Myles Textbook for Midwives

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Ninth edition 1981 Tenth edition 1985 Eleventh edition 1989 Twelfth edition 1993 Thirteenth edition 1999 Fourteenth edition 2003 Fifteenth edition 2009 Sixteenth edition 2014 Change and adaptation in pregnancy................................................143 10 Antenatal care.........................................179 11 Antenatal screening of the mother and fetus..................................................203 12 Common problems associated with early and advanced pregnancy............... 221 13 Medical conditions of significance to midwifery practice..............................243 14 Multiple pregnancy.................................287 Recognizing the healthy baby at term through examination of the newborn screening................................. 591

Box 1.1 An International definition of the midwife A midwife is a person who has successfully completed a midwifery education programme that is duly recognized in the country where it is located and that is based on the ICM Essential Competencies for Basic Midwifery Practice and the framework of the ICM Global Standards for Midwifery Education; who has acquired the requisite qualifications to be registered and/or legally licensed to practice midwifery and use the title ‘midwife’; and who demonstrates competency in the practice of midwifery.Margaret R Oates, OBE MB ChB FRCPsych FRCOG Consultant Perinatal Psychiatrist and Clinical Lead, Strategic Clinical Network for Mental Health, Dementia and Neurological Conditions, NHS England, Nottingham, UK Chapter 25 Perinatal mental health Maureen D Raynor, MA PGCEA ADM RMN RN RM Lecturer and Supervisor of Midwives, Academic Division of Midwifery, School of Health Sciences, Faculty of Medicine and Health Sciences, University of Nottingham, Nottingham, UK Chapter 1 The midwife in contemporary midwifery practice Chapter 2 Professional issues concerning the midwife and midwifery practice Chapter 15 Care of the perineum, repair and genital mutilation Chapter 25 Perinatal mental health robust training programme(s) but are striving to meet the country’s needs for outputs of qualified midwives to establish basic midwifery. Box 1.3 Continued 7. Students provide midwifery care primarily under the supervision of a midwife teacher or midwifery clinical preceptor/clinical teacher. Rosemary Mander, MSc PhD MTD RGN SCM Emeritus Professor of Midwifery, School of Health in Social Science, University of Edinburgh, Edinburgh, UK Chapter 1 The midwife in contemporary midwifery practice Chapter 26 Bereavement and loss in maternity care

In the United Kingdom (UK) midwives are encouraged to broaden their toolkit of skills and knowledge in an effort to strengthen their public health remit and leadership potential in order to work collaboratively with women as equal partners in their care. Midwifery 2020 (Department of Health [DH] 2010a) outlines the future vision for midwifery. This initiative is a unique UK-wide collaborative programme where the four countries of Great Britain share a common purpose and ideology that can benchmark their midwifery planning and provision. It is envisaged that each country will be able to identify their own priorities to deliver care that is woman-centred, safe and fulfilling within existing resources. There are parallels here to be drawn with wider global initiatives such as the United Nations [UN] (2010, 2013) Millennium Development Goals (MDGs) and the International Confederation of Midwives (ICM 2011) international definition of the midwife. THE CHAPTER AIMS TO: The purpose of the ICM (2013) global education standards is to establish benchmarks so that internationally all countries, with or without such standards, can educate and train midwives to be competent and autonomous practitioners who are equipped to work within global norms. Additionally, it is envisaged that not only can the standards be expanded to meet the needs of individual countries but they can be achieved within the context of these individual countries’ norms andIndividuals 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. Maureen D Raynor MA PGCEA ADM RMN RN RM Lecturer and Supervisor of Midwives, University of Nottingham, Academic Division of Midwifery, School of Health Sciences, Faculty of Medicine and Health Sciences, Postgraduate Education Centre, Nottingham, UK

