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Challenging Professional Self in Midwifery Practice - HEA00172M

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  • Department: Health Sciences
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2026-27
    • See module specification for other years: 2025-26

Module will run

Occurrence Teaching period
A Summer Semester 2025-26 to Summer Semester 2026-27

Module aims

Note: This document uses the word 'women’ throughout. This should be taken to include people who do not identify as women but are pregnant or who have given birth.

  • Empower and enable students to demonstrate mastery, critical reflection and evaluation of their professional self, to support career-long embodiment of midwifery excellence as colleague, scholar and leader.

  • Promote mastery of professional and communication skills to empower self and others (e.g. students, professional peers and the public) within practice, education and public engagement settings.

  • Foster originality and self-direction to create, implement and critically evaluate innovative scholarly activities via teaching, learning and/or assessment activities.

Module learning outcomes

By the end of the module, students will be able to:

  1. Display mastery promoting midwifery excellence as colleague, scholar and leader amongst student peers, within multidisciplinary and interprofessional teams and with the public.

  2. Demonstrably empower and educate students, professional peers, women, families and/or public audiences using advanced teaching, learning and/or assessment skills as relevant.

  3. Systematically and creatively plan, undertake and critically evaluate evidence-based educational (teaching, learning and assessment) activities relevant to midwifery.

  4. Articulate engaging plans for the dissemination of original scholarly output to relevant audiences.

Module content

Advancing digital skills; skills for dissemination to professional audiences; writing for publication in professional journals; effective abstract proposal writing; peer teaching simulation/opportunities; Interprofessional education (IPE); Schwartz rounds; embedding coaching to support learning; continued active engagement with, and demonstration of, the themes and learning outcomes of UNICEF UK Baby Friendly Initiative (BFI) University Standards; BFI peer teaching activities.

Please see detailed mapping of this module to NMC (2019) Standards of proficiency for midwives for the programme.

Indicative assessment

Task % of module mark
Essay/coursework 100.0

Special assessment rules

Non-compensatable

Indicative reassessment

Task % of module mark
Essay/coursework 100.0

Module feedback

Written feedback for the summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

Anderson, C (updated ) How to give a killer presentation. Harvard business review.

Healey, M., Matthews, K. E. and Cook-Sather, A. (2020). Writing about learning and teaching. Centre for Engaged Learning. Open access PDF. book - https://doi.org/10.36284/celelon.oa3

Murray, R. (2013) Writing for academic journals Maidenhead: McGraw-Hill Education.

Schafer Astroth, K. and Hain, D. (2019). Disseminating scholarly work through nursing presentations. Nephrology Nursing Journal. Sept- Oct 46 (5) pp. 545-549.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.