University of Hertfordshire

Documents

View graph of relations
Original languageEnglish
Number of pages5
Pages (from-to)88-92
JournalBritish Journal of Midwifery
Journal publication date2 Feb 2017
Volume25
Issue2
DOIs
Publication statusPublished - 2 Feb 2017

Abstract

Aims This study aimed to assess the scope of newborn infant
physical examination (NIPE) education in post-registration
midwifery education, determine the structure and requirements for
midwives undertaking NIPE training, and explore similarities and
differences in pre- and post-registration preparation requirements.
Methods In early 2015, all lead midwives for education in the UK
were sent a link to an online questionnaire to assess the scope and
practice of NIPE education across all midwifery curricula. This
is the second of a two-part report, focusing on post-registration
education; part A examined the education provision for the inclusion
of NIPE in the midwifery curriculum.
Findings NIPE education for midwives is popular and is well
established in the post-registration curriculum. Variations exist in
the length, content, assessment, levels of study and credits awarded
for post-registration NIPE modules. This lack of standardisation
raises questions about quality assurance.
Conclusion The variation in module length has implications for
commissioners and self-funding students, as longer NIPE modules
are more costly. There is a strong argument for a standardised NIPE
programme across the UK and for providers of maternity services to
fully utilise midwives who have been trained in NIPE to avoid them
becoming de-skilled.

Notes

This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Midwifery, February 2017, Vol. 25, No. 2, Copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://www.research.herts.ac.uk/admin/files/11149919/bjom.2017.25.2.88.pdf

ID: 11149916