Video presentation of poster

1 - Oral assessment and presentation - 20

Public Health Workbook

2 - Written assignment (including essay) - 80

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This module covers the following areas:  
 
Public Health  
<ul><li>Public health history and development </li></ul>
<ul><li>Health promotion models  </li></ul>
<ul><li>Concepts in epidemiology  </li></ul>
 
What is health? 
<ul><li>Wider determinants of health </li></ul>
<ul><li>Inequalities and health </li></ul>
<ul><li>Migration, ethnicity, and diversity </li></ul>
<ul><li>Anti-discriminatory practice </li></ul>
  
Motherhood, parenting and families  
<ul><li>Cultural and Social Issues surrounding Childbirth  </li></ul>
<ul><li>Parenting, bonding and attachment theory  </li></ul>
 
Introduction to public health issues in maternal and child health 
<ul><li>Obesity/larger body size </li></ul>
<ul><li>Alcohol, smoking and substance misuse </li></ul>
<ul><li>Perinatal mental health </li></ul>
<ul><li>Preconception care </li></ul>

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

Directed Asynchronous - 

Self-directed - 

In-Person - 

Synchronous online - 

Placement - 

Community public health in policy and practice: a sourcebook

Cambridge handbook of psychology, health and medicine

Psychology for Medicine

Principles and Practice

Health promotion in midwifery

Volume 7

Midwifery Essentials: Public Health

Understanding health and social care

Global perspectives on women's sexual and reproductive health across the lifecourse

Public Health for the 21st Century

An introduction to the sociology of health and illness

The Social Context of Birth

Handbook of contraception and