Midwives are increasingly performing the newborn and infant physical examination (NIPE), particularly now the new Nursing and Midwifery Council (NMC) education proficiencies are inclusive of the systematic examination of the newborn infant.1 This article, the third in the series, considers the importance of the examination of the hips in this screening process. The significance of history taking, knowledge of risk factors and the hip examination are explored. The necessity for early detection and treatment of hip abnormalities, along with referral pathways that Public Health England requires, are highlighted. The impact of late detection of developmental dysplasia of the hip on the lives of families and children are also considered.

Background The newborn and infant physical examination (NIPE) is a screening programme now undertaken by specially trained midwives. It is increasingly a feature within pre-registration midwifery educational programmes. Objectives To explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Method This study was conducted using interpretative phenomenological analysis (IPA). Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the benefits of student midwife exposure to practical aspects of NIPE. Conclusions Findings indicate that standardisation is required with NIPE education and clinical practice. Preceptorship programmes must effectively prepare newly qualified midwives to undertake the NIPE role. Higher educational institutes must provide greater support to the midwives providing mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role following qualification as a midwife.

Background This is the second part of a series of two papers which explores the use of interpretative phenomenological analysis (IPA) within midwifery education in order to examine students' perspectives of the newborn infant physical examination (NIPE). Part one, featured in the British Journal of Midwifery volume 28, no 2, explains the background to the development of the study and explores the use of IPA within an emerging aspect of midwifery education. Part two of the series will present the research findings and implications for practice. Objectives This study aims to explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Setting A large university in the West Midlands geographical area. Participants Five student midwives were purposively selected to participate in the study. Methods This study was conducted using IPA. Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the significance of student midwives being exposed to the practical aspect of the NIPE during their training. Conclusions The study findings indicate that standardisation is required within preparation to undertake the NIPE within clinical practice. Higher educational institutes must also provide greater support with regards to the mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role within newly qualified midwives.

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As the role of the midwife continually evolves and expands, midwives are increasingly performing the examination of the newborn. With a focus and national drive on providing continuity of care in conducting the newborn and infant physical examination (NIPE), many midwives view this assessment as a natural extension to their role1 and continually strive to provide high-quality, individualised care. In the penultimate edition of this five-part series, we consider the importance of the examination of the testes in the screening process. The significance of relevant history taking, knowledge of risk factors and a detailed examination of the testes will be explored, along with referral pathways in line with the requirements of the national screening programme. The impact of late detection and poor referral of undescended testes on the lives of children and adults will also be considered.