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Alison Power

Senior lecturer (Midwifery), University of Northampton

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Emergency remote teaching for interprofessional education during COVID-19: student experiences

Recently, the impact of the COVID-19 pandemic has led many educational providers to adapt to an online delivery mode. The first article in this series (Power et al, 2021) explored definitions of...

The impact of COVID-19 on the delivery of interprofessional education: it's not all bad news

The case studies outline key factors that had to change in the delivery process of emergency remote teaching for interprofessional education.

Learning in lockdown: exploring the impact of COVID-19 on interprofessional education

The Centre for the Advancement of Interprofessional Education (CAIPE) was established in 1987 and is a UK-based charity, whose main aim is to champion the importance of interprofessional education in...

The start of an academic year like no other

The year 2020 has been, and continues to be, a year like no other The World Health Organization (WHO) declared COVID-19 a global pandemic in March (WHO, 2020) and, because of the highly contagious...

Managing women in pregnancy after bariatric surgery: the midwife as the co-ordinator of care

Obesity is graded according to a BMI measurement >35 kg/m2 Morbid obesity is classified as a BMI measurement >40 kg/m2 (National Institute for Health and Care Excellence (NICE), 2014) It is predicted...

Creating good habits: making reflection the norm

A previous article in this series (Power et al, 2018) discussed ‘Becoming a midwife’, an innovative e-module that was introduced at the University of Northampton to support student midwives'...

Pre-registration midwifery education: is ‘cleverness’ the ‘7th C’?

Employers and service users expect midwifery graduates' values and behaviours to align with the values of the NHS Constitution (Department of Health, 2015), with approved education institutions...

Mentor, coach, teacher, role model: what's in a name?

The Nursing and Midwifery Council (NMC) is seeking to redefinine the standards of proficiency for the future midwife, to ensure that at the point of registration, student midwives can deliver...

Interprofessional education: shared learning for collaborative, high-quality care

Working together for patients is a core NHS value (Department of Health, 2015), and the public expects to receive high quality care from a well-trained, cohesive workforce Landmark reports (Laming,...

Out of Africa: Students' reflections on the personal and professional impact of volunteering

Charlotte Ames and Adelle Boughen wanted the opportunity to be involved with women and families living in underprivileged communities in a different country to understand the effect of extreme poverty...

New academic year, new challenges: Tips for student midwives to maintain momentum and motivation

The emotional and physical demands of the pre-registration midwifery programme should not be underestimated A ‘traditional’ degree generally has a 26-week academic year; however, since student...

Supporting failing students: How collaboration is key

At the University of Northampton, the role of the midwife teacher/academic in clinical practice assessment is to advise and support mentors, with the ultimate decision on whether the student is...

Future-proofing simulation and clinical skills

Simulation and clinical skills sessions support student midwives in developing their clinical and communication abilities, and link theory to practice in a safe environment (Lendahls and Oscarsson,...

CPD and revalidation: Theory, practice and lessons from teachers

The Nursing and Midwifery Council (NMC) is the regulating body for nurses and midwives in the UK (NMC, 2015); its principal role is to protect the health and wellbeing of the public by ensuring that...

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