Education provision for the newborn physical examination as a post-registration module: National survey

Abstract

Aims This study aimed to assess the scope of newborn infant physical examination (NIPE) education in post-registration midwifery education, determine the structure and requirements for midwives undertaking NIPE training, and explore similarities and differences in pre- and post-registration preparation requirements. Methods In early 2015, all lead midwives for education in the UK were sent a link to an online questionnaire to assess the scope and practice of NIPE education across all midwifery curricula. This is the second of a two-part report, focusing on post-registration education; part A examined the education provision for the inclusion of NIPE in the midwifery curriculum. Findings NIPE education for midwives is popular and is well established in the post-registration curriculum. Variations exist in the length, content, assessment, levels of study and credits awarded for post-registration NIPE modules. This lack of standardisation raises questions about quality assurance. Conclusion The variation in module length has implications for commissioners and self-funding students, as longer NIPE modules are more costly. There is a strong argument for a standardised NIPE programme across the UK and for providers of maternity services to fully utilise midwives who have been trained in NIPE to avoid them becoming de-skilled.

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

“…The final response rate was 13 with the researchers concluding there was a wide variation in the educational provision of the course, for example, what theoretical components were included, and how many examinations were required (McFadden and Paterson 2005). Similar findings were obtained within a more recent study undertaken by Rogers et al (2017) which aimed to assess the scope and practice of NIPE education across all HEI midwifery curricula in the UK.…”

“…These findings are not unlike those of other studies where several factors impacted on skills maintenance such as workload, lack of recognition of role and support from management (McDonald, 2008). Failure to utilise the skills of NIPE practitioners will result in their confidence and competence diminishing including becoming deskilled in NIPE (Steel 2007;Lanlehin et al 2011;Rogers et al 2017).…”

“…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).…”

“…Their results indicated that NIPE education for midwives is well-liked and fully established within post-registration modules, although again, variations existed in the length, content, assessment, levels of study and credits awarded (Rogers et al 2017). Both studies argue for the importance of a standardised NIPE programme across the UK.…”

“…Any extension to the role should also be supported by defined competencies and appropriate education and assessment, as well as be within the scope of practice of the midwife (NMC, 2009). The education and training of midwives to undertake NIPE safely and effectively has led to a number of universities in the UK to develop and deliver programmes for midwives to become competent in this role (Rogers et al 2017).…”