bsc (hons) pre registration midwifery · 2019-09-13 · opportunity for pre registration midwifery...

BSc (Hons) Pre Registration Midwifery 1 Programme Specification 2012/13

University of Plymouth

Faculty of Health and Human Sciences

School of Nursing and Midwifery

Programme Specification

BSc (Hons) Pre Registration Midwifery

Change to maximum time limit requirement 21/05/2015 Updated following Minor Change 14/10/2015 – approved by ADTL

Updated following communication from NMC regarding legislative changes to midwifery regulation dated 24/4/17 Updated following Minor Change 08/10/2017

Updated following Minor Change 26/02/2019 Updated in line with NMC standards for Student Supervision and Assessment (2018) 22/08/19


Brief description of Programme The BSc (Hons) Pre Registration Midwifery is a professional programme which will lead to the award of a Level 6 honours degree and also enable students to apply for registration as a Midwife with the Nursing and Midwifery Council of the United Kingdom. Development of the programme to meet the professional requirements of the Nursing and Midwifery Council (NMC) and the academic standards for conferment of an honours degree award has been through careful collaboration with key stakeholders. The programme meets the required Nursing and Midwifery Council Standards for pre- registration midwifery education (NMC 2009). This includes student midwife caseloading, the Midwifery Essential Skills Clusters and grading of clinical practice. This is a full time programme of 156 weeks duration (three years). The length is determined by the NMC and meets the European Union (EU) Directives for Midwives. The programme builds on existing good practice and has been adapted to reflect service, political and professional changes whilst maintaining a clear focus on the university strategy and ensuring a quality student experience. Research-informed teaching will support the programme, with a clear focus on ensuring an evidence-based programme is delivered utilising the range of skills and experience available within the programme team as can be seen in the curriculum vitae and Section 5 and Appendix 6 in the Re-approval document.

Distinctive features Development of the new curriculum has been achieved through close collaboration between key stakeholders including students, clinical representatives, service-users and academics. The programme development team has been conscious of the need to enhance the student experience and promote academic excellence whilst ensuring that the programme meets contemporary service and professional body requirements. Student, service and professional body evaluations have informed these developments. Students will undertake 45 programmed weeks each academic year, based on 37 ½ hours per week. The requisite 156-week period includes seven weeks annual leave per annum. This will meet the European Union Directive which is currently undergoing review, in which a requirement of 5000 hours is anticipated. The NMC requires a minimum of 50% of the time to be practice and a minimum of 40% theory. The programme team values the practice component highly and has decided on a 55% practice: 45% theory split to accommodate the increased complexity and range of current midwifery practice, whilst ensuring that the academic component fulfils requirements for an honours award. The Heads of Midwifery have explicitly acknowledged the strong focus on practice as a particular strength of both the existing and proposed programmes. The new curriculum has undergone a significant change with respect to the year one structure, enabling students to now experience their first practice placement within a few weeks of commencement of the programme, having been ‘front-loaded’ with relevant midwifery-specific skills and professional foundations. This will enable


students to begin to develop a professional persona from an early stage, and facilitate application of clinicial experience to theory in subsequent modules. Placement learning will take place across the South West peninsula in the well-established maternity services in Plymouth, Exeter, Barnstaple and Torbay in Devon, Taunton and Yeovil in Somerset and Cornwall. Students will experience the full range of maternity care in these providers, including community and acute settings and free-standing or alongside birth units in many of the areas. The South West has an exceptionally high homebirth/ out of hospital birth rate, and students therefore gain a solid grounding in normality. Students in this locality are particularly fortunate to be exposed to the variety of models of care reflected in these Trusts, including traditional, integrated and caseloading practice. Peer swaps are encouraged if students wish to gain a wider range of experiences in other Trusts during their elective period. In addition to the midwifery experiences which form the majority of their placements, students will gain a broader understanding of the identification and management of more complex needs in selected non-maternity allocations, whilst developing skills in multi-professional working. These include gynaecology, neonatal units, intensive care, accident and emergency, medical and mental health specialities. Evaluation of these placements has shown them to result in a wide range of learning for the students, and clinicians who have graduated from other universities have frequently commented favourably on this approach, expressing regret that they had not had similar opportunities. In their third year students will caseload a small group of women, preparing them for autonomous practice in their future careers. The programme team has recently refined the process and a study into the service-user perspective is shortly to be undertaken. At all times throughout the programme students will work in a supernumerary capacity, although their participation as functional members of the team will be essential. Clinical skills will be assessed using a blended practice portfolio which incorporates the competencies for midwifery and the NMC Midwifery Essential Skills Clusters which are explicitly embedded within the Ongoing Achievement Record. The electronic component of the practice portfolio enables students to demonstrate learning and personal and professional development, and has been used as an exemplar of good practice within the university, nationally and internationally, having been disseminated through a number of conference presentations and publications. Practice supervisors and assessors are very well supported in practice, with regular updates, tripartites and informal visits by link lecturers providing regular opportunities for them to develop their skills and address any issues. The programme team is currently undertaking a peer-shadowing exercise of tripartites to enhance inter-assessor reliability and ensure parity of moderation. External examiners regularly comment on the robustness of the practice assessment processes in the programme in ensuring professional body requirements are achieved, and have described the electronic portfolio as an excellent assessment tool, evidencing the students’ learning. A variety of approaches will be used for programme delivery including lectures, simulated clinical skills sessions, team-based learning, seminar groups, independent study and web based learning. The team increasingly uses blended learning within the curriculum, which is of benefit to the students in view of their wide dispersal throughout the peninsula. The variety of assessment modes facilitate development of key graduate skills, reflected in the favourable comments from external examiners to date. The recent National Student Survey indicated high levels of satisfaction with assessment and feedback which contrasts with the national picture. The programme team has an ethos of resarch-informed teaching, evaluating any new innovations and refining processes as well as providing opportunities for wider dissemination. Several


members of the team have also been involved in research projects in the previous Centre for Excellence in Professional Placement Learning (CEPPL) as well as a more recent NMC commissioned study into midwifery teaching (the MINT study), and findings from these activities have fed directly into the curriculum. The team has recently been successful in achieving re-accreditation by the Baby Friendly Initiative, demonstrating continued excellence in teaching in the area of infant feeding and parent-infant relationships. The majority of the modules will be midwifery-specific, enabling the students to develop a strong professional identity and facilitating direct application of theory to practice. Inter-professional learning is, however, an important concept for future practice and has been incorporated into the new curriculum through a more selective and focused approach. In years two and three, students will share evidence-based practice modules with Nursing students. It is also proposed that students from other relevant professional groups will be invited to participate in selected taught sessions and themed days in other modules, such as Paramedics, Dietetics and Medicine. The third year includes two innovative modules which comprise the theoretical preparation for the extended roles of examination of the newborn and student supervision and assessment. The former has the potential to be shared by post-registration professionals including Midwives, Advanced Neonatal Nurse Practitioners, General Practitioners and Health Visitors, enhancing the students’ experience of inter-professional learning. Clear preceptorship/ post-registration pathways will enable students to gain the required practice experiences to fulfil these roles post-qualification. Development of these modules has been in direct response to local service demand and the changing national political and economic picture. Only two other universities are known to currently be in the early stages of offering pre registration examination of the newborn preparation, and University of Plymouth is alone in providing the opportunity for pre registration Midwifery students to undertake both this and mentorship theory. This will therefore significantly enhance employability of our students nationwide, as it will ensure they are fit for purpose in contemporary practice whilst reducing costs for post-registration education. With its strong focus on the student experience, the programme delivered to date has been characterised by the high levels of support in both academic and placement areas and explicit links throughout the curriculum between theory and practice. This has been highly valued in the National Student Survey and is reflected in internal and external quality monitoring activities. Both academic and peer support are of high importance, and the strategies already in place with respect to the latter will be further formalised in the new ‘Facilitating Learning in Midwifery Practice’ module. Close collaboration between the academic and practice teams enables students with specific needs or undergoing challenging circumstances to remain on the programme as far as possible, with risk assessments and reasonable adjustments being made to ensure that the students are fit to practise and safety of women and babies is maintained. This compassionate approach to individuals on the programme is further reflected in teaching, in which the needs of others are emphasised, and this will be developed further in the new curriculum. Students are supported by link lecturers who actively engage in practice in a variety of ways, ensuring they remain contemporary with service developments. The high level of support offered by Midwifery link lecturers to both students and mentors was specifically noted in the Programme Monitoring Report by Mott MacDonald on behalf of the NMC in 2011. The programme team has a close working relationship with clinical colleagues including Heads of Midwifery and Practice Development Midwives, and regular meetings are held to share current practice and


academic issues. The programme benefits from an active Expert Users Group. Service-users and their partners/ families have already contributed significantly to the curriculum through involvement in the recruitment process, review of resources such as caseloading information and providing feedback on students’ practice which contributes to the evidence towards their assessment. They will also be invited to participate in a research project exploring the service-user perspective of student midwife caseloading which will inform future practice as well as contributing to the body of evidence. To date students undertaking the BSc (Hons) Pre Registration Midwifery programme have consistently achieved highly both in their degree classification (over 60% gaining first class honours) and in employment locally and nationally, as evidenced in the Destinations of Leavers from Higher Education survey. Development of extensive key graduate skills and attributes through a wide range of teaching, learning and assessment methods and strong focus on practice prepares students for the workplace. The Heads of Midwifery state that they know that our students are fit for purpose, and that in view of the rigour of the assessment process, those who achieve deserve to do so. It is anticipated that this same quality of registrant will continue to be developed in the new curriculum.

