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Myles Textbook for Midwives

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Box 1.2 European Union Standards for Nursing and Midwifery: Article 42 – Pursuit of the professional activities of a midwife The provisions of this section shall apply to the activities of midwives as defined by each Member State, without prejudice to paragraph 2, and pursued under the professional titles set out in Annex V, point 5.5.2. The Member States shall ensure that midwives are able to gain access to and pursue at least the following activities: (a) provision of sound family planning information and advice; (b) diagnosis of pregnancies and monitoring normal pregnancies; carrying out the examinations necessary for the monitoring of the development of normal pregnancies; (c) prescribing or advising on the examinations necessary for the earliest possible diagnosis of pregnancies at risk; (d) provision of programmes of parenthood preparation and complete preparation for childbirth including advice on hygiene and nutrition; (e) caring for and assisting the mother during labour and monitoring the condition of the fetus in utero by the appropriate clinical and technical means; (f) conducting spontaneous deliveries including where required episiotomies and in urgent cases breech deliveries; (g) recognizing the warning signs of abnormality in the mother or infant which necessitate referral to a doctor and assisting the latter where appropriate; taking the necessary emergency measures in the doctor’s absence, in particular the manual removal of the placenta, possibly followed by manual examination of the uterus; (h) examining and caring for the newborn infant; taking all initiatives which are necessary in case of need and carrying out where necessary immediate resuscitation; (i) caring for and monitoring the progress of the mother in the postnatal period and giving all necessary advice to the mother on infant care to enable her to ensure the optimum progress of the new-born infant; (j) carrying out treatment prescribed by doctors; (k) drawing up the necessary written reports. Source: WHO (World Health Organization) 2009 European Union Standards for Nursing and Midwifery: information for accession countries, 2nd edn. www.euro.who.int/__data/assets/pdf_ file/0005/102200/E92852.pdf The concept of resilience is introduced for the reader to contemplate their personal contribution in creating an environment that is conducive to protecting the wellbeing of themselves and colleagues within the workplace. Preface midwife’s role over time. It is our aim to challenge midwives into thinking outside the box and to have the confidence to empower women into making choices appropriate for them and their personal situation. An example is the decision to incorporate breech presentation and vaginal breech birth at term into the first and second stage of labour chapters rather than within the malpresentations chapter. Recognizing that midwives increasingly care for women with complex health needs within a multicultural society and taking on specialist or extended roles, significant topics have been added to make the text more contemporary. Chapter 13 incorporates the dilemmas faced by midwives when caring for women who have a raised body mass index and chapter 15 is a new chapter that addresses how care of the perineum can be optimized alongside the physiological and psychosocial challenges when women present with some degree of female genital mutilation. Furthermore, as an increasing number of midwives are undertaking further training to carry out the neonatal physiological examination and neonatal life support, specific details have been included in chapter 28 and a new chapter 29 dedicated to basic neonatal resuscitation respectively, to provide a foundation for students to build upon. Additional online multiple-choice questions have been updated and revised to reflect the focus of the chapters in this edition, as readers appreciate their use in aiding self-assessment of learning. We hope that this new edition of Myles Textbook for Midwives will provide midwives with the foundation of the physiological theory and underpinning care principles to inform their clinical practice and support appropriate decision-making in partnership with childbearing women and members of the multi-professional team. We recognize that knowledge is boundless and that this text alone cannot provide everything midwives should know when undertaking their multi-faceted roles, however, it can afford the means to stimulate further enquiry and enthusiasm for continuing professional development. London and Nottingham, 2014 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 labour

Kathleen O’Reilly, MB ChB MA MRCPCH Consultant Neonatologist, Neonatal Intensive Care Unit, Royal Hospital for Sick Children, Glasgow, UK Chapter 32 Congenital malformations Sally Inch, RN RM Honorary Research Fellow, Applied Research Centre Health and Lifestyles Interventions, Coventry University, Coventry, UK Chapter 34 Infant feedingAmanda Sullivan, BA(Hons) PGDip PhD RM RGN Director of Quality and Governance for NHS Nottinghamshire County, NHS Nottinghamshire County, Mansfield, Nottinghamshire, UK Chapter 11 Antenatal screening of the mother and fetus VI Assessment strategies 1. Midwifery faculty uses valid and reliable formative and summative evaluation/assessment methods to measure student performance and progress in learning related to: a. knowledge; b. behaviours; c. practice skills; d. critical thinking and decision-making; and e. interpersonal relationships/communication skills. 2. The means and criteria for assessment/evaluation of midwifery student performance and progression, including identification of learning difficulties, are written and shared with students. 3. Midwifery faculty conducts regular review of the curriculum as a part of quality improvement, including input from students, programme graduates, midwife practitioners, clients of midwives and other stakeholders. 4. Midwifery faculty conducts ongoing review of practical learning sites and their suitability for student learning/experience in relation to expected learning outcomes. 5. Periodic external review of programme effectiveness takes place. Contents Evolve online resources: http://evolve.elsevier.com/Marshall/Myles/ Evolve online resources.................................... vii Contributors....................................................... ix Foreword...........................................................xiii Preface................................................................ xv Acknowledgements......................................... xvii Guidance to support the trend for midwives to undertake the neonatal physical examination of the healthy term infant 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

III Student body 1. The midwifery programme has clearly written admission policies that are accessible to potential applicants. These policies include: a. entry requirements, including minimum requirement of completion of secondary education; b. a transparent recruitment process; c. selection process and criteria for acceptance; and d. mechanisms for taking account of prior learning. 2. Eligible midwifery candidates are admitted without prejudice or discrimination (e.g., gender, age, national origin, religion). 3. Eligible midwifery candidates are admitted in keeping with national health care policies and maternity workforce plans. 4. The midwifery programme has clearly written student policies that include: a. expectations of students in classroom and practical areas; b. statements about students’ rights and responsibilities and an established process for addressing student appeals and/or grievances; c. mechanisms for students to provide feedback and ongoing evaluation of the midwifery curriculum, midwifery faculty, and the midwifery programme; and d. requirements for successful completion of the midwifery programme. 5. Mechanisms exist for the student’s active participation in midwifery programme governance and committees. 6. Students have sufficient midwifery practical experience in a variety of settings to attain, at a minimum, the current ICM Essential Competencies for basic midwifery practice. explore the midwife in context, taking a number of influential social and global issues into consideration; the key factors are – The book covers key frameworks that govern midwifery practice, exploring ethical and legal frameworks that are essential to every accountable, autonomous, professional midwife. Senior Lecturer in Research (Maternal, Child and Family Health)/Supervisor of Midwives, University of the West of Scotland, Paisley, UK Chapter 4 The female urinary tractConsultant 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

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