Bachelor of Science (Honours) Midwifery

Transcription

1 Bachelor of Science (Honours) Midwifery

2 Course Philosophy Mother and family are central to midwifery education Reflects contemporary policy The midwife has a central role in public health Embraces Shared learning Collaborative working Student Centred Learning Supports the philosophy of lifelong learning

3 Programme Outcomes By the end of the programme the student will be able to: Communicate effectively Act in an emergency Provide Health Education Work within a multi-professional team Work within a legal and ethical framework Practice equitably Achieve clinical effectiveness Maintain professional development Promote evidence based practice Guide and supervise others

4 UNICEF UK BFI The UNICEF UK Baby Friendly Initiative University Standards programme is an accredited programme aimed at university departments responsible for midwifery and health visitor/public health nurse education. It was developed to ensure that newly qualified midwives and health visitors are equipped with the basic knowledge and skills they need to support breastfeeding effectively (

5 BFI Standards Standard One: Make a written commitment to adhere to the standards Standard Two: All students are equipped with the knowledge and skills to support breastfeeding mothers Standard Three: Provide teaching without involvement, sponsorship or promotional materials from the artificial feeding industry

6 BSc (Hons) Midwifery 3 Year Programme Year 1 SEMESTER 1 Midwifery Practice 1 Essential Clinical Skills for Practice IPL Research Awareness Pregnancy & Health Year 2 Midwifery Practice 2 Public Health & the Practising Midwife IPL Framework for Professional Practice Developing Antenatal Care Year 3 Midwifery Practice 3 Promotion of Normality in Childbearing IPL Service Improvement Critical Care of Mother & Baby SEMESTER 2 Introduction to Intrapartum Care Postnatal Care of Mother & Baby Developing Intrapartum Care Developing Postnatal Care of Mother & Baby Independent Midwifery Practice The Midwife as an Educator

7 Clinical Assessment Strategy Based on a tripartite approach Utilises formative and summative approaches Based on the principles of Eraut Requires collection of multiple evidence Signing off standards of proficiency embraces making judgements about both the: ability to do performance degree of potential capability

8 Tripartite approach to assessment Partnership between student, practice mentor and personal teacher. Practice Mentors Make judgements against set criteria Consider multiple forms of evidence to make judgements. Complete and document all progress interviews and formative feedback Students Present multiple evidence to practice mentor Complete self assessment, and make self available for progress interviews Academics Increased involvement in formative assessment personal teachers meet with students three times per year. Shift towards verification of process: review progress against set objectives, verify all decision recorded and informed by appropriate evidence

9 Characteristics of Practice (Based on Broudy s typology of knowledge) Replication Replication of knowledge or simple tasks in the same circumstances Transferability minimal

10 Application Use of knowledge in an applied setting, where circumstances are different than previously encountered Simple transferability in a limited range of ways requiring support/ supervision Evidence of some derivation of theory from practical knowledge Recognition of well defined problems

11 Interpretation Transferability in different contexts Able to interpret theory and practice in a wide range of ways Uses knowledge to appropriately inform practice, and to develop an understanding of professional practice Able to critically reflect on action Uses previous experience in problem solving activities Proficiency in well defined tasks and problems

12 Association Able to reflect in action Exercises professional judgement Uses a sufficient range of experience to provide a balanced perspective and sound decision-making Understanding of non routine and ill defined problems

13 Evidence of claimed learning Performance Evidence (identifies how the student performs in practice) Evidence Observation Testimony Documentation

14 Capability Evidence Confirms performance evidence and clarifies the students ability for future practice through demonstration of knowledge, understanding of concepts and theories and skills of professionalism and professional thinking. Evidence Discussion Reflective Reports Portfolio Evidence

15 HOW IS CLINICAL PRACTICE ASSESSED? YEAR 1, 2 and 3 50% - Portfolio The portfolio will be marked by the personal tutor using the academic marking criteria. 50% - Assessment of clinical competence The 18 PLO s will be graded by the sign-off mentor using the descriptors. The student will contribute to the grade by self-assessment.

