylor W (2010). Oxford Textbook of Women and Mental Health. Open University Press.
Johnson, R. and Taylor, W. (2010). Skills for midwifery Practice. Edinburgh: Churchill Livingstone.
Chapman V and Charles C (2013). The Midwife’s Labour and Birth Handbook. John Wiley and Sons Limited.
Downie G, Mackenzie J and Williams A (2013). Calculating Drug Doses Safely. Churchill Livingstone.
Williamson A and Crozier K (2008). Neonatal Care: A Textbook for Student Midwives and Nurses. Lantern Publishing Ltd.
Bass, J., Fenwick, J., Sidebotham, M (2017). Development of a Model of Holistic Reflection to facilitate transformative learning in student midwives,’ Women and Birth. Elsevier: Australian College of Midwives.
Assessment
Assessment strategy
To pass this module you must achieve a grade of 40 % or more from the OSCE assessmentFormative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Formative Assessment
- Assessment Type: Formative
- Feedback: Formative assessment feedback will be via peer and academic feedback within the skills rehearsal activity
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Objective Structured Clinical Examination | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Objective Structured Clinical Examination | 100% |
Repeat Information
Repeat type: External