Entry requirements The team has been responsive to changing service needs, the profile of candidates applying for the programme and the national pattern of recruitment as evidenced by Lead Midwives for Education discussions. Also mindful of the entry requirements for local competitors, the team has recently increased the UCAS points and specific academic requirements, and the selection day now includes both numeracy and literacy tests as well as individual face-to-face interviews. In line with Standard 4 in the Standards for pre registration midwifery education (NMC 2009), students, clinicians and service-users also participate in the selection process. Candidates for the BSc (Hons) Pre Registration Midwifery programme must meet the following minimum academic requirements:

Five GCSE subjects Grades A - C including English, Mathematics and a Science

128 UCAS points (including 64 points from two A levels, one of which must be at least a B in a Science) - preference is given to Chemistry, Biology or Physics

Combined AS levels accepted

Other qualifications such as BTEC and Access to HE will be considered. A pass of 60 credits overall with 45 at level 3, of which 30 must be at distinction level, including 15 in a Science/s. A further 15 points must be at merit level. Preference is given to Chemistry, Biology or Physics. A pass in English and Mathematics must be achieved at level 2.

Additional testing may be undertaken in relation to literacy and numeracy skills to meet professional body requirements. Where the International English Language Testing System (IELTS) is used as evidence of literacy, the IELTS examination (academic or general version) with a score of at least 7.0 in the listening and reading sections, at least 7.0 in the writing and speaking sections and an overall average score of 7.0 will


be accepted. Students will be shortlisted against set programme criteria. These are:

Academic qualifications (as above)

Recent study (evidence of academic study within the past five years is required)

A high level of knowledge of the profession

Related work experience

Communication skills

Ability to empathise with others

Problem solving and use of initiative

Ability to study/work independently and in groups

Extra curricula/outside interest

Willingness to learn

Quality of written work from personal statement

Supportive references Shortlisted candidates will be invited to a selection day. This will comprise a numeracy and literacy test as well as individual interviews. Panels will include academic and clinical staff and recently qualified students. All panellists will have undertaken on-line interview training through University of Plymouth or their NHS Trust. Interview questions will be reviewed annually, in collaboration with service-users. A scoring system will be used for all stages of the application process. Offers of a place will be based on commissioned student numbers and clinical capacity. Successful candidates will be offered a place on the programme and one of their three preferred choices of placement, which is non-negotiable following acceptance of the offer. Age of Entry There is no longer a minimum age requirement, although the following guidance from the Standards for pre registration midwifery education (NMC 2009, p9) remains relevant:

Completion of at least the first 10 years of general school education

Health and Safty at Work Act 2004, restricting the manner in which young people may be deployed. ‘Young person’ in this context is defined as ‘any person who has not attained the age of 18 years’.

Applicants with a Disability and Long-Term Conditions Throughout the process, applicants are required to disclose any disability without prejudice, so that appropriate adjustments can be made for learning support and practice. A rigorous process for admitting disabled students is in place and this involves the University’s Disability Assist Service, the University Admissions Team and the Midwifery Admissions Tutor to ensure that all applicants are treated equitably in accordance with the Equality Act (2012). Risk assessments and reasonable adjustments are made in collaboration between the University, clinical area and student. Occupational Health and Criminal Records Bureau (CRB) checks A detailed Occupational Health screening will be undertaken prior to an applicant


beginning the course, in line with Department of Health guidelines for health care workers. Individualised packages of support and risk assessments may be undertaken in collaboration between the University, clinical area and student to enable reasonable adjustments to be made while ensuring the protection of women and babies. All offers will be subject to a satisfactory disclosure from an Enhanced Criminal Records Bureau check. All positive responses to the CRB check are screened through the Faculty Professional Issues Committee for consideration. Equal Opportunities All student applications will be subject to the University of Plymouth Equal Opportunity Policy. Stepping On and Stepping Off the Programme The guidance in the Standards for pre-registration midwifery education (NMC 2009) will be adhered to in relation to interruptions from the programme. Students will be required to undertake Occupational Health and Enhanced Criminal Records Bureau checks prior to return to the programme and will need to complete the programme within six years, in line with University regulations. Accreditation of Prior Experiental Learning (APEL) The regulatory body states that there will be no APEL in relation to pre registration midwifery programmes. If a vacancy exists on the programme, transfers from Midwifery programmes at other Higher Educational Institutions may be considered for entry at the beginning of the second year if their programme is comparable and they would be able to achieve the outstanding part of the programme within the time frame set by the NMC. Candidates would need to submit their previous curriculum details and evidence of their achievement and be interviewed by the Lead Midwife for Education or Programme Lead. Offers would be subject to satisfactory Occupational Health and Enhanced Criminal Records Bureau checks and supportive references. If successful, suitable learning opportunities and support will be provided to enable the student to make the necessary transition to the programme and meet its outcomes. Please note that the criteria for admission to the programme and the recruitment process may be subject to change in response to quality assurance measures and service/ commissioning changes.


Exit routes The BSc (Hons) Pre Registration Midwifery award is made to students who complete 156 weeks of the programme, achieve all theory and practice components and meet the professional body requirements to be eligible to apply for registration as a midwife with the Nursing and Midwifery Council. Intermediate awards are made if students complete the required elements. They are:

Completion of one year and achievement of 120 credits at stage one leads to the award of a Certificate of Higher Education

Completion of two years and achievement of 240 credits (120 at stage one and 120 at stage two) leads to the award of a Diploma in Higher Education

Partial completion of stage three leads to the award of a Diploma in Higher Education

Completion of three years and achievement of a minimum of 320 credits (120 at stage one, 120 at stage two and a minimum of 80 at stage three) will lead to the award of a normal degree in a general health care programme (currently BSc Health and Social Care).

These interim awards do not include eligibility to apply for registration as a Midwife with the Nursing and Midwifery Council.

Programme aims and learning outcomes The programme will provide professional education which meets the requirements for entry on the Nursing and Midwifery Council’s (NMC) Professional Register as a Midwife and the academic requirements for the award of BSc (Hons) Pre Registration Midwifery. Delivery of the programme will be underpinned by the University, Faculty and School strategies and aim for an enhanced student experience in both theoretical and practice settings. The programme learning outcomes will demonstrate that the graduate will have developed the cognitive and practical knowledge and skills required to practise safely and competently as a registered midwife, as well as demonstrating key transferable and employment related skills. In line with NMC reqirements (Standards for pre-registration midwifery education, NMC 2009, p4) the programme aims to develop a practitioner who demonstrates:

1. sound, evidence-based knowledge of facilitating the physiology of childbirth and the newborn, and is competent in applying this in practice

2. a knowledge of psychological, social, emotional and spiritual factors that may positively or adversely influence normal physiology, and is competent in applying this in practice

3. appropriate interpersonal skills (as identified in the Essential Skills Cluster – Communication) to support women and their families

4. skills in managing obstetric and neonatal emergencies, underpinned by


appropriate knowledge 5. the ability to be an autonomous practitioner and lead carer to women

experiencing normal childbirth and is able to support women throughout their pregnancy, labour, birth and postnatal period, in all settings including midwife-led units, birthing centres and the home

6. the ability to undertake critical decision-making to support appropriate referral of either the woman or baby to other health professionals or agencies when there is recognition of normal processes being adversely affected and compromised.

In addition, the programme aims to promote development of a safe, competent, confident and responsible midwife who:

7. is reflective and critical thinking, using research to inform their practice 8. is independent in study and committed to the concept of life long learning,

fostering both continuing personal and professional development 9. provides holistic and high quality care which is compassionate, empowering and

respectful of individual needs, working in partnership with women, their partners and families and the wider multi-professional team

10. is opposed to discrimination in all its forms 11. accepts responsibility for their own choices and decisions, taking into account

ethical, legal and professional factors 12. is responsive to local and national initiatives and changes, working in

partnership with key stakeholders to meet these.


Strategies to support achievement of the intended programme aims and learning

outcomes and development of key graduate attributes and skills

Knowledge/ Understanding On completion, graduates should have developed a systematic understanding of Midwifery; an ability to deploy established techniques of enquiry; an appreciation of uncertainty, ambiguity and the limits of knowledge; and skills to apply the methods and techniques they have learned to review, consolidate, extend and apply their knowledge and understanding and to initiate and carry out projects. See Appendix 2 which maps assessed module learning outcomes at Levels 4, 5 and 6 to achieve the intended programme aims and learning outcomes.

Teaching and learning methods and strategies: A wide range of student centred approaches are used to develop knowledge and understanding. These include lectures, seminars, discussions, practical skills simulation, workshops, team-based learning, web based learning, guided and independent study. Discussions including critical incident analysis, reflection on practice and case studies are used to facilitate theory-practice links. Group and individual tutorials and project supervision are used to provide different perspectives on learning and practice. Work-based learning in clinical placements provides the opportunity for students to apply theory to practice. Assessment A variety of methods are used to assess knowledge and understanding and emphasise theory-practice links throughout the programme. These include: tests and unseen examinations, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs. Theory is summatively assessed against criteria that measure academic and professional levels of performance. Practice is assessed through a blended portfolio.

