Module overview
This module provides theoretical underpinning that will enable you to promote and protect health and wellbeing in individuals, communities and populations. It will also consider vulnerable groups, mental capacity, ethical considerations and psychological wellbeing at an international, national and regional level.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Articulate the importance of working collaboratively with other health professions and external agencies in relation to health and wellbeing
- Explain how the midwife supports families to enable effective decision making and safe practice around infant feeding and parenting
- Explore how communication contributes to the provision of public health, health promotion and well-being information for women and their families
- Discuss the midwife’s role in identifying and responding to women and families with particular social, cultural, wellbeing and mental health needs, including reference to vulnerable groups
- Identify and apply theories of public health policy, health promotion and health education in relation to maternal and family care at a global, national and regional level, considering the practical implications associated with them
Syllabus
This list is not exhaustive but will include:
Safeguarding individuals, groups and populations
The role of gender across the maternity continuum and societies (role of father/partner as well as that of the wider family unit and community)
Social policy on family
Pregnancy and the age continuum
Perinatal mental health and the impact on the woman, her family and society
Bereavement
Cultural sensitivity
Public health/Determinants of health
Health inequalities
Ethical and fiscal implications
Epidemiology
Health promotion
Public health resources
Infant feeding
Effective parenting
Models of behaviour change
Motivational interviewing
Vulnerable groups; including but not limited to:
Learning disabilities/physical disabilities/Autism Spectrum Disorder
Survivors of sexual abuse
Women in prison
Domestic abuse, honour based violence and forced marriage
Substance misuse
People seeking asylum and refugees
Human trafficking
Sex workers
Transgender parenting
Travelling communities
Ethnic groups with specific needs
Young parents
People living in poverty
Homelessness
Female Genital Mutilation
Older family members (elderly care/dementia, challenges of living in multigenerational families settings)
The role and responsibilities of the midwife in relation to:
Safeguarding
Values, ethics and truth telling
Capacity and consent
Advocacy
Clinical governance
Professional Midwifery Advocate
Aggression
Patient safety and patient experience
Equality and diversity
Interprofessional working
Programme threads are linked throughout and include:
Infant feeding principles
Medicines management
Mental health and well-being
Values Based Enquiry Journey
Making every contact count
Continuity of carer
Leadership
Coaching
Learning and Teaching
Teaching and learning methods
A variety of guided learning activities
Collaborative learning resources
Electronic discussion forums
Core lectures
Workshops
| Type | Hours |
|---|---|
| Completion of assessment task | 30 |
| Seminar | 3 |
| Preparation for scheduled sessions | 30 |
| Tutorial | 6 |
| Wider reading or practice | 94.5 |
| Lecture | 24 |
| Total study time | 187.5 |
Resources & Reading list
General Resources
The National Maternity Review (2016) Better Births Improving outcomes of maternity services in England. A Five Year Forward View for maternity care.
Access to the local maternity services for theoretical and skills rehearsal.
NHS England (2019) Saving Babies' Lives Care Bundle Version 2.
Other journals are already available from library.
NHS (2019) The NHS Long Term Plan.
Suggested reading will be available for each taught session but students will be expected to select additional, appropriate reading to supplement their learning..
NICE (2007) NICE Guidance Behaviour Change . NHS Publication.
Textbooks
Banwell C, Ulijaszek S and Dixon J (eds) (2013). When culture impacts health. Edinburgh: Elsevier.
Larkin M (2009). Vulnerable Groups in Health and Social Care. Sage books.
Kitson-Reynolds, E. & Ashforth, K. (2021). A concise guide to continuity of carer in midwifery. Routledge.
Department of Health (2010). ) Healthy Lives, Healthy People: Our strategy for public health in England. TSO Publications.
Mason P and Butler CC (2018). Health Behavior Change; A Guide for Practitioners. Elsevier Limited.
Coles L and Porter E M (Eds.) (2008). Public Health Skills: A Practical Guide for Nurses and Public Health Practitioners. Oxford: Wiley-Blackewell.
Wambach K and Riordan J (2014). Breastfeeding and Human Lactation. Jones and Bartlett Learning.
Naidoo J and Wills J (2016). Foundations for Health Promotion (Public Health and Health Promotion). Bailliere Tindall.
The Marmot Review (2010). Fair Society, Healthy Lives: Strategic Review of health Inequalities in England post 2010.. The Marmot Review.
Baggott R (2010). Public Health: Policy and Politics. London: Palgrave Macmillan.
Watson G and Rodwell S (eds) (2014). Safeguarding and protecting children, young people and families: a guide for nurses and midwives. Sage Publications Ltd.
Powel C (2016). Safeguarding and Child Protection for Nurses, Midwives and Health Visitors: A Practical guide. Mcgraw-Hill publications.
Walker M (2014). Breastfeeding management for the clinician: Using the evidence. Jones and Bartlett Learning.
Assessment
Assessment strategy
To pass this module you must achieve a weighted mean average of 40 % or more AND also you must pass the both components at 40% or more.
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Group Professional Conversation
- Assessment Type: Formative
- Feedback: Reflection on practice and professional conversations on the provision of safe and compassionate care to women and their families who are recognised to have a specific vulnerability (which will be undertaken within a seminar activity, with peer and academic feedback at the time)
- Final Assessment: No
- Group Work: No
Discussion board activity
- Assessment Type: Formative
- Feedback: In class
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Professional conversation | 30% |
| Essay | 70% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 70% |
| Professional conversation | 30% |
Repeat Information
Repeat type: External