Myles Textbook for Midwives

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VitalSource Bookshelf gives you access to content when, where, and how you want. When you read an eBook on VitalSource Bookshelf, enjoy such features as: V Resources, facilities and services 1. The midwifery programme implements written policies that address student and teacher safety and wellbeing in teaching and learning environments. 2. The midwifery programme has sufficient teaching and learning resources to meet programme needs. 3. The midwifery programme has adequate human resources to support both classroom/theoretical and practical learning. 4. The midwifery programme has access to sufficient midwifery practical experiences in a variety of settings to meet the learning needs of each student. 5. Selection criteria for appropriate midwifery practical learning sites are clearly written and implemented.

The ICM Global Midwifery Education Standards The ICM acknowledges that all midwifery programmes should be accountable to the public, mothers and their families, the profession, employers, students as well as one another. It is therefore the responsibility of the provider education institution to ensure that the undergraduate or Margie Davies, RGN RM Midwifery Advisor, Multiple Births Foundation, Queen Charlotte’s and Chelsea Hospital, London, UK Chapter 14 Multiple pregnancy Definition and scope of the midwife Midwives should be informed about the legal framework in which their role and scope of practice are enshrined. A definition of the midwife was developed by the ICM in 1972, which was later adopted by the International Federation of Gynaecology and Obstetrics (FIGO) followed by the World Health Organization (WHO). In 1990, at the Kobe Council meeting, the ICM amended the definition, later ratified in 1991 and 1992 by FIGO and WHO respectively. In 2005 and 2011 it was amended slightly by the ICM Council (Box 1.1). At the European level, member states of the EU (known at the time as the European Community [EC]) prepared a list of activities (Box 1.2) that midwives should be entitled to take up within its territory (EC Midwives Directive 1980; WHO 2009). Although midwives must learn about all of these activities, in the UK, where there is skilled medical care available to all pregnant women, it is recognized that it is highly unlikely that midwives would be expected to be proficient in all the activities identified by the EU. The manual removal of the placenta, for example, would routinely be carried out by a doctor unless no doctor is available and the mother’s life is at risk.For healthcare educators in North America, instructor review copies and teaching materials are available on Elsevier Evolve. Supervisor of Midwives, Nottingham University Hospitals NHS Trust, Nottingham, UK Chapter 16 Physiology and care during the first stage of labour

CHAPTER CONTENTS Internationalization/globalization Definition and scope of the midwife The ICM Global Midwifery Education Standards The ERASMUS Programme The Millennium Development Goals (MDGs) The emotional context of midwifery What is ‘emotion work’? Sources of emotion work in midwifery practice Managing emotions in midwifery Challenges Developing emotional awareness The social context of pregnancy, childbirth and motherhood Disadvantaged groups Women from disadvantaged groups Midwives meeting the needs of women from disadvantaged groups Research Evidence The stated rationale for evidence-based practice (EBP) The randomized controlled trial (RCT) Discussion References Further reading Useful websites Stephen P Wardle, MB ChB MD FRCPCH Consultant Neonatologist, Neonatal Intensive Care Unit, Nottingham University Hospitals NHS Trust, Nottingham, UK Chapter 33 Significant problems in the newborn baby Judith Simpson, MB ChB MD MRCPCH Consultant Neonatologist, Neonatal Intensive Care Unit, Royal Hospital for Sick Children, Glasgow, UK Chapter 32 Congenital malformations Consultant Obstetrician and Gynaecologist, Croydon University Hospital, Croydon, UK Chapter 3 The female pelvis and the reproductive organs Chapter 15 Care of the perineum, repair and female genital mutilation Soo Downe, BA(Hons) MSc PhD RM University of Central Lancashire, School of Health, Research in Childbirth and Health (ReaCH group), Preston, Lancashire, UK Chapter 17 Physiology and care during the transition and second stage phases of labourCecily Begley, MSc MA PhD RGN RM RNT FFNRCSI FTCD Professor of Nursing and Midwifery, School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland Chapter 18 Physiology and care during the third stage of labour Edited by Anna Nolte, PhD, RN, RM, Jayne E. Marshall, FRCM, PFHEA, PhD, MA, PGCEA, ADM, RM, RN and Maureen D. Raynor, MA PGCEA ADM RMN RN RM Senior Lecturer (retired), Lecturer (part time), Edinburgh Napier University, Edinburgh, UK Chapter 31 Trauma during birth, haemorrhages and convulsions Resuscitation of the healthy baby at birth: the importance of drying, airway management and establishment of breathing.....................611 30 The healthy low birth weight baby....... 617 31 Trauma during birth, haemorrhages and convulsions......................................629 32 Congenital malformations.....................645 33 Significant problems in the newborn baby.........................................667 34 Infant feeding..........................................703 Individuals from other disciplines who teach in the midwifery programme are competent in the content they teach. 5. Midwife teachers provide education, support and supervision of individuals who teach students in practical learning sites. 6. Midwife teachers and midwife clinical preceptors/ clinical teachers work together to support (facilitate), directly observe and evaluate students’ practical learning. 7. The ratio of students to teachers and clinical preceptors/clinical teachers in classroom and practical sites is determined by the midwifery programme and the requirements of regulatory authorities. 8. The effectiveness of midwifery faculty members is assessed on a regular basis following an established process.