Cognitive/ Intellectual Skills On completion, graduates should have developed conceptual understanding that enables them to devise and sustain arguments and/ or solve problems; to describe and comment upon particular aspects of current research or equivalent advanced scholarship in Midwifery;

Teaching and learning methods and strategies: A wide range of student centred approaches are used to develop cognitive and intellectual skills. These include lectures, seminars, discussions, practical skills simulation, workshops, team-based learning, web based learning, guided and independent study.


and skills to critically evaluate arguments, assumptions, abstract concepts and data to make judgements and to frame appropriate questions to achieve a solution – or identify a range of solutions – to a problem. See Appendix 2 which maps assessed module learning outcomes at Levels 4, 5 and 6 to achieve the intended programme aims and learning outcomes.

Discussions including critical incident analysis, reflection on practice and case studies are used to facilitate theory-practice links. Group and individual tutorials and project supervision are used to provide different perspectives on learning and practice. Work-based learning in clinical placements provides the opportunity for students to apply theory to practice. Assessment A variety of assessment methods are used that emphasise theory-practice links throughout the programme. These include: tests and unseen examinations, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs. Theory is summatively assessed against criteria that measure academic and professional levels of performance. Practice is assessed through a blended portfolio.

Key/ Transferable Skills (generic) On completion, graduates should have developed the ability to manage their own learning and to make use of scholarly reviews and primary sources; and skills to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences. See Appendix 2 which maps assessed module learning outcomes at Levels 4, 5 and 6 to achieve the intended programme aims and learning outcomes.

Teaching and learning methods and strategies: Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Students develop skills in accessing and processing information including traditional methods, internet based learning and communication and critical incident analysis. Examples of strategies include seminars, discussions, practical skills simulation, workshops, team-based learning, web based learning, guided and independent study. Discussions including critical incident analysis, reflection on practice and case studies are used to facilitate theory-practice links. Group and individual tutorials and project supervision are used to provide different perspectives on learning and practice. Work-based learning in clinical placements provides the opportunity for students to apply theory to practice.


Assessment A variety of assessment methods are used throughout the programme that incorporate assessment of transferable skills. These include: unseen examinations, tests undertaken in team-based learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs. Theory is summatively assessed against criteria that measure academic and professional levels of performance. Practice is assessed through a blended portfolio.

Practical Skills (subject specific) On completion, graduates should have developed the practical skills required to practise safely and competently as a registered midwife. See Appendix 2 which maps assessed module learning outcomes at Levels 4, 5 and 6 to achieve the intended programme aims and learning outcomes.

Teaching and learning methods and strategies: Practical skills will be taught in simulated settings and developed further in clinical practice. In addition to the theoretical element, 55 percent of the programme will be spent in the practice setting in placements chosen to facilitate achievement of the learning outcomes for specific modules. Students will work alongside midwives and other qualified practitioners, whilst also working in the wider support team. Students will also experience inter-professional learning in selected modules which will further enhance their multi-professional skills. Teaching and learning methods will include lectures, seminars, discussions, practical skills simulation, workshops, team-based learning, web based learning, guided and independent study as well as group and individual tutorials. Assessment Detailed schedules identifying the required learning outcomes for practice are used for each stage of the programme. Practice is summatively assessed and graded by suitably trained practice assessors against criteria that measure competence and safety, reflecting the Midwifery Essential Skills


Clusters, and evidence is incorporated in a blended practice portfolio. A variety of assessment methods are used in the theoretical elements of the programme including unseen examinations, tests undertaken in team-based learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs.

Employment-related Skills

On completion, graduates should have developed qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility; decision making in complex and unpredictable contexts and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. See Appendix 2 which maps assessed module learning outcomes at Levels 4, 5 and 6 to achieve the intended programme aims and learning outcomes.

Teaching and learning methods and strategies: In addition to the theoretical element, 55 percent of the programme will be spent in the practice setting in placements chosen to facilitate achievement of the learning outcomes for specific modules. Students will work alongside midwives and other qualified practitioners, whilst also working in the wider support team. This will enable them to develop employment related skills in a natural environment.

Assessment : Detailed schedules identifying the required learning outcomes for practice are used for each stage of the programme. A range of approaches will be used to undertake academic assessments. Practice is summatively assessed and graded by suitably trained practice assessors against criteria that measure competence and safety, reflecting the Midwifery Essential Skills Clusters, and evidence is incorporated in a blended practice portfolio.


PROGRAMME STRUCTURE: BSc (Hons) Pre Registration Midwifery

TERM ONE (Autumn)

TERM TWO (Spring)

Stage One, Level Four

MID 113 Applied Clinical Skills (20 credits)

MID 114 Preparation for Professional Practice (30 credits)

MID 115 Foundations of Biology (30 credits)

MID 116 Communication and Psychosocial Issues in Midwifery (20 credits)

MID 117 Health Promotion and Public Health in Midwifery Practice (20 credits)

Stage Two, Level Five

MID 224 Reproductive and Contemporary Biology to Inform Practice (20 credits)

MID228 Knowledge and Skills for Evidence-Informed Decision Making (1) (20 credits)

MID 225 Antenatal, Postnatal and Gynaecological Complications (30 credits)

MID 226 Developing Midwifery Practice (30 credits)

MID 227 Medicine Management (20 credits)

Stage Three, Level Six

MID 323 Intrapartum Complications and Obstetric Emergencies (20 credits)

MID 324 Facilitating Learning in Midwifery Practice (20 credits)

MID 328 Neonatal Care and Assessment (20 credits)

MID 327 Professional Practice in Midwifery (30 credits)

NRS 302 Knowledge and Skills for Evidence-Informed Decision Making (2) (30 credits)

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Exceptions/ special academic regulations This degree may not be awarded unless all the requirements for the Award are met.

The normal University Regulations in respect of progression and assessment will be followed, with specific exemptions due to the structure and professional nature of the programme, as noted below: 1. The programme is exempted from the automatic compensation rule 2. Practice assessments may only be undertaken twice 3. Successful completion of a module is defined as the achievement of a pass in both

theory and practice

4. Modules and module elements must be achieved at 40% 5. The Nursing and Midwifery Council requires that all outcomes within a progression

point period (for example an academic year) are achieved and confirmed within 12 weeks of entering the next academic level. All assessments must be completed and have been passed prior to the successful completion of the programme. The opportunity to complete referrals is therefore only available within a specified timescale. Further module failure that requires the re-sit to move more than 12 weeks into the next academic year will result in students having to stop their studies and repeat the failed module(s) with attendance. This relates to both theory and practice elements of the module.

Final award title BSc (Hons) Pre Registration Midwifery

Level 6

Intermediate award title(s) Certificate of Higher Education Diploma of Higher Education

Level Level Four Level Five

Awarding institution University of Plymouth Faculty of Health and Human Sciences

Teaching institution The Midwifery programme will be taught in Plymouth

Accrediting body Nursing and Midwifery Council

Appropriate benchmark(s) Midwifery

UCAS code B720

JACS code B720

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BSc (Hons) Pre Registration Midwifery MAPPING DOCUMENTS

Appendix 1 Page 18-19 NMC Audit Trail of Assessment of

Programme Approval Requirements

Appendix 2 Page 20-35 Mapping to Programme Aims and Learning

Outcomes

Appendix 3 Page 36-41 QAA Benchmark Statements

Appendix 4

Page 42-43 Southern England Consortium for Credit Accumulation and Transfer (SEEC) Level Descriptors

Appendix 5

Page 44-48 Nursing and Midwifery Council Standard 17: Competencies required to achieve the NMC Standards for pre-registration midwifery education (NMC 2009) against Definitive Module Records and Ongoing Achievement Records Criteria Statements

Appendix 6 Page 49-51 NMC 2009 Essential Skills Clusters

Appendix 7 Page 52-57 NHS Knowledge and Skills Framework

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Appendix 1

BSc (Hons) Pre Registration (Midwifery) NMC Audit Trail of Assessment of Programme Approval Requirements

STANDARD EVIDENCE

Lead Midwife for Education

St. 1 Appointment of Lead Midwife for education

Re-approval document page 24-25

St. 2 Development, delivery and management of programmes

Programme Specification page 4-6, 9-16 Re-approval document page 6-47, Appx 1, 6, 8 & 9

St. 3 Signing declarations of good health and good character

Re-approval document page 25, 44

Admission and Continued Participation

St. 4 Age of Entry St. 5 General requirements

Literacy and numeracy

Good health and good character

Programme Specification page 7 Programme Specification page 6-8

St. 6 Interruption in pre-registration programmes

Programme Specification page 8-9 Re-approval Document page 45

St. 7 Admission with advanced standing

Programme Specification page 8

St. 8 Transfer between approved institutions

Programme Specification page 8

Structure and Nature of Programmes

St. 9 Academic standard

Programme Specification page 3, 9, 17 Re-approval Document page 6

St 10 Length of programme

Programme Specification page 3, 17 Re-approval Document page 6, Appx 9

St. 11 Student support Programme Specification page 5, 7, 8

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STANDARD EVIDENCE

Lead Midwife for Education

Re-approval Document page 8, 11, 13-15, 19, 21-28, 38, 42

St. 12 Balance between clinical practice and theory

Programme Specification page 3 Re-approval Document page 6, 39-42, Appx 9

St. 13 Supernumerary status

Programme Specification page 4 Re-approval Document page 7

St. 14 Assessment strategy

Programme Specification page 4, 9-15, Appx 2 Re-approval Document page 32-38, Appx 8 & 9

