Education provision for the newborn physical examination as a postregistration module: National survey

Cathy Rogers, Carole Yearley, Annabel Jay

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
272 Downloads (Pure)


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.
Original languageEnglish
Pages (from-to)88-92
Number of pages5
JournalBritish Journal of Midwifery
Issue number2
Publication statusPublished - 2 Feb 2017


  • midwifery
  • post-registration education
  • newborn infant physical examination
  • neonatal
  • training
  • curriculum


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