16 Descriptors for grading Practice:Year 1 Knowledge and understanding 5 (A) 4 (B) 3 (C) 2 (D) 1 (E) A very good level of knowledge and understanding of key facts. Is able to meet the needs of the woman very well. Excellent ability to explain the knowledge base that informs care. Has understanding and insight. A very good knowledge base of key facts. Is able to meet the needs of the woman well. Demonstrates some consistency with good, detailed knowledge underpinning care Reasonable knowledge of key facts. Is able to meet the needs of women in familiar situations. Can identify the knowledge base to underpin practice. Satisfactory knowledge base. Demonstrates the ability to follow instructions. Can meet the needs of the woman when instructed to do so. Inadequate knowledge base. Does not understand or follow instructions correctly. Competency in midwifery skills Exceptional ability to provide care, is sensitive and empathetic. Very good input into the MDT. Can evaluate own performance. Able to provide individualised care. Builds a good rapport with woman and their families. A good member of the MDT. Respects women s dignity and involves them in their care. Works as part of the MDT with support. Safe practice demonstrated but is task orientated with limited insight and understanding. Demonstrates a lack of insight into own limitations. Does not seek guidance. Is unreliable and judgmental. Written evidence Excellent evidence provided. Exceptional ability to understand clinical situations. Very good evidence provided with the ability to understand and discuss most situations in practice. Good quality of evidence is provided. Good ability to identify and discuss some issues in practice. Evidence is provided. Able to indentify issues in practice. No evidence provided

17 Key to grading Year 1 Mentor A A A A B B B B C C C C D D D D E F Studen t (10%) Final Grade A B C D A B C D A B C D A B C D n/a A A A A B B B B C C C C D D D D E F n/a

18 Descriptors for Grading of Practice: Year 2 5 (A) 4 (B) 3 (C) 2 (D) 1 (E) Knowledge and understanding A detailed knowledge of major concepts and understanding of key issues. Some ability to anticipate women s needs. Excellent ability to explain the knowledge base that informs care. Has understanding and insight. A very good knowledge of key issues and facts. Can consistently meet the needs of the woman. Demonstrates consistency with good, detailed knowledge underpinning care Good knowledge of key facts and issues. Is able to meet the needs of women in familiar situations. Can identify the knowledge base to underpin practice. Satisfactory knowledge of key issues. Demonstrates the ability to follow instructions. Minimal ability to meet women s needs. Inadequate knowledge base. Does not understand or follow instructions correctly. Needs constant/excessive prompts. Unable to anticipate women s needs. Competency in midwifery skills Exceptional ability to provide planned care, is sensitive and empathetic. Valuable input into the MDT. Can evaluate own performance. Able to provide planned care. Builds a good rapport with woman and their families. A developing member of the MDT. Respects women s dignity and involves them in their care. Works as part of the MDT with supervision. Safe practice Demonstrated, but only with guidance from mentor. Practice is task orientated with limited insight and understanding. Demonstrates a lack of insight into own limitations. Does not seek guidance. Is unreliable and judgmental. Written of evidence Excellent evidence provided. Exceptional ability to analyse clinical situations. Very good evidence provided with the ability to analyse some situations in Good quality of evidence is provided. Good ability to identify and discuss Evidence is provided. Able to indentify issues in practice. No evidence provided/ evidence provided has inadequate evidence

19 Key to grading Year 2 Mento r Stude nt (20%) A A A A B B B B C C C C D D D D E A B C D A B C D A B C D A B C D n/ a Final Grade A16 A15 A14 A14 B13 B13 B1 3 B1 2 B1 1 B1 1 C1 0 C1 0 C1 0 C8 C8 D7 D7 D7 D6 D5 E