Achieving Standards for Competence

St. 15 Standards of education to

achieve the NMC standards for

competence:-

Programme Specification Page 9-10, Mapping Appx 5 & 6, page 46-53 Re-approval Document page 6-8, 11-12, 25, 32-38, 43, 44, Appx 9 Section 14 Definitive Module Records page 47 onwards

PLEASE NOTE THAT EVIDENCE IS ALSO AVAILABLE IN THE ACCOMPANYING PROGRAMME

HANDBOOK AND ONGOING ACHIEVEMENT RECORD

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Appendix 2 BSc (Hons) Pre Registration Midwifery

Mapping to Programme Aims and Learning Outcomes (Certificate level)

Programme Learning Outcomes Map

Certificate Level (Level 4)

1 Graduate Attributes and Skills 2 3 4

Core Programme Intended Learning Outcomes

Aim

Subject

Benchmark

Related

Core

Modules

Knowledge/ Understanding By the end of year one, students should have gained knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study principles of their area(s) of study:

Demonstrate understanding of the theoretical principles underpinning normal midwifery clinical skills

Define the basic structure, function and physiological control of the major human body systems

Explain the concept of homeostasis, its link to human physiological processes and health

Identify the structure and function of the fetal skull, placenta, breasts and female and male reproductive systems

Describe the physiological processes during pregnancy, intrapartum and postpartum periods for the woman and fetus/neonate

Apply underpinning communication theory to midwifery practice

To develop a safe, competent, confident and responsible practitioner who demonstrates:

sound, evidence-based knowledge of facilitating the physiology of childbirth and the newborn, and is competent in applying this in practice

a knowledge of psychological, social, emotional and spiritual factors that may positively or adversely influence normal physiology, and is competent in applying this in practice

appropriate interpersonal skills (as identified in the Essential Skills Cluster – Communication) to support women and their families

Midwifery B3 C1 – 2

MID 113 MID 115 MID 116 MID 117

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Apply psychosocial concepts within the childbearing continuum

Demonstrate a broad understanding of public health issues in midwifery practice

Identify principles of health promotion within midwifery practice

Cognitive / Intellectual Skills By the end of year one, students should have gained an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study

Demonstrate self-awareness, taking responsibility for actions and personal development

Explain behaviour and practice in the context of professional principles, including ethical and legal aspects

Demonstrate the ability to use a model to facilitate reflection

Collect information from a variety of authoritative sources in order to promote the health of women using maternity services

Demonstrate awareness of ethical issues relating to health promotion in midwifery practice


is reflective and critical thinking, whose practice is informed by research

accepts responsibility for their own choices and decisions, taking into account ethical, legal and professional factors

Midwifery A3 C2

MID 114 MID 116 MID 117

22

Key / Transferable Skills (generic) By the end of year one, students should be able to a) demonstrate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work; b) communicate the results of their study/work accurately and reliably, and with structured and coherent arguments

Demonstrate effective communication skills within written work and practice settings.

Demonstrate self-awareness, taking responsibility for actions and personal development.

Explain behaviour and practice in the context of professional principles, including ethical and legal aspects.




is independent in study and committed to the concept of life long learning, fostering both continuing personal and professional development


is opposed to discrimination in all its forms

Midwifery A1, A4, B2,

MID 114 MID 116 MID 117

23

Practical Skills (subject specific)

Provide basic life support to adults and neonates.

Demonstrate safe practice and dexterity in the performance of basic midwifery skills

Apply appropriate knowledge and skills to underpin midwifery practice in a directly supervised capacity

Apply underpinning communication theory to midwifery practice

Apply psychosocial concepts within the childbearing continuum

Demonstrate a broad understanding of public health issues in midwifery practice

Achieve the professional body requirements for practice for the first year of the programme.




skills in managing obstetric and neonatal emergencies, underpinned by appropriate knowledge

provides holistic and high quality care which is compassionate, empowering and respectful of individual needs, working in partnership with women, their partners and families and the wider multi-professional team

Midwifery A 1 – 4 B 1 – 4 C 1 - 2

MID 113 MID 114 MID 116 MID 117

24

Employment-related Skills By the end of year one, students should be able to c) undertake further training and develop new skills within a structured and managed environment; d) demonstrate qualities and transferable skills necessary for employment requiring the exercise of personal responsibility

Apply appropriate knowledge and skills to underpin midwifery practice in a directly supervised capacity

Promote the health of women using maternity services

Demonstrate effective communication skills.

Explain behaviour and practice in the context of professional principles, including ethical and legal aspects.

Demonstrate self-awareness, taking responsibility for actions and personal development.

Achieve the professional body requirements for practice for the first year of the programme.


the ability to be an autonomous practitioner and lead carer to women experiencing normal childbirth and is able to support women throughout their pregnancy, labour, birth and postnatal period, in all settings including midwife-led units, birthing centres and the home

the ability to undertake critical decision-making to support appropriate referral of either the woman or baby to other health professionals or agencies when there is recognition of normal processes being adversely affected and compromised.

provides holistic and high quality care which is both empowering, compassionate and respectful of individual needs, working in partnership with women, their partners and families and the wider multi-professional team

Midwifery A 1 – 4 B 1 – 4 C 1 - 2

MID 113 MID 114 MID 116 MID 117

25

Programme Learning Outcomes Map Intermediate/ Diploma level (Level 5)

1 Graduate Attributes and Skills 2

3 4


Aim(s)

Subject

Benchmark

Related

Core

Modules

Knowledge/ Understanding By the end of year two, students should be able to i) apply knowledge and critical understanding of the well-established principles of their area(s) of study, and the way in which those principles have developed; iii) apply knowledge of the main methods of enquiry in their subject(s) iv) demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge

Relate how contemporary reproductive knowledge informs practice

Demonstrate the ability to link normal physiological processes of pregnancy, labour and the postnatal period to care.

Apply knowledge of the normal physiological processes of the fetus and its adaptation to extrauterine life.

Apply knowledge of the normal physiological processes of the fetus and its adaptation to extrauterine life.

Examine pre-existing conditions which may have health risks for the mother, fetus and/or the neonate.

Analyse conditions peculiar to pregnancy and the postnatal period that have health risks for the mother, fetus and/or the neonate.







MID 224 MID 225 MID 226 MID 227 NRS 202

26

Examine early pregnancy complications and common gynaecological complications / procedures that the midwife may encounter or require knowledge of.

Identify and analyse common problems relating to infant feeding, and communicate effectively to new mothers in order to resolve them.

Demonstrate a comprehensive understanding of medicinal products used in midwifery practice

Identify appropriate critical appraisal tools and use these to critically appraise research-based evidence




Cognitive / Intellectual Skills (generic) By the end of year two, students should be able to ii) apply underlying concepts and principles outside the context in which they were first studied

Translate clinical issues into focused questions

Distinguish between good and poor quality evidence

Interpret findings from original research

Apply research findings to health care practice

Apply and analyse the legal, ethical and professional frameworks that underpin safe and effective medicinal products management.





is responsive to local and national initiatives and changes, working in partnership with key stakeholders to meet these.

Midwifery A3 C2

MID 227 NRS 202

27

Key / Transferable Skills (generic) By the end of year two, students should be able to iii) evaluate critically the appropriateness of different approaches to solving problems in the field of study; a) use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; b) effectively communicate information, arguments, and analysis, in variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

Search efficiently and effectively for research-based evidence

Identify appropriate critical appraisal tools and use these to critically appraise research-based evidence

Distinguish between good and poor quality evidence

Interpret findings from original research






NRS 202

28

Practical Skills (subject specific)

Explore the role of the midwife in providing evidence-based care as part of the multi-disciplinary team when complications arise during early pregnancy, the antenatal and postnatal periods.

Analyse normal midwifery care for low risk women and babies

Discuss individualised midwifery care for women and babies with more complex needs

Identify and analyse common problems relating to infant feeding, and communicate effectively to new mothers in order to resolve them.

Explore the role of the midwife as part of the multi-disciplinary team in relation to safe and effective prescribing and administration of medicines.

Correctly and safely undertake medicinal products calculations.

Apply national guidelines effectively within midwifery practice.

Achieve the professional body requirements for practice for the second year of the programme.





the ability to undertake critical decision-making to support appropriate referral of either the woman or baby to other health professionals or agencies when there is recognition of normal processes being adversely affected and compromised




Midwifery A 1 – 4 B 1 – 4 C 1 - 2

MID 224 MID 225 MID 226 MID 227

29

Employment-related Skills By the end of year two, students should be able to ii) where appropriate, apply those principles in an employment context; c) undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations; d) demonstrate qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.

Apply research findings to health care practice

Apply national guidelines effectively within midwifery practice.

Explore the role of the midwife in providing evidence-based care as part of the multi-disciplinary team when complications arise during early pregnancy, the antenatal and postnatal periods.

