1. Assessment and diagnosis:
Assessment
Do the following assessments:
Antenatal assessment;
Progress of labour assessment;
Assessment of the newborn;
Post-natal assessment;
Service assessment;
Risk assessment.
Diagnosis
Make the following diagnosis:
Family diagnosis;
Midwifery/neonatal diagnosis.
2. Communication:
Demonstrate communication and interpersonal skills in interaction with midwifery patients.
Counsel individuals/groups (therapeutic communication).
Establish, maintain and terminate therapeutic or effective relationships.
3. Problem-solving and critical thinking:
Raise and explore questions:
* Identify problems; and
* Distinguish between problems within the scope of practice and those in need of referral.
Select the best alternative for a problem.
Evaluate the results of the alternative implemented together with relevant role players.
Apply problem-solving skills related to midwifery.
4. Planning:
Facilitate and negotiate realistic and contextualised health and midwifery care plans for the:
* Individual (health or minor illness);
* Family;
* Community;
* Midwifery patient (including neonate).
Design and prepare a teaching plan with active involvement of the individual/family, to meet the individual’s family’s learning needs for participating in own care in a variety of settings.
Outline the referral line including procedures for accessing the referral system both within the health institution and in communities.
Manage and/or refer emergencies appropriately.
Draw up proposals for a service.
5. Implementation:
Uphold Batho Pele principles during implementation of midwifery and health care plans.
Implement a promotive/preventive intervention plan for an individual, a family, a group and a community.
Design and develop a plan for counselling and continues interpersonal communication with an individual, a family and a community.
Implement a midwifery and health care plan.
6. Evaluation:
Evaluate the process and outcome of implementation of care plans of individuals, families and communities.
7. Use of technology:
Use a wide range of processes, techniques, tools and materials to gather information, solve problems, create and evaluate products and to communicate results.
Use equipment and technology in health settings safely, appropriately and ethically.
Creatively improvise when technology is lacking.
Apply technology skills to midwifery.
8. Autonomy, responsibility and accountability:
Limit scope of practice to scope of competence.
Demonstrate accountability for practice.
Demonstrate ethical behaviour in own practice.
Contribute constructively to professional, work and community settings.
Pursue excellence and originality in own work and support these qualities in the work of others.
Identify the rights of midwives and the midwifery profession.
Respond creatively to the health care needs of societies.
Identify and explore new roles for midwifery in a changing health environment.
Formative evaluation
Formative evaluation is done by means of:
Class tests;
Projects and group work projects;
Case presentations and studios;
Class conferences; and
Clinical skills tests and ward rounds.
Summative evaluation
All modules are summatively evaluated by a formal examination which includes practical midwifery.
Presentation of a research report.
Integrated assessment:
Assessment is based on an integrated and continuing evaluation approach, with due consideration of the following principles:
Activity-based evaluation, i.e. the acquirement of knowledge, skills and abilities, rather than the memorisation of information – knowledge, skills and abilities cannot be developed if the concomitant activities are not practised.
Evaluation based on learning contexts that offer opportunities for co-operation (group work) and individual learning.
Formative evaluation – the processes, developmental nature and end product (outcome) are regarded as important.
Evaluation must lend itself to being utilised as learning opportunity.
Theory and practice are integrated.
Evaluation entails three elements:
Formal end evaluations;
Continuing formal evaluations;
Continuing informal evaluations.
The following quality assurance procedures form part of the overall evaluation and accreditation system:
Internal examiners and moderators.
External examiners and moderators.
Accreditation requirements and guidelines of the South African Nursing Council.
Requirements and guidelines of the higher education quality assurance bodies (SAQA requirements).
Requirements and guidelines of the Mpumalanga College of Nursing.
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