During the COVID-19 outbreak, most face-to-face teaching and practice-based learning placements w... more During the COVID-19 outbreak, most face-to-face teaching and practice-based learning placements were suspended. Universities provided ongoing health and social care education, including interprofessional education, using online technology. Focusing on changes in the delivery of interprofessional education, this second article in a series on interprofessional education provides an international perspective through facilitators' case reports. It considers the key factors that enabled a rapid shift from face-to-face to online interprofessional education, and the key aspects that had to change. The significant changes reported from literature and case reports reflect on remote and online learning, the duration of education sessions, individual and team learning aspects and facilitation skills.
This article concludes the interprofessional education series published by the Centre for the Adv... more This article concludes the interprofessional education series published by the Centre for the Advancement of Interprofessional Education Research Subgroup, and considers the lessons that can be learned from experiences of emergency remote teaching during the COVID-19 pandemic. Consideration is given to the practicalities of emergency remote teaching, including its preparation, delivery and proposed outcomes of using online platforms for interprofessional education. The article is written as a guide for others to draw on and includes considerations for future delivery and sustainability of interprofessional education in midwifery practice and other fields of health and social care.
Women and their families are entitled to high quality, safe and effective maternity care, yet rep... more Women and their families are entitled to high quality, safe and effective maternity care, yet reports have identified failings in areas of care such as risk assessment and care planning. As a result, there have been fundamental changes in the way midwives are regulated in the UK. With these changes came the development of a new model for midwifery clinical supervision, aligned to the aims of the Department of Health and Social Care and NHS England to provide a high quality service, delivered by resilient, highly valued, well-supported midwives. This article will consider the role of a Professional Midwifery Advocate in a university setting to explore how the early introduction of the role and implementation of group-based restorative supervision may positively impact on student midwives' training, reduce attrition rates, encourage the development of resilience and foster an ethos of peer support.
The COVID-19 pandemic has had a significant impact on the learning experiences of students undert... more The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience.This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessita...
As part of the revalidation process, midwives are required to undertake 35 hours of continuing pr... more As part of the revalidation process, midwives are required to undertake 35 hours of continuing professional development (CPD), of which 20 must be ‘participatory’. Participatory learning includes a...
Interprofessional Education (IPE) was conceived by a World Health Organisation (WHO) Expert Commi... more Interprofessional Education (IPE) was conceived by a World Health Organisation (WHO) Expert Committee on Continuing Education for Physicians in Geneva in 1973 (WHO, 1973). Professional and regulatory bodies in the United Kingdom (UK) state IPE is fundamental in preparing Health, Education and Social Care students to join a multi professional/multi agency workforce on completion of their studies (Health and Care Professions Council (HCPC), 2017; Nursing and Midwifery Council (NMC), 2018; Social Work England (SWE), 2019). The HCPC states that programmes of study “must ensure that learners are able to learn with, and from, professionals and learners in other relevant professions” (HCPC, 2017, p.35). The NMC states that they “will only approve programmes where the learning culture is ethical, open and honest, is conducive to safe and effective learning that respects the principles of equality and diversity, and where innovation, interprofessional learning and team working are embedded” ...
As technology advances and becomes more accessible, it offers midwives a greater variety of ways ... more As technology advances and becomes more accessible, it offers midwives a greater variety of ways to meet prep (continuing professional development (CPD)) standards (Nursing and Midwifery Council, 2011) and, at the end of 2015, its successor, revalidation. The concepts of online learning and open educational resources (OERs) have developed rapidly in the last two decades owing to advances in, and the massification of, information technology. The term massive open online courses (MOOCs) was devised by Dave Cormier in 2008 in response to the development of free, open, online courses which allow for an unlimited number of participants (Cormier, 2010). As OERs and MOOCs are free and easily accessible, could they be useful resources for midwives to access to meet CPD requirements? This article will explain what they are; suggest how they might be useful and recommend some resources to consider.