Apply and analyse the legal, ethical and professional frameworks that underpin safe and effective medicinal products management.

Achieve the professional body requirements for practice for the second year of the programme.








Midwifery A 1 – 4 B 1 – 4 C 1 - 2

MID 225 MID 226 MID 227 NRS 202

30

(Honours Degree level)

Programme Learning Outcomes Map Honours Degree Level (Level 6)

1 Graduate Attributes and Skills

2 3 4


Aim Subject

Benchmark

Related

Core

Modules

Knowledge/ Understanding On completion, graduates should have developed i) a systematic understanding of their area(s) of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline; ii) an ability to deploy accurately established techniques of analysis and enquiry within a discipline; iv) an appreciation of uncertainty, ambiguity and the limits of knowledge; a) skills to apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

Manage obstetric emergencies appropriately

Critically appraise the anatomy, physiology and pathology of the newborn and its adaptation to extra uterine life.

Critically analyse the clinical examination of the newborn, communication of findings and appropriate referral.

Rationalise care of the neonate in circumstances where complications may present.







31

Engage in and critically evaluate strategies used to provide effective facilitation of practice learning and generate solutions in overcoming barriers.

Carry out efficient and effective search strategies to retrieve relevant practice-related evidence.

Critically appraise the professional responsibility and accountability of a midwife within the regulatory framework of the NMC




32

Cognitive / Intellectual Skills (generic) On completion, graduates should have developed iii)conceptual understanding that enables the student: - to devise and sustain arguments, and / or solve problems, using ideas and technique, some of which are at the forefront of a discipline; and - to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; b) skills to critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

Appraise and apply evidence based information and risk reduction strategies to intrapartum complications

Evaluate the professional issues arising when intrapartum complications occur.


Critically evaluate the contemporary issues influencing practice education in midwifery.

Critically evaluate the provision of women-centred care within Maternity Services







Midwifery A3 C2


Critically appraise a body of evidence including primary and secondary sources (where available).

33

Key / Transferable Skills (generic) On completion, graduates should have developed v) the ability to manage their own learning, and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). c)skills to communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;

Engage in and critically evaluate strategies used to provide effective facilitation of practice learning and generate solutions in overcoming barriers.

Critically appraise professional issues arising from assessment in practice, including inter-assessor reliability and accountability.

Appraise personal and professional development through portfolio evidence.

Carry out efficient and effective search strategies to retrieve relevant practice-related evidence.

Provide an analysis and synthesis of research evidence and discuss its relevance to professional practice.

Identify and develop practice-focused research questions.







MID 324 MID 327 NRS 302

34

Practical Skills (subject specific) On completion, graduates should have developed the practical skills required to practise safely and competently as a registered midwife.

Plan and implement appropriate care strategies when deviations from normal progress arise during the intrapartum period

Appraise and apply evidence based information and risk reduction strategies to intrapartum complications

Manage obstetric emergencies appropriately

Critically analyse the clinical examination of the newborn, communication of findings and appropriate referral.


Map evidence of meeting the professional body standards for education and supporting learning and assessment in practice.

Critically appraise the professional responsibility and accountability of a midwife within the regulatory framework of the NMC.

Demonstrate achievement of all the professional body requirements for completion of the programme and entry to the register.








Midwifery A 1 – 4 B 1 – 4 C 1 - 2

MID 323 MID 324 MID 328 MID 327

35

Employment-related Skills On completion, graduates should have developed d) qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility; - decision making in complex and unpredictable contexts and - the learning ability needed to undertake appropriate further training of a professional or equivalent nature. Critically analyse the role of the

midwife as a member of the multi-disciplinary team when deviations from normal progress occur during the intrapartum period.

Critically evaluate the midwife’s role in newborn assessment in relation to professional autonomy, accountability and evidence-based practice.

Critically evaluate the provision of women-centred care within the Maternity Services

Debate the way in which contemporary issues may influence the provision of safe and effective care

Critically appraise the professional responsibility and accountability of a midwife with the regulatory framework of the NMC.

Appraise personal and professional development through portfolio evidence.

Provide an analysis and synthesis of research evidence and discuss its relevance to professional practice.

Map evidence of meeting the professional body standards for education and supporting learning and assessment in practice.

Demonstrate achievement of all the professional body requirements for completion of the programme and entry to the register.


appropriate interpersonal skills to support women and their families




provides holistic and high quality care which is empowering, compassionate and respectful of individual needs, working in partnership with women, their partners and families and the wider multi-professional team




Midwifery A 1 – 4 B 1 – 4 C 1 - 2


36


QAA BENCHMARK STATEMENTS

Benchmark statement Module

A1 Professional autonomy and accountability

Maintain the standards of practice required by statutory regulatory body

MID 114, MID 226, MID 227, MID 327

Recognise the political and ideological influences on midwifery practice

MID 114, MID 117, MID 226, MID 327

Adhere to NMC Code: Professional standards of practice and behaviour for nurses and midwives

MID 114, MID 226, MID 227, MID 323, MID 327

Recognise the contribution of different approaches to management and leadership in midwifery settings

MID 114, MID 226, MID 327

Understand the relationship between professional codes defining ethical practice in the maternity service

MID 114, MID 226, MID 227, MID 327

Regulation of professional conduct and management of potential conflicts an dilemmas

MID 114, MID 226, MID 327

Understand and apply ethical theories to midwifery practice in the management of dilemmas and conflicts


Have an understanding of the art and culture of midwifery and its effect on childbirth outcomes and modern day practice

MID 114, MID 116, MID 226, MID 327

Demonstrate application of knowledge and skills derived from the profession and practice of midwifery both historical and contemporary, including global perspectives, which involves listening to childbirth stories from women and midwives.


Have an understanding of the legal and statutory framework that governs midwifery practice, including the role of the midwife in public protection


Challenge and philosophies and beliefs about the nature of knowledge which lead to particular approaches and priorities for research

MID 117, NRS 202, NRS 302

Accept responsibility and accountability, at the same time acknowledging the boundaries of professional competence

MID 114, MID 226, MID 323, MID 327

A2 Professional relationships

Participate effectively in multi professional approaches to health care, in a range of different settings within and outside the NHS


Demonstrate the capability to act co-operatively with others, liaising and negotiating across the organisational and professional boundaries and differences of identity and language.

MID 114, MID 116, MID 226, MID 323, MID 328, MID 327

Handle interpersonal and intra-personal conflict constructively

MID 116, MID 226, MID 327

37

Understand and manage changing situations and respond in a flexible manner

MID 225, MID 226, MID 323, MID 327

Consult actively with others, including users of the maternity services, who hold relevant information or expertise

MID 114, MID 226, MID 323, MID 327

Contribute to initiatives and developments to improve the health and well-being of women, babies and families


Develop effective skills in team building, group activities and organisation of others


Identify risk factors and be able to justify practice in the light of risk management frameworks and clinical governance


A3 Personal and professional skills

Take action on own responsibility including the initiation of the action of other disciplines and know when to refer

MID 226, MID 323, MID 328, MID 327

Recognise own learning needs and independently advance learning and understanding


Reflect on and modify behaviour in light of experience, and take action where necessary

MID 116, MID 226, MID 324, MID 327

Identify and keep under review own personal and professional boundaries

MID 114, MID 226, MID 323, MID 327

Challenge unacceptable practices in a responsible manner based on the critical review and dissemination of research and and audit findings

MID 226, MID 327

Be aware of effective strategies for coping with personal stress

MID 116, MID 226, MID 327

Apply the principles of Health promotion and education to midwifery practice

MID 117, MID 226, MID 327

A4 Profession and Employer Context

Demonstrate an understanding of the midwives role when supporting the women's choice


Demonstrate an ability to use resources effectively and adapt where necessary to meet changes in demand on midwifery services

MID 114, MID 226, MID 323, MID 327

Create and maintain an environment which promote the health, safety and well being of women, babies and others


Show understanding of strategies for managing personal safety particularly within the domiciliary setting

MID 116, MID 226, MID 327

Display skills in management of self in relation to time management, uncertainty, change and stress in work situations

MID 114, MID 116, MID 226, MID 327

Demonstrate ability to maximise the use of available resources

MID 226, MID 327

Show understanding of the way in which midwives can have a positive influence on political agendas

MID 117, MID 226, MID 327

38

Demonstrate an understanding of government policies for the provision of maternity care

MID 114, MID 117, MID 226, MID 327

B1 The application of practice in midwifery

Diagnose pregnancy and in partnership with women undertake a systematic assessment of their individual needs, where applicable, prior to conception and throughout and antenatal, intranatal and postnatal stages

MID 114, MID 224, MID 226, MID 327

Help women to reflect on their own, and their family's health to make informed choices to improve health

MID 117, MID 226, MID 328, MID 327

Help women to make a choice, by providing essential information to inform the decision

MID 114, MID 117, MID 226, MID 227, MID 323, MID 328, MID 327

B2 Formulation of plans and strategies

Formulate and negotiate with women, programmes of care support within available resources

MID 226, MID 323, MID 327

Use skills derived from problem solving techniques to prioritise needs of individuals within a variety of environments

MID 226, MID 323, MID 327

Within the overall care programme, refer women, when necessary, to others with appropriate skills and expertise


Identify actual and potential risks to women, babies and self and establish a safe environment for care


Maintain accurate and contemporaneous records of professional judgements, decisions and action taken

MID 114, MID 226, MID 323, MID 327

B3 Focused Activity

The award holder will be able to provide care and support within the available resources

MID 114, MID 226, MID 323, MID 327

In partnership with women, provide care during the antenatal period

MID 114, MID 225, MID 226, MID 327

Monitor and support women during labour and assess the condition of the fetus


Assist women to give birth safely in a variety of environments

MID 114, MID 226, MID 323, MID 327

Examine and care for babies immediately following birth MID 114, MID 224, MID 226, MID 328, MID 327

In partnership with women, provide and/or arrange care for mother and baby during the postnatal period

MID 114, MID 226, MID 328, MID 327

Demonstrate the safe application of range of essential psychomotor skills to meet individuals' needs and undertake appropriate interventions and emergency procedures when necessary.


