Is the incorporation of the newborn examination in the pre-registration curriculum acceptable in clinical practice? A qualitative study

Abstract

Is the incorporation of the newborn examination in the pre-registration curriculum acceptable in clinical practice? A qualitative study.

The experience of student midwives being taught newborn infant physical examination (NIPE) as an extracurricular activity at a university in the UK: A descriptive survey study

“…Articles were excluded due to lack of relevance (for example, examination of piglets), repetition, not written in English or research that was just relevant to examination of the newborn in general. The final search revealed just five articles ranging from 2017-2019 (Jones and Furber, 2017;Rogers et al 2017;Yearley et al (2017);McDonald, 2018;Stanyer and Hopper 2019). One further unpublished survey from a trusted source (in main author's archive) was included as it surveyed higher institutions in England on their provision of training around examination of the newborn and was the first to do so (McFadden and Paterson 2005).…”

“…Both studies argue for the importance of a standardised NIPE programme across the UK. (Stanyer and Hopper 2019), therefore different models are emerging, ranging from all the content being taught and assessed (Yearley et al 2017;) to one where only the theory and not the practice is taught, and some not at all (Jones and Furber, 2017).…”

“…Despite the reported benefits (practice partners, commissioners, students and childbearing women) challenges were also highlighted, such as resources and support for students within the practice placement areas (Yearley et al 2017). Stanyer and Hopper's (2019) (Blake 2012, Jones andFurber, 2017).…”

A study to evaluate the introduction of the Newborn Infant Physical Examination knowledge and skills into an undergraduate pre-registration midwifery education programme

“…The low numbers are due to a multiple of factors, which include a lack of support from managers, feeling undervalued, no protected time for professional development and an already demanding workload exacerbated by staff shortages (Steele, 2007;Lanlehin et al, 2011;Bartholomew, 2018). Despite this, a recent study by Stanyer and Hopper (2019) exploring the views of NIPE trained midwives, identified that midwives valued the holistic care they were able to offer to the women and their babies by taking on this role. Blake (2012) has argued persuasively that NIPE should be a compulsory element of the undergraduate midwifery programme.…”