Myles Textbook for Midwives

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SECTION 3 Pregnancy 8 Antenatal education for birth and parenting.................................................127 Jenny Brewster, MEd(Open) BSc(Hons) PGCert RM RN Senior Lecturer in Midwifery, College of Nursing, Midwifery and Health Care, University of West London, Brentford, UK Chapter 12 Common problems associated with early and advanced pregnancy Carole England, BSc(Hons) ENB405 CertEd(FE) RGN RM Midwife Teacher, Academic Division of Midwifery, School of Health Sciences, University of Nottingham, Derby, UK Chapter 28 Recognizing the healthy baby at term through examination of the newborn screening Chapter 29 Resuscitation of the healthy baby at birth: the importance of drying, airway management and establishment of breathing Chapter 30 The healthy low birth weight baby Chapter 33 Significant problems in the newborn baby

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 Acknowledgements The editors of the sixteenth edition are indebted to the many authors of earlier editions whose work has provided the foundations from which this current volume has evolved. From the fifteenth edition, these contributors include the volume editors, Diane M Fraser and Margaret A Cooper, and chapter authors: Christina McKenzie Robina Aslam Alison Miller Jean E Bain Salmon Omokanye Diane Barrowclough Lesley Page Kuldip Kaur Bharj OBE Patricia Percival Susan Dapaah Lindsay Reid Victor E Dapaah Nancy Riddick-Thomas Jean Duerden Jane M Rutherford Philomena Farrell Iolanda G J Serci Alison Gibbs Della Sherratt Adela Hamilton Norma Sittlington Pauline Hudson Nina Smith Billie Hunter Ian M Symonds Beverley Kirk Ros Thomas Judith Lee Denise Tiran Carmel Lloyd Tom Turner Sally Marchant Anne Viccars Christine McCourt Sue McDonald Whilst the support and guidance from the production team at Elsevier has been invaluable in the culmination of an exciting and much improved illustrated text, the editors must also acknowledge the support of family, friends and colleagues in enabling them to accomplish the task amidst their full-time academic roles.

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The text covers the UN 2030 Agenda for Sustainable Development, highlighting the importance of midwives as global citizens with common goals, and together they form a strong global community prepared to challenge social inequalities and take action to help end extreme poverty. Individuals 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. The concept of resilience is introduced for the reader to contemplate their personal contribution in creating an environment that is conducive to protecting the wellbeing of themselves and colleagues within the workplace.

SECTION 2 Human anatomy and reproduction 3 The female pelvis and the reproductive organs..................................55 4 The female urinary tract........................... 81 5 Hormonal cycles: fertilization and early development.................................... 91 6 The placenta............................................ 101 7 The fetus...................................................111Box 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. 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.

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 assessment, planning, implementation, evaluation and documentation of care are all crucial for midwifery practice, human factors also matter. In England, the Francis Report (Mid Staffordshire NHS Foundation Trust Public Inquiry 2013) was the outcome of a public inquiry into failings at Mid Staffordshire and relevant regulatory bodies. It represents a watershed moment in the history of the UK National Health Service (NHS). The scale of the problems highlighted by the report relates to the unusually high death rates amongst the sick and vulnerable at Mid Staffordshire in the late 2000s. The key lessons learnt convey the importance of transparent, compassionate, committed, competent and confident caring premised on strong leadership. It can be argued therefore that common standards and a shared vision established through global initiatives such as the MDGs and the ICM definition of a midwife are essential for midwives working within a global community. Not least because there is a strong correlation between outcomes for mothers and babies and the specific professional competencies the midwife possesses. Cecily Begley, MSc MA PhD RGN RM RNT FFNRCSI FTCD Professor of Nursing and Midwifery, School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland Chapter 18 Physiology and care during the third stage of labour Glossary of terms and acronyms...................737 Index................................................................745The 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 and The book covers key frameworks that govern midwifery practice, exploring ethical and legal frameworks that are essential to every accountable, autonomous, professional midwife.