Monitor and review the effectiveness of programmes of care in partnership with the woman

MID 226, MID 327

39

Apply evidence based knowledge to inform decision making

MID 114, MID 226, NRS 202, MID 327, NRS 302

Provide effective programmes of preparation for pregnancy, birth parenting family spacing and sexual health for women and their significant others

MID 114, MID 226, MID 327

Use appropriate interpersonal skills to communicate effectively

MID 116, MID 226, MID 327

Maintain accurate records in accordance with agreed procedures and professional standards

MID 114, MID 226, MID 323, MID 327

B4 Evaluation

Evaluate changes in health care and respond appropriately MID 225, MID 226, MID 227, MID 327

Monitor and evaluate programmes of care and support, in partnership with women

MID 117, MID 226, MID 327

Modify programmes in light of experience, audio and other evidence based judgements

MID 202, MID 225, MID 226, MID 327

Use skills of reflection to evaluate continually and optimise the care of women, babies and families

MID 114, MID 117, MID 226, MID 327

Through the frameworks of quality assurance and risk management evaluate the safety of the care environment and recognise situations in which quality of care might be compromised

MID 114, MID 226, MID 227, MID 327

C1 Knowledge and Understanding Midwifery

Holistic, woman centred midwifery care MID 114, MID 226, MID 227, MID 323, MID 327

Medical disorders and mental ill health and disabilities which may have a significance to childbirth and parenting

MID 225

Organisational and professional systems MID 114, MID 226, MID 227, MID 323, MID 327

Common factors, which contribute to, and those, which adversely affect the physical, emotional and social well being of the mother and baby

MID 116, MID 225, MID 226, MID 328

The birth process to assist women to give birth safely in a variety of setting

MID 225, MID 226, MID 323, MID 327

The physical and behavioural characteristics of a normal baby

MID 115, MID 224, MID 226, MID 328

The treatment and management needs of pre-term and ill neonates

MID 328

Capacity to act on own responsibility MID 226, MID 327

The multi-disciplinary multi agency approach to the management of substance use and misuse during pregnancy, labour and the postnatal periods.

MID 117, MID 225, MID 226, MID 327

Medical devices and equipment in common use in maternity services

MID 226, MID 227, MID 323, MID 327

40

Skills derived from professional midwifery practice, of historical and contemporary, local and global perspectives, in order that the experiences of women and midwives inform and improve practice

MID 113, MID 226, MID 227, MID 327

Screening and prevention programme MID 117, MID 226, MID 328, MID 327

How patterns of care are determined MID 114, MID 226, MID 327

The role of the midwife in child protection, domestic violence, adoption, fostering and surrocracy

MID 117, MID 226, MID 327

Life sciences

The anatomy, physiology and patho physiology necessary to underpin reproductive health and midwifery practice


Genetics, inheritance and the effect on fertility MID 115, MID 224, MID 227, MID 328

Assisted reproduction MID 225

Growth and development of the embryo, fetus and neonate MID 224, MID225, MID 328

Nutrition in relation to the needs of women before conception, during pregnancy, in the puerperium including infant feeding and healthy eating for the family.

MID 114, MID 224, MID 226, MID 328

Fetal development and adaptation to extra uterine life MID 224, MID 226, MID 328

Pharmacology and administration of pharmacological preparations and complementary therapies and the effect on pregnant, labouring and lactating women, the fetus and the neonate.


The short and long term actions and effects of substance use and misuse on the woman fetus and infant

MID 117, MID 226, MID 327

Microbiology in relation to reproductive health MID 225

Social, health and behavioural sciences

The cultural, social, psychological and educational factors which influence pregnancy, childbirth, parenting and midwifery practice empowerment and anti discrimination practice

MID 116, MID 226, MID 327

The nature of midwifery in a diverse society and impact of prejudice; interpersonal, institutional and structural discrimination,

MID 116, MID 226, MID 327

Psychosocial influences which determine human behaviour in relation to the childbearing process, including the social processes which lead to marginalisation, isolation and exclusion and the impact on the provision of maternity care

MID 116, MID 117, MID 226, MID 327

Contribution of demographic and epidemiological evidence to the outcomes of maternity services and the use and knowledge to improve public health

MID 117, MID 226, MID 327

41

Communicating with women and their partners according to context

MID 116, MID 226, MID 328, MID 327

Interpersonal skills to develop caring, therapeutic and empowering relationships with women, their partners and families

MID 116, MID 226, MID 327

Effective communication with individuals and organisations MID 116, MID 226, MID 227, MID 327

Inequality and differential needs faced by users of maternity services

MID 117, MID 226, MID 327

Ethics Law and Humanities

Moral, legal and ethical framework in relation to conception, pregnancy, pregnancy lost, birth, parenting and family relationships


The importance of legislation relating to human rights, equal opportunities, record keeping and access to medical records

MID 114, MID 226, MID 327

Legislative, legal and statutory framework that govern the midwifery practice

MID 114, MID 226, MID 227, MID 327

The responsibilities of the midwife and the relationship to statutory supervision

MID 114, MID 226, MID 327

The midwives role in relation to the statutory requirements for notification and registration of births and deaths

MID 114, MID 226, MID 327

Participation in the risk management process and the clinical integrated governance framework in maternity services and the health environment.

MID 226, MID 227, MID 323, MID 327

The relevant legislation which underpins the administration of a range of drugs and complementary therapies

MID 113, MID 226, MID 227, MID 327

Management of Self and Others

C2 Skills

Communication and interpersonal skills

MID 114, MID 116, MID 226, MID 227, MID 323, MID 328, MID 327

Information gathering and analysis

NRS 202, MID 323, MID 327, NRS 302

Care Delivery


Problem solving and data collection and interpretation

MID 117, MID 226, MID 227, NRS 202, MID 323, MID 327, NRS 302

42

Appendix 4

BSc (Hons) Pre Registration Midwifery

Southern England Consortium for Credit Accumulation and Transfer (SEEC) Level Descriptors

Level 4

MID 113

MID 114

MID 115

MID 116

MID 117

Development of Knowledge and Understanding

A Knowledge base X X X X X

B Ethical issues X X X

Cognitive/intellectual skills

C Analysis X

D Synthesis X X X

E Evaluation X X

F Application X X X

Key/Transferable Skills

G Group working X

H Learning resources X X X X X

I Self evaluation X X

J Management of information X X X

K Autonomy X

L Communications X X X X

M Problem solving X X

Practical Skills

N Application X X X X

O Autonomy (in skill use) X X

43

SEEC Level Descriptors Level 5

MID 224

MID 225

MID 226

MID 227

NRS 202



B Ethical issue X X X X X


C Analysis X X X X

D Synthesis X X X X

E Evaluation X X X

F Application X X X X X


G Group working X X


I Self evaluation X X

J Management of information X X X X

K Autonomy X X X

L Communications X X

M Problem solving X X X X

Practical Skills

N Application X X

O Autonomy (in skill use) X

Level 6

MID 323

MID 324

MID 328

MID 327

NRS 302



B Ethical issue X X X X


C Analysis X X X X X

D Synthesis X X X X X

E Evaluation X X X X X

F Application X X X X X


G Group working X X X


I Self evaluation X X X

J Management of information X X X X

K Autonomy X X

L Communications X X X X

M Problem solving X X X X

Practical Skills

N Application X X X X

O Autonomy (in skill use) X X X

44


Nursing and Midwifery Council (2009) Competencies required to achieve NMC Standard 17 Mapping against Definitive Module Records and Ongoing Achievement Record Criteria Statements

(based on the NMC Midwifery Essential Skills Clusters)

Effective midwifery practice Definitive Module Record Criteria Statements

Communicate effectively with women and their families throughout the pre-conception, antenatal, intrapartum and postnatal periods


1.1, 1.2, 2.1, 2.2, 3.5, 3.6, 3.10, 4.1, 4.2, 5.1 – 5.4, 6.6, 7.2, 9.1 – 9.8

Diagnose pregnancy and assess and monitor women holistically throughout the preconception, antenatal, intrapartum and postnatal period using a range of assessment methods and reach valid, reliable and comprehensive conclusions


1.1 – 1.4, 2.1 – 2.4, 3.1 – 3.6, 4.1, 4.2

Determine and provide programmes of care and support for women which:

are appropriate to the needs, contexts, culture and choices of the women, babies and their families

are made in partnership with women

are ethical

are based on best evidence and clinical judgment

involve other healthcare professionals when this will improve health outcomes.