20 Descriptors for Grading of Practice: Year 3 Year 3 5 (A) 4 (B) 3 (C) 2 (D) 1 (E) Knowledge and understanding An exceptional in-depth knowledge base. An excellent ability to anticipate women s needs. Excellent ability to explain the knowledge base that informs care. Has understanding and insight. A very good knowledge base, can consistently anticipate the needs of the woman. Demonstrates consistency with good, detailed knowledge underpinning care Sound knowledge base, is able to meet the needs of women in familiar situations. Can identify the knowledge base to underpin practice. Satisfactory knowledge base and able to provide a safe standard of care. Demonstrates the ability to follow instructions to meet the needs of women. Inadequate knowledge base. Does not understand or follow instructions correctly and requires constant instruction. Unable to anticipate women s needs. Competency in midwifery skills Exceptional ability to provide individualised care, is sensitive and empathetic. Excellent input into the MDT. Can evaluate own performance. Able to provide individualised care. Builds a good rapport with woman and their families. A consistent member of the MDT. Respects women s dignity and involves them in their care. Works as part of the MDT with sound communication. Safe and competent practice is demonstrated but is task orientated with basic insight and understanding of midwifery skills. Lacks competence in midwifery skills and practice is unsafe. Demonstrates a lack of insight into own limitations. Does not seek guidance. Is unreliable and judgmental. Requires constant guidance that is more than expected for end of the programme. Written of evidence Excellent evidence provided. Exceptional ability to analyse clinical situations. Wide and extensive reading to support evidence. Very good evidence provided with the ability to analyse some situations in practice. Sound level of reading. Good quality of evidence is provided. Good ability to identify and discuss issues in practice. Good level of supportive literature. Evidence is provided. Able to indentify issues in practice. Limited reading to underpin practice. Limited evidence with minimal reading to underpin practice provided or no evidence provided

21 Key to grading Year 3 Mento r Stude nt (30%) Final Grade A A A A B B B B C C C C D D D D E A B C D A B C D A B C D A B C D n/ a A1 6 A1 5 A1 4 B1 3 B1 2 A1 4 B1 3 B1 2 B1 2 B1 1 B1 2 B1 1 C1 0 C9 C9 C8 D7 D7 D6 D5 E

22 Criteria to be a practice mentor Be on the live register of mentors Qualified at least one year Have successfully completed an NMC approved mentor preparation programme or equivalent Understand the student s programme and practice assessment strategies Understand the NMC registration requirements and the contribution made to meeting these requirements. Have an in-depth understanding of one s accountability to the NMC for assessment decisions

23 Maintaining competence as a practice mentor Maintain competence through relevant experience and updates. Undergo triennial review. Mentor at least two students within a 3 yr period. Participate in annual updating to include exploration of assessment and supervision issues with other mentors. Within a group, explore the validity and reliability of judgments made when assessing practice in challenging circumstances. Map ongoing professional development against the NMC mentor standards. Been deemed to have met all requirements needed to be maintained on the local register as a sign-off mentor (practice mentor who is qualified to sign off placement learning outcomes).

24 Understanding the documentation Continuous Assessment of Practice Document Clinical Experience Record Book incorporating Ongoing record of Achievement and Essential Care Skills

25 Continuous Assessment of Practice Document Duplicate set of three placement pages Formative Development Interview pages Placement Learning Outcomes Essential Skills Clusters Personal Tutor Developmental Interviews Summative Tripartite Meeting pages Action plans Practice Grading Criteria pages

26 Clinical Experience Record Book Ongoing Record of Achievement An ongoing record including comments from mentors must be passed from one placement to the next (NMC 2007). The ongoing record of achievement: will be used to enable the sign-off mentor to confirm proficiency will span the duration of the programme is integral to the continuous assessment of practice, and will be incorporated in the clinical skills book.

27 Clinical Experience Record Book Also includes: Annual Meeting with Supervisor of Midwives Clinical Practice Numbers records BFI and NIPE recording pages Essential Care Skills Medical & Surgical and Critical care Placements information Case Loading Information

28 Dealing with poor performance/concerns Acknowledge the warning signs and act Notify the student s personal teacher or link teacher Give consistent and regular constructive feedback on positive and negative aspects of performance. Give specific examples of behaviours/performance that is giving cause for concern. Following a tripartite meeting with the student, personal teacher and practice mentor agree an action plan to aid improvement on performance. Document feedback

29 Dealing with poor performance/concerns Seek support Encourage the student to discuss any mitigating circumstances affecting performance to discuss this with the personal teacher. Action plans must be followed through, if you go on leave, make sure you hand over, since assessments need to be completed at the appropriate time. Recognise your accountability and responsibility to fail the student in the absence of improvement.

30 Criteria for failing students The student has been given detailed and regular feedback on areas of poor performance and is aware of the areas of concern and how to improve their performance. The student fails to provide evidence of meeting the required standard (when the opportunity is available). The student acts in an unprofessional or unsafe way despite feedback and support The student does not respond or act on feedback regarding their performance.

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