References

Appleton L. Examination of the impact of information-skills training on the academic work of health-studies students: a single case study. Health Info Libr J. 2005; 22:(3)164-172 https://doi.org/10.1111/j.1471-1842.2005.00576.x

Bergmann J, Sams A. Flip your classroom: reach every student in every class every day.Eugene (OR): International Society for Technology in Education; 2007

The NHS Constitution: the NHS belongs to us all.London: DH; 2015

Harwood N, Hadley G. Demystifying institutional practices: critical pragmatism and the teaching of academic writing. English for Specific Purposes. 2004; 23:355-377 https://doi.org/10.1016/j.esp.2003.08.001

Institute of Learning and Teaching in Higher Education. Defining ‘Active Blended Learning’. 2017. https://www.northampton.ac.uk/ilt/current-projects/defining-abl/ (accessed 11 March 2019)

Jisc. Building digital capabilities: the six elements defined. 2019. http://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF (accessed 11 March 2019)

Lage MJ, Platt GJ, Treglia M. Inverting the classroom: a gateway to creating an inclusive learning environment. J Econ Educ. 2000; 31:(1)30-43 https://doi.org/10.1080/00220480009596759

Library and Learning Services. Skills Hub. 2018. https://skillshub.northampton.ac.uk/ (accessed 11 March 2019)

Minogue L, Murphy C, Salmons K. Embedding learning development; a model for collaborative practice. Journal of Learning Development in Higher Education. 2018; 4:(13)1-11

Mostert LA, Townsend R. Embedding the teaching of academic writing into anthropology lectures. Innov Educ Teach Int. 2018; 55:(1)82-90 https://doi.org/10.1080/14703297.2016.1231619

Munn J, Small J. What is the best way to develop information literacy and academic skills for first year health science students? A systematic review. Evid Based Libr Inf Pract. 2017; 12:(3)56-94 https://doi.org/10.18438/B8QS9M

Realising professionalism: Standards for education and training. Part 1: Standards framework for nursing and midwifery education.London: NMC; 2018

The Code: Professional standards of practice and behaviour for nurses and midwives.London: NMC; 2018b

Nursing and Midwifery Council. Welcome to Revalidation. 2019. http://revalidation.nmc.org.uk/welcome-to-revalidation.1.html (accessed 11 March 2019)

Society of College, National and University Libraries. Digital literacy lens on the SCONUL seven pillars of information literacy. 2016. https://www.sconul.ac.uk/publication/digital-literacy-lens-on-the-sconul-seven-pillars-of-information-literacy (accessed 11 March 2019)

UK Standing Committee for Quality Assessment. The revised UK Quality Code for Higher Education. 2018. https://ukscqa.org.uk/wp-content/uploads/2018/03/Revised-UK-Quality-Code-for-Higher-Education_English.pdf (accessed 11 March 2019)

University of Northampton. Social impact. 2018. https://www.northampton.ac.uk/wp-content/uploads/2015/10/Strategic-plan-2018.pdf (accessed 11 March 2019)

University of Nottingham. The Xerte Project. 2008. https://www.nottingham.ac.uk/xerte/toolkits.aspx (accessed 11 March 2019)

Wilson SG. The flipped class. Teach Psychol.. 2013; 40:(3)193-199 https://doi.org/10.1177/0098628313487461

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

02 April 2019
5 min read
Volume 27 · Issue 4

Abstract

Pre-registration midwifery education is vocational, requiring the teaching of specific skills and knowledge in preparation for a career as a midwife. In addition to being competent and confident in practice, student midwives are also expected to possess six fundamental values in order to deliver care of the highest quality: care, compassion, competence, communication, courage and commitment—known as the ‘6Cs’.

This article will outline how the University of Northampton's midwifery team and colleagues in Library and Learning Services collaborate to support student midwives in their academic journey to develop sound academic skills, thereby nurturing the 7th C: ‘cleverness’. Thanks to this partnership, students are aided to pass the programme of study with a BSc (Hons) degree and enter the workforce as a committed lifelong learner.

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 expecting them to meet the stringent academic and professional requirements of their programme of study (UK Standing Committee for Quality Assessment, 2018; Nursing and Midwifery Council (NMC), 2018a). Library and Learning Services at the University of Northampton is a team that helps midwifery students and staff develop digital capabilities, which enhance communication, project management and evaluation (Jisc, 2019). Developing sound academic skills also helps to strengthen what could be called the ‘7th C’: cleverness.

At the University of Northampton, Library and Learning Services support each faculty with a range of teams. The Faculty of Health and Society has a named academic librarian and learning development tutors, who work closely with the midwifery team to design their courses and to support digital capabilities. This approach enables students to reach their full potential and the academic and professional demands of their programme of study. Without timely and relevant support, they may struggle to meet these demands; hence why a structured support system across all 3 years of the programme has been designed, developed and implemented (Figure 1).

Register now to continue reading

Thank you for visiting British Journal of Midwifery and reading some of our peer-reviewed resources for midwives. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to our clinical or professional articles

  • New content and clinical newsletter updates each month