1.1 – 1.4, 2.1 – 2.4, 3.1 – 3.10, 4.1 – 4.6, 5.1 – 5.6, 6.1, 6.7, 7.2, 8.1, 9.1 – 9.8

Provide seamless care and, where appropriate, interventions, in partnership with women and other care providers during the antenatal period which:

are appropriate for women’s assessed needs, context and culture

promote their continuing health and well-being

are evidence based

are consistent with the management of risk

draw upon the skills of others to optimise health outcomes and resource use.


1.1 – 1.4, 2.1 – 2.4, 6.1, 6.6, 6.7, 8.2, 9.1 – 9.8

45

Effective midwifery practice (continued) Definitive Module Record Criteria Statement

Refer women who would benefit from the skills and knowledge of other individuals:

to an individual who is likely to have the requisite skills and experience to assist.

at the earliest possible time

supported by accurate, legible and complete information which contains the reasoning behind making the referral and describes the woman’s needs and preferences


1.2, 1.3, 2.3, 2.4, 3.4 – 3.6, 4.2, 4.6, 5.4, 5.6, 6.7, 9.8

Care for, monitor and support women during labour and monitor the condition of the fetus, supporting spontaneous births.

MID 114, MID 226, MID 323, MID 327

3.1 – 3.10

Undertake appropriate emergency procedures to meet the health needs of women and babies.


3.7, 3.8, 6.1, 6.10

Examine and care for babies immediately following birth MID 114, MID 225, MID 226, MID 328, MID 327

3.7, 3.8, 4.2

Work in partnership with women and other care providers during the postnatal period to provide seamless care and interventions which:

are appropriate to the woman’s assessed needs, context and culture

promote her continuing health and well being

are evidence based

are consistent with the management of risk

are undertaken by the midwife because she is the person best placed to do them and is competent to act

draw on the skills of others to optimise health outcomes and resource use

MID 114, MID 117, MID 225, MID 226, MID 227, NRS 202, MID 327

4.1 – 4.6, 5.1 – 5.6, 6.6, 6.7, 8.2, 9.1 – 9.8

46

Effective midwifery practice (continued) Definitive Module Record Criteria Statement

Examine and care for babies with specific health or social needs and refer to other professionals or agencies as appropriate.

MID 114, MID 226, MID 328, MID 327

3.7, 4.2, 4.4, 5.3, 5.4, 6.1

Care for and monitor women during the puerperium, offering the necessary evidence-based advice and support regarding the baby and self care.


4.1 – 4.6, 5.1 – 5.6, 6.1, 6.6, 9.1, 9.3 – 9.7

Select, acquire and administer safely a range of permitted drugs consistent with legislation, applying knowledge and skills to the situation which pertains at the time.


6.1 – 6.10

Complete, store and retain records of practice which:

are accurate, legible and continuous

detail the reasoning behind any actions taken

contain the information necessary for the record’s purpose.


2.1, 3.10, 4.1, 5.1, 6.3, 6.4, 8.3, 9.1

Monitor and evaluate the effectiveness of programmes of care and modify them to improve the outcomes of women, babies and their families.


2.1, 2.3, 3.2 – 3.9, 4.2, 5.3 – 5.6, 6.1, 6.6, 6.7, 6.10, 8.3, 9.3, 9.8

Contribute to enhancing the health and social wellbeing of individuals and their communities.

MID 117, MID 226, MID 327

1.2, 2.2, 2.3, 3.1, 3.4, 4.3 – 4.5, 5.4

47

Professional and ethical practice Definitive Module Record Criteria Statement

Practise in accordance with The Code: Professional standards of practice and behaviour for nurses and midwives (NMC 2015), within the limitations of the individual’s own competence, knowledge and sphere of professional practice, consistent with the legislation relating to midwifery practice.


2.1, 3.1, 3.9, 5.5, 6.3, 6.5, 7.3, 8.2, 9.2 – 9.4, 9.5

Practise in a way which respects, promotes and supports individuals’ rights, interests, preferences, beliefs and cultures.


1.1, 1.2, 2.2, 2.3, 3.1, 3.6, 3.7, 4.3, 4.5, 5.2, 6.6, 6.7, 9.1 - 9.8

Practise in accordance with relevant legislation.

MID 114, MID 226, MID 227, MID 327

3.1, 3.9, 6.3, 6.5, 7.3, 9.2, 9.4, 9.6, 9.8

Maintain confidentiality of information.

MID 114, MID 116, MID 226, MID 327

9.2, 9.4

Work collaboratively with other practitioners and agencies in ways which:

value their contribution to health and care

enable them to participate effectively in the care of women, babies and their families

acknowledge the nature of their work and the context in which it is placed.

MID 114, MID 226, MID 327

1.1, 1.3, 2.3, 2.4, 3.4 – 3.6, 3.9,4.2, 4.6, 5.4 – 5.6, 6.7, 6.8, 6.10, 7.1, 8.2, 8.3, 9.2, 9.4, 9.8

Manage and prioritise competing demands.

MID 114, MID 226, MID 327 8.2, 8.3, 9.6,

Support the creation and maintenance of environments that promote the health, safety and well-being of women, babies and others


7.1 – 7.3, 8.1 – 8.3, 9.3, 9.5, 9.6, 9.8

Contribute to the development and evaluation of guidelines and policies and make recommendations for change in the interest of women, babies and their families.

MID 226, MID 327

3.1, 3.4, 6.7, 8.1, 9.8

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Developing the individual midwife and others Definitive Module Record Criteria Statement

Review, develop and enhance the midwife’s own knowledge, skills and fitness to practise.

MID 114, MID 226, MID 324, MID 327

7.1 – 7.3, 8.2, 8.3, 9.2, 9.3, 9.5, 9.6, 9.8

Demonstrate effective working across professional boundaries and develop professional networks.


1.3, 2.3, 2.4, 3.4, 3.9, 4.6, 5.6, 6.4, 8.3, 9.1 – 9.8

Achieving quality care through evaluation and research Definitive Module Record Criteria Statement

Apply relevant knowledge to the midwife’s own practice in structured ways which are capable of evaluation.

MID 114, MID 226, MID 227, MID 327

1.2, 2.1, 3.1, 4.2, 6.6, 7.1, 9.3, 9.7

Inform and develop the midwife’s own practice and the practice of others through using the best available evidence and reflecting on practice.

MID 116, MID 225, MID 226, MID 227, NRS 202, MID 327, NRS 302

7.1 – 7.3, 9.8

Manage and develop care utilising the most appropriate information technology (IT) systems.

MID 116, MID 226, MID 327, NRS 302

1.1, 2.1, 3.5, 4.1, 4.3, 6.1, 6.5, 6.9, 9.1, 9.2

Contribute to the audit of practice in order optimise the care of women, babies and their families.

MID 226, MID 327 8.1, 9.8

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Appendix 6

Nursing and Midwifery Council (2009) Midwifery Essential Skills Clusters Mapping

Communication

1. Be attentive and share information that is clear, accurate and meaningful at a level which women, their partners and family can understand.

MID 114, MID 116, MID 226, MID 327

2. Protect and treat as confidential all information relating to themselves and their care.

MID 114, MID 116, MID 226, MID 327

3. Enable women to make choices about their care by informing women of the choices available to them and providing evidence-based information about benefits and risks of options so that women can make a fully informed decision


4. Ensure that consent will be sought from the woman prior to care being given and that the rights of women are respected

MID 114, MID 116, MID 226, MID 327

5. Treat women with dignity and respect them as individuals MID 114, MID 226, MID 327

6. Work in partnership with women in a manner that is diversity sensitive and is free from discrimination, harassment and exploitation

MID 114, MID 226, MID 327

7. Provide care that is delivered in a warm, sensitive and compassionate way

MID 114, MID 116, MID 226, MID 327

8. Be confident in their own role within a multi-disciplinary/ multi-agency team

MID 114, MID 116, MID 117, MID 225, MID 226, MID 323, MID 328, MID 327

Initial consultation between the woman and the midwife

1. Be confident in sharing information about common antenatal screening tests.


2. Complete an initial consultation accurately, ensuring women are at the centre of care.

MID 114, MID 116, MID 226, MID 327

3. Work collaboratively with other practitioners and external agencies.


4. Be the first point of contact when seeking advice and/or information about being pregnant.

MID 114, MID 226, MID 327

Normal labour and birth

1. Work in partnership with women to facilitate a birth environment that supports their needs.

MID 114, MID 226, MID 327

2. Be attentive to the comfort needs of women before, during and after the birth.

MID 113, MID 114, MID 226, MID 327

3. Determine the onset of labour. MID 114, MID 115, MID 224, MID 226, MID 327

4. Determine the wellbeing of women and their unborn babies. MID 113, MID 114, MID 226, MID 327

5. Measure, assess and facilitate the progress of normal MID 113, MID 114, MID 224,

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labour. MID 225, MID 226, MID 327

6. Support women and their partners in the birth of their babies.

MID 114, MID 116, MID 226, MID 327

9. Facilitate the mother and baby to remain together.

MID 114, MID 226, MID 328, MID 327

8. Identify and safely manage appropriate emergency procedures.


9. Work collaboratively with other practitioners. MID 114, MID 226, MID 327

10. Keep accurate records. MID 114, MID 226, MID 323, MID 327

Initiation and continuance of breastfeeding

1. Understand and share information that is clear, accurate and meaningful at a level which women, their partners and family can understand.


