University of Hertfordshire

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

Research output: Contribution to journalArticlepeer-review


  • Cathy Rogers
  • Carole Yearley
  • Annabel Jay
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Original languageEnglish
Pages (from-to)88-92
Number of pages5
JournalBritish Journal of Midwifery
Publication statusPublished - 2 Feb 2017


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.


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

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