According to the Nursing and Midwifery Council (NMC, 2009), pre-registration midwifery programmes... more According to the Nursing and Midwifery Council (NMC, 2009), pre-registration midwifery programmes of study must be made up of no less than 50% practice and no less than 40% theory. The programme must also include a variety of teaching and learning strategies. Programmes of study are enhanced when midwifery teaching is complemented with input from other experts such as service users, midwives and other members of the multidisciplinary team. This is the first of a series of articles discussing teaching by a range of health professionals, each of which will include the featured professional's role and responsibilities, their motivations to teach, the topics they cover and, where appropriate, how this input is evaluated by student midwives.
The role of the midwife is emotionally and physically challenging: birth rates are increasing, th... more The role of the midwife is emotionally and physically challenging: birth rates are increasing, there are staff shortages and increasingly more complex cases for which to coordinate care (Royal College of Midwives (RCM), 2015). There are also professional and policy requirements to be met, all in the context of practising in line with our core value of being ‘with woman’ and providing her with individualised, high-quality, evidence-based care. Such demands drive some midwives to leave the profession, citing stress, burnout, compassion fatigue and emotional exhaustion as causes (Curtis et al, 2006). Others develop strategies to cope with the complex and varied stressors of the role; they demonstrate resilience. The future of maternity services in the UK is dependent on the retention of resilient midwives, so it is important that the characteristics are explored to ascertain whether resilience is a personal trait or one that can be learned. In 2013, the RCM funded the first research project in the UK to inve...
The Nursing and Midwifery Council's revised Code became effective on 31 March 2015 (NMC, 2015... more The Nursing and Midwifery Council's revised Code became effective on 31 March 2015 (NMC, 2015a) and post-registration education and practice (Prep) will be replaced with revalidation in October 2015 (NMC, 2015b). The new standards and requirements aim to reassure the public that midwives are reflective, professional practitioners who provide high-quality care underpinned by best evidence (NMC, 2015a). The requirements of revalidation include increased continuing professional development (CPD) whereby midwives must provide written evidence of reflective practice and undertake at least 40 hours of work-related learning activities every 3 years (NMC, 2014; NMC, 2015a; 2015b). With the new requirement for written evidence of reflection, this article will provide some useful hints and tips on where and how to search for relevant literature and meet the requirements of the Code and revalidation.
Facebook was founded in 2004 and is an online social networking service. There are over 31 millio... more Facebook was founded in 2004 and is an online social networking service. There are over 31 million users in the UK, with more than 77 000 of these listing their occupation as nurse, midwife or health visitor. Historically, Facebook was used to supplement and enhance existing real-world relationships, rather than to access, communicate and disseminate professional information; however, with the growing popularity and accessibility of social media, could Facebook be used safely and effectively as a platform for professional discourse?
Founded in 2003, LinkedIn claims to be the world's largest professional network with over 300... more Founded in 2003, LinkedIn claims to be the world's largest professional network with over 300 million members worldwide. It is a publicly-held social networking site with a diversified business model; funded by member subscriptions, advertising sales and recruitment campaigns. Its mission is to ‘connect the world's professionals to make them more productive and successful’. However, is this business-orientated social networking site a suitable platform for midwives to connect, collaborate, share best practice and disseminate research?
This chapter provides an introduction to social media concepts, as well as presenting some concep... more This chapter provides an introduction to social media concepts, as well as presenting some concepts, risks, and benefits that are covered in more detail throughout the book. Through this chapter, the reader will gain a greater understanding of what social media is, how it’s developed over the years, its impact on organizations and individuals, and how it’s become a common tool in people’s lives and business practices.
This is the third in a series of articles exploring experiences of engaging with interprofessiona... more This is the third in a series of articles exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. This article focuses on experiences of emergency remote teaching from the student perspective, considering the enablers and barriers to effective learning and taking into account the logistical, technological and theoretical considerations for facilitating an authentic learning experience in line with professional standards. A global perspective of interprofessional education during lockdown is provided through case studies, providing an opportunity to benchmark against examples of best practice to ensure online interprofessional education is successful in preparing students to work within a multiprofessional, multi-agency team to provide high-quality care through effective team working.
At the start of the academic year, the physical signs of progression from one year to the next fo... more At the start of the academic year, the physical signs of progression from one year to the next for student midwives include an additional stripe on an epaulette, a different coloured badge or perha...