2. Respect social and cultural factors that may influence the decision to breastfeed.


3. Support women to breastfeed MID 113, MID 114, MID 226, MID 328, MID 327

4. Recognise appropriate infant growth and development, including where referral for further advice/ action is required


5. Work collaboratively with other practitioners and external agencies.


6. Support women to breastfeed in challenging circumstances. MID 113, MID 114, MID 226, MID 328, MID 327

Medical products management

1. Within the parameters of normal childbirth, ensure safe and effective practice through comprehensive knowledge of medicinal products, their actions, risks and benefits including the ability to recognise and respond safely to adverse drug reactions and adverse drug events.


2. Undertake medicinal products calculations correctly and safely.


3. In the course of their professional midwifery practice, supply and administer medicinal products safely and in a timely manner, including controlled drugs.


4. Keep and maintain accurate records, which includes when working within a multi-disciplinary framework and as part of a team.


5. Work within the legal and ethical framework that underpins safe and effective medicinal products management, as well as in conjunction with national guidelines, and local policies.


6. Work in partnership with women to share information in assisting them to make safe and informed choices about medicinal products related to themselves, their unborn children or their babies.


7. Work in partnership with women to share information about MID 113, MID 114, MID 225,

51

alternative approaches to using medication, where appropriate.

MID 226, MID 227, MID 327

8. Order, receive, store, transport and dispose of medicinal products safely and in accordance with relevant legislation, in any midwifery setting (including controlled drugs).


9. Use and evaluate up to date information on medicinal products managements and work within national and local policies and guidelines using appropriate reference.


10. Recognise and correctly respond to obstetric emergencies in the context of medicines management.


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Appendix 7 BSc (Hons) Pre Registration Midwifery NHS Knowledge and Skills Framework

Dimensions Level descriptors

CORE CORE 1 CORE 2 CORE 3 CORE 4

1 Communication

Communicate with a limited range of people on day-to-day matters

Communicate with a range of people on a range of matters

Develop and maintain communication with people about difficult matters and/or in difficult situations

Develop and maintain communication with people on complex matters, issues and ideas and/or in complex situations

Demonstrated in modules

MID 114 MID 116 MID 226

MID 327

2 Personal and people development

Contribute to own personal development

Develop own skills and knowledge and provide information to others to help their development

Develop oneself and contribute to the development of others

Develop oneself and others in areas of practice


MID 114 MID 116 MID 226

MID 324 MID 327

3 Health, safety and security

Assist in maintaining own and others’ health, safety and security

Monitor and maintain health, safety and security of self and others

Promote, monitor and maintain best practice in health safety and security

Maintain and develop an environment and culture that improves health, safety and security


MID 114 MID 226 MID 323 MID 327

4 Service improvement

Make changes in own practice and offer suggestions for improving services

Contribute to the improvement of services

Appraise, interpret and apply suggestions, recommendations and directives to improve services

Work in partnership with others to develop, take forward and evaluate direction, policies and strategies

53


MID 226 MID 327

5 Quality

Maintain the quality of own work

Maintain quality in own work and encourage others to do so

Contribute to improving quality

Develop a culture that improves quality


MID 114 MID 226

MID 324 MID 327

6 Equality and diversity

Act in ways that support equality and value diversity

Support equality and value diversity

Promote equality and value diversity

Develop a culture that promotes equality and values diversity


MID 114 MID 116 MID 226

MID 327

HEALTH AND WELLBEING

1 2 3 4

HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing

Contribute to promoting health and wellbeing and preventing adverse effects on health and wellbeing

Plan, develop and implement approaches to promote health and wellbeing and prevent adverse effects on health and wellbeing

Plan, develop, implement and evaluate programmes to promote health and wellbeing and prevent adverse effects on health and wellbeing

Promote health and wellbeing and prevent adverse effects on health and wellbeing through contributing to the development, implementation and evaluation of related policies

Demonstrated in module

MID 117 MID 225 MID 226 MID 327

MID 117 MID 328

HWB2 Assessment and care planning to meet health and wellbeing needs

Assist in the assessment of people’s health and wellbeing needs

Contribute to assessing health and wellbeing needs and planning how to meet those needs

Assess health and wellbeing needs and develop, monitor and review care plans to meet specific needs

Assess complex health and wellbeing needs and develop, monitor and review care plans to meet those needs

Demonstrated in MID 114 MID 323

54

module

MID 225 MID 226 MID 227

MID 328 MID 327

HWB3 Protection of health and wellbeing

Recognise and report situations where there might be a need for protection

Contribute to protecting people at risk

Implement aspects of a protection plan and review its effectiveness

Develop and lead on the implementation of an overall protection plan


MID 226 MID 328 MID 327

HWB4 Enablement to address health and wellbeing needs

Help people meet daily health and wellbeing needs

Enable people to meet ongoing health and wellbeing needs

Enable people to address specific needs in relation to health and wellbeing

Empower people to realise and maintain their potential in relation to health and wellbeing


MID 114 MID 117

MID 226 MID 327

HWB5 Provision of care to meet health and wellbeing needs

Undertake care activities to meet individuals’ health and wellbeing needs

Undertake care activities to meet the health and wellbeing needs of individuals with a greater degree of dependency

Plan, deliver and evaluate care to meet people’s health and wellbeing needs

Plan, deliver and evaluate care to address people’s complex health and wellbeing needs


MID 114

MID 226 MID 328 MID 327

HWB6 Assessment and treatment planning

Undertake tasks related to the assessment of physiological and/or psychological functioning

Contribute to the assessment of physiological and/or psychological functioning

Assess physiological and/or psychological functioning and develop, monitor and review related treatment plans

Assess physiological and/or psychological functioning when there are complex and/or undifferentiated abnormalities, diseases and disorders and

55

develop, monitor and review related treatment plans


MID 114 MID 116

MID 226 MID 323 MID 328 MID 327

HWB7 Interventions and treatments

Assist in providing interventions and/or treatments

Contribute to planning, delivering and monitoring interventions and/or treatments

Plan, deliver and evaluate interventions and/or treatments

Plan, deliver and evaluate interventions and/or treatments when there are complex issues and/or serious illness


MID 114 MID 113

MID 226 MID 323 MID 327

HWB8 Biomedical investigation and intervention

Undertake tasks to support biomedical investigations and/or interventions

Undertake and report on routine biomedical investigations and/or interventions

Plan, undertake, evaluate and report biomedical investigations and/or interventions

Plan, undertake, evaluate and report complex/unusual biomedical investigations and/or interventions


MID 114 MID 113

MID 226 MID 323 MID 327

INFORMATION AND KNOWLEDGE

1 2 3 4

IK1 Information processing

Input, store and provide data and information

Modify, structure, maintain and present data and information

Monitor the processing of data and information

Develop and modify data and information management models and processes


MID 114 MID 226 MID 327

NRS 202 NRS 302

56

IK2 Information collection and analysis

Collect, collate and report routine and simple data and information

Gather, analyse and report a limited range of data and information

Gather, analyse, interpret and present extensive and/or complex data and information

Plan, develop and evaluate Demonstrate processes for gathering, analysing, interpreting and presenting data and information


MID 226 NRS 202

MID 323 MID 327 NRS 302

IK3 Knowledge and information resources

Access, appraise and apply knowledge and information

Maintain knowledge and information resources and help others to access and use them

Organise knowledge and information resources and provide information to meet needs

Develop the acquisition, organisation, provision and use of knowledge and information


MID 114 MID 117 MID 226 NRS 202

MID 324 MID 327 NRS 302

GENERAL

1 2 3 4

G1 Learning and development

Assist with learning and development activities

Enable people to learn and develop

Plan, deliver and review interventions to enable people to learn and develop

Design, plan, implement and evaluate learning and development programmes


MID 327 MID 324

G2 Development and innovation

Appraise concepts, models, methods, practices, products and equipment developed by others

Contribute to developing, testing and reviewing new concepts, models, methods, practices, products and

Test and review new concepts, models, methods, practices, products and equipment

Develop new and innovative concepts, models, methods, practices, products and equipment

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equipment


MID 327 MID 324

G3 Procurement and commissioning

Monitor, order and check supplies of goods and/or services

Assist in commissioning, procuring and monitoring goods and/or services

Commission and procure products, equipment, services, systems and facilities

Develop, review and improve commissioning and procurement systems


MID 226 MID 327

G4 Financial management

Monitor expenditure

Coordinate and monitor the use of financial resources

Coordinate, monitor and review the use of financial resources

Plan, implement, monitor and review the acquisition, allocation and management of financial resources


MID 327

G5 Services and project management

Assist with the organisation of services and/or projects

Organise specific aspects of services and/or projects

Prioritise and manage the ongoing work of services and/or projects

Plan, coordinate and monitor the delivery of services and/or projects


MID 327

G6 People management

Supervise people’s work

Plan, allocate and supervise the work of a team

Coordinate and delegate work and review people’s performance

Plan, develop, monitor and review the recruitment, deployment and management of people


MID 324

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