Myles Textbook for Midwives Sixteenth Edition Edited by Jayne E Marshall PhD MA PGCEA ADM RM RGN Head of School of Midwifery and Child Health, Faculty of Health, Social Care and Education, St Georges, University of London/Kingston University, UK Former Associate Professor in Midwifery, Director for Postgraduate Taught Studies in Midwifery University of Nottingham, Academic Division of Midwifery, School of Health Sciences, Faculty of Medicine and Health Sciences, Postgraduate Education Centre, Nottingham, UK Freelance Lecturer and Writer; Clinical Midwife, Salisbury NHS Trust, Salisbury, UK Chapter 20 Malpositions of the occiput and malpresentations Chapter 22 Midwifery and obstetric emergencies Senior Lecturer (retired), Lecturer (part time), Edinburgh Napier University, Edinburgh, UK Chapter 31 Trauma during birth, haemorrhages and convulsions Consultant Obstetrician and Urogynaecologist, Department of Obstetrics and Gynaecology, Croydon University Hospital, Croydon, UK Chapter 3 The female pelvis and the reproductive organs Chapter 15 Care of the perineum, repair and female genital mutilationIV Curriculum 1. The philosophy of the midwifery education programme is consistent with the ICM philosophy and model of care. 2. The purpose of the midwifery education is to produce a competent midwife who: a. has attained/demonstrated, at a minimum, the current ICM Essential Competencies for basic midwifery practice; b. meets the criteria of the ICM Definition of a Midwife and regulatory body standards leading to licensure or registration as a midwife; c. is eligible to apply for advanced education; and d. is a knowledgeable, autonomous practitioner who adheres to the ICM International Code of Ethics for Midwives, standards of the profession and established scope of practice within the jurisdiction where legally recognized. 3. The sequence and content of the midwifery curriculum enables the student to acquire essential competencies for midwifery practice in accord with ICM core documents. 4. The midwifery curriculum includes both theory and practice elements with a minimum of 40% theory and a minimum of 50% practice. a. Minimum length of a direct-entry midwifery education programme is 3 years; b. Minimum length of a post-nursing/health care provider (post-registration) midwifery education programme is 18 months. 5. The midwifery programme uses evidence-based approaches to teaching and learning that promote adult learning and competency based education. 6. The midwifery programme offers opportunities for multidisciplinary content and learning experiences that complement the midwifery content. 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

Jenny Hassall, BSc(Hons) MSc MPhil RN RM School of Nursing and Midwifery, University of Brighton, Eastbourne, UK Chapter 9 Change and adaptation in pregnancy Angie Godfrey, BSc(Hons) RM RN Midwife/Antenatal and NewbornScreening Coordinator, Nottingham University Hospitals NHS Trust, Nottingham, UK Chapter 11 Antenatal screening of the mother and fetus II Midwifery faculty 1. The midwifery faculty includes predominantly midwives (teachers and clinical preceptors/clinical teachers) who work with experts from other disciplines as needed. 2. The midwife teacher a. has formal preparation in midwifery; b. demonstrates competency in midwifery practice, generally accomplished with 2 years full scope practice; c. holds a current licence/registration or other form of legal recognition to practise midwifery; d. has formal preparation for teaching, or undertakes such preparation as a condition of continuing to hold the position; and e. maintains competence in midwifery practice and education. 3. The midwife clinical preceptor/clinical teacher a. is qualified according to the ICM definition of a midwife; b. demonstrates competency in midwifery practice, generally accomplished with 2 years full scope practice; c. maintains competency in midwifery practice and clinical education; d. holds a current licence/registration or other form of legal recognition to practice midwifery; and e. has formal preparation for clinical teaching or undertakes such preparation. The midwife in contemporary midwifery practice 3 2 Professional issues concerning the midwife and midwifery practice 25 Julie Wray, ONC MSc PhD PGCHE ADM RM RN Joint Editor, The Practising Midwife Journal; Senior Lecturer, User and Carer Lead, School of Nursing, Midwifery and Social Work, University of Salford, Salford, UK Chapter 23 Physiology and care during the puerperium Chapter 24 Physical health problems and complications in the puerperiumPrincipal Lecturer – Midwifery, School of Nursing and Midwifery, De Montfort University, Leicester, UK Chapter 13 Medical conditions of significance to midwifery practice SECTION 1 The midwife in context 1 The midwife in contemporary midwifery practice...................................... 3 2 Professional issues concerning the midwife and midwifery practice..............25