During the COVID-19 outbreak, most face-to-face teaching and practice-based learning placements w... more During the COVID-19 outbreak, most face-to-face teaching and practice-based learning placements were suspended. Universities provided ongoing health and social care education, including interprofessional education, using online technology. Focusing on changes in the delivery of interprofessional education, this second article in a series on interprofessional education provides an international perspective through facilitators' case reports. It considers the key factors that enabled a rapid shift from face-to-face to online interprofessional education, and the key aspects that had to change. The significant changes reported from literature and case reports reflect on remote and online learning, the duration of education sessions, individual and team learning aspects and facilitation skills.
This article concludes the interprofessional education series published by the Centre for the Adv... more This article concludes the interprofessional education series published by the Centre for the Advancement of Interprofessional Education Research Subgroup, and considers the lessons that can be learned from experiences of emergency remote teaching during the COVID-19 pandemic. Consideration is given to the practicalities of emergency remote teaching, including its preparation, delivery and proposed outcomes of using online platforms for interprofessional education. The article is written as a guide for others to draw on and includes considerations for future delivery and sustainability of interprofessional education in midwifery practice and other fields of health and social care.
Women and their families are entitled to high quality, safe and effective maternity care, yet rep... more Women and their families are entitled to high quality, safe and effective maternity care, yet reports have identified failings in areas of care such as risk assessment and care planning. As a result, there have been fundamental changes in the way midwives are regulated in the UK. With these changes came the development of a new model for midwifery clinical supervision, aligned to the aims of the Department of Health and Social Care and NHS England to provide a high quality service, delivered by resilient, highly valued, well-supported midwives. This article will consider the role of a Professional Midwifery Advocate in a university setting to explore how the early introduction of the role and implementation of group-based restorative supervision may positively impact on student midwives' training, reduce attrition rates, encourage the development of resilience and foster an ethos of peer support.
The COVID-19 pandemic has had a significant impact on the learning experiences of students undert... more The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience.This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessita...
As part of the revalidation process, midwives are required to undertake 35 hours of continuing pr... more As part of the revalidation process, midwives are required to undertake 35 hours of continuing professional development (CPD), of which 20 must be ‘participatory’. Participatory learning includes a...
Interprofessional Education (IPE) was conceived by a World Health Organisation (WHO) Expert Commi... more Interprofessional Education (IPE) was conceived by a World Health Organisation (WHO) Expert Committee on Continuing Education for Physicians in Geneva in 1973 (WHO, 1973). Professional and regulatory bodies in the United Kingdom (UK) state IPE is fundamental in preparing Health, Education and Social Care students to join a multi professional/multi agency workforce on completion of their studies (Health and Care Professions Council (HCPC), 2017; Nursing and Midwifery Council (NMC), 2018; Social Work England (SWE), 2019). The HCPC states that programmes of study “must ensure that learners are able to learn with, and from, professionals and learners in other relevant professions” (HCPC, 2017, p.35). The NMC states that they “will only approve programmes where the learning culture is ethical, open and honest, is conducive to safe and effective learning that respects the principles of equality and diversity, and where innovation, interprofessional learning and team working are embedded” ...
As technology advances and becomes more accessible, it offers midwives a greater variety of ways ... more As technology advances and becomes more accessible, it offers midwives a greater variety of ways to meet prep (continuing professional development (CPD)) standards (Nursing and Midwifery Council, 2011) and, at the end of 2015, its successor, revalidation. The concepts of online learning and open educational resources (OERs) have developed rapidly in the last two decades owing to advances in, and the massification of, information technology. The term massive open online courses (MOOCs) was devised by Dave Cormier in 2008 in response to the development of free, open, online courses which allow for an unlimited number of participants (Cormier, 2010). As OERs and MOOCs are free and easily accessible, could they be useful resources for midwives to access to meet CPD requirements? This article will explain what they are; suggest how they might be useful and recommend some resources to consider.
According to the Nursing and Midwifery Council (NMC, 2009), pre-registration midwifery programmes... more According to the Nursing and Midwifery Council (NMC, 2009), pre-registration midwifery programmes of study must be made up of no less than 50% practice and no less than 40% theory. The programme must also include a variety of teaching and learning strategies. Programmes of study are enhanced when midwifery teaching is complemented with input from other experts such as service users, midwives and other members of the multidisciplinary team. This is the first of a series of articles discussing teaching by a range of health professionals, each of which will include the featured professional's role and responsibilities, their motivations to teach, the topics they cover and, where appropriate, how this input is evaluated by student midwives.
The role of the midwife is emotionally and physically challenging: birth rates are increasing, th... more The role of the midwife is emotionally and physically challenging: birth rates are increasing, there are staff shortages and increasingly more complex cases for which to coordinate care (Royal College of Midwives (RCM), 2015). There are also professional and policy requirements to be met, all in the context of practising in line with our core value of being ‘with woman’ and providing her with individualised, high-quality, evidence-based care. Such demands drive some midwives to leave the profession, citing stress, burnout, compassion fatigue and emotional exhaustion as causes (Curtis et al, 2006). Others develop strategies to cope with the complex and varied stressors of the role; they demonstrate resilience. The future of maternity services in the UK is dependent on the retention of resilient midwives, so it is important that the characteristics are explored to ascertain whether resilience is a personal trait or one that can be learned. In 2013, the RCM funded the first research project in the UK to inve...
The Nursing and Midwifery Council's revised Code became effective on 31 March 2015 (NMC, 2015... more The Nursing and Midwifery Council's revised Code became effective on 31 March 2015 (NMC, 2015a) and post-registration education and practice (Prep) will be replaced with revalidation in October 2015 (NMC, 2015b). The new standards and requirements aim to reassure the public that midwives are reflective, professional practitioners who provide high-quality care underpinned by best evidence (NMC, 2015a). The requirements of revalidation include increased continuing professional development (CPD) whereby midwives must provide written evidence of reflective practice and undertake at least 40 hours of work-related learning activities every 3 years (NMC, 2014; NMC, 2015a; 2015b). With the new requirement for written evidence of reflection, this article will provide some useful hints and tips on where and how to search for relevant literature and meet the requirements of the Code and revalidation.
Facebook was founded in 2004 and is an online social networking service. There are over 31 millio... more Facebook was founded in 2004 and is an online social networking service. There are over 31 million users in the UK, with more than 77 000 of these listing their occupation as nurse, midwife or health visitor. Historically, Facebook was used to supplement and enhance existing real-world relationships, rather than to access, communicate and disseminate professional information; however, with the growing popularity and accessibility of social media, could Facebook be used safely and effectively as a platform for professional discourse?
Founded in 2003, LinkedIn claims to be the world's largest professional network with over 300... more Founded in 2003, LinkedIn claims to be the world's largest professional network with over 300 million members worldwide. It is a publicly-held social networking site with a diversified business model; funded by member subscriptions, advertising sales and recruitment campaigns. Its mission is to ‘connect the world's professionals to make them more productive and successful’. However, is this business-orientated social networking site a suitable platform for midwives to connect, collaborate, share best practice and disseminate research?
This chapter provides an introduction to social media concepts, as well as presenting some concep... more This chapter provides an introduction to social media concepts, as well as presenting some concepts, risks, and benefits that are covered in more detail throughout the book. Through this chapter, the reader will gain a greater understanding of what social media is, how it’s developed over the years, its impact on organizations and individuals, and how it’s become a common tool in people’s lives and business practices.
This is the third in a series of articles exploring experiences of engaging with interprofessiona... more This is the third in a series of articles exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. This article focuses on experiences of emergency remote teaching from the student perspective, considering the enablers and barriers to effective learning and taking into account the logistical, technological and theoretical considerations for facilitating an authentic learning experience in line with professional standards. A global perspective of interprofessional education during lockdown is provided through case studies, providing an opportunity to benchmark against examples of best practice to ensure online interprofessional education is successful in preparing students to work within a multiprofessional, multi-agency team to provide high-quality care through effective team working.
At the start of the academic year, the physical signs of progression from one year to the next fo... more At the start of the academic year, the physical signs of progression from one year to the next for student midwives include an additional stripe on an epaulette, a different coloured badge or perha...
This is the third in a series of articles exploring expert clinicians' participation in teaching ... more This is the third in a series of articles exploring expert clinicians' participation in teaching pre-registration midwifery students in the classroom setting. This article will consider sessions facilitated by Carolyn Rooth, Consultant Midwife at Milton Keynes University Hospital NHS Foundation Trust. The role of Consultant Midwife was first introduced in the United Kingdom in 2000 (Byrom et al., 2009) with post holders attaining key senior positions within maternity services to provide professional leadership and a senior level of clinical midwifery expertise (Coster, 2006). A key element of the role of the Consultant Midwife is education, training and development (NHS Executive, 1999). Redfern et al. have suggested that whilst these advanced practitioners are practice based, they should have a key role in creating and maintaining 'partnerships between the NHS and local universities […] to enhance education and research functions' (2003:154).
The aim of pre-registration midwifery education is to prepare the student for the demanding and c... more The aim of pre-registration midwifery education is to prepare the student for the demanding and complex role they aspire to using a range of teaching, learning and assessment strategies: both in theory and practice. This article is one in a series of articles exploring the role of clinicians as facilitators of learning in the classroom environment. This article will explore the role of the Bereavement Midwife and will discuss a teaching session conducted by Tracy Rea (Bereavement Midwife) with 2 nd year students on the three year pre-registration midwifery programme. The session included input from a couple who shared their experiences of the loss of their son Stanley and their subsequent pregnancy. The article will conclude with student feedback on the session which will demonstrate the deep and meaningful learning that took place and confirms the value of bringing the realities of practice into the classroom environment.
According to Nursing and Midwifery Council (NMC) Standards for Pre-registration Midwifery Educati... more According to Nursing and Midwifery Council (NMC) Standards for Pre-registration Midwifery Education, programmes of study must have a practice to theory ratio no less than 50 per cent practice and no less than 40 per cent theory (NMC, 2008:19). The Standards go on to state that the programme must include a variety of teaching and learning strategies. Whilst 'the application of theory to midwifery practice in the academic learning environment must be undertaken by a midwife teacher' (NMC, 2008:19), programmes of study are further enhanced when this teaching is complemented with input from other experts such as service users, midwives and other members of the multidisciplinary team. This series of articles will discuss teaching by a range of healthcare professionals (such as a Consultant Anaesthetist; Consultant Midwife; Specialist Bereavement Midwife; Midwifery Matron), including their professional role and responsibilities; their motivations to teach; the topics they cover and, where appropriate, how this input is evaluated by student midwives.
The role of the midwife is emotionally and physically challenging: birth-rates are increasing; th... more The role of the midwife is emotionally and physically challenging: birth-rates are increasing; there are staff shortages and increasingly more complex cases to coordinate care for (RCM, 2015). There are also professional (NMC, 2015a) and political (eg Chief Nursing Officers of England, Northern Ireland, Scotland and Wales, 2010) requirements to be met, and all this in the context of practising in line with our core value of being 'with woman' and providing her with individualised, high quality, evidence-based care. Whilst such demands drive some midwives to leave citing stress; burnout; compassion fatigue and emotional exhaustion as causes (Curtis et al., 2006), there are others who stay in the profession. Such midwives have developed strategies to cope with the complex and varied stressors of their role: they demonstrate resilience. The future of maternity services in the United Kingdom (UK) is dependent on the retention of resilient midwives and so it is important that the characteristics of such midwives are explored to ascertain whether resilience is a personal trait or whether it can be learned. To this end, in 2013 the Royal College of Midwives (RCM) funded the first research project in the UK to investigate resilience in midwifery (Hunter and Warren, 2013). As a midwifery lecturer and personal academic tutor, I have a vested interest in the wellbeing and success of student midwives both in the university and practice settings. This article will provide an overview of the clinical, professional and political stressors qualified midwives have to deal with on a daily basis in order to understand the environment student midwives are exposed to when working under the tutelage of their midwife mentor. It will also consider the relevance of Hunter and Warren's findings in the context of midwifery pre-registration education, since the future of midwifery practice in the UK depends on the recruitment, retention and successful qualification of student midwives who are adequately prepared to cope with the complex emotional and physical demands of their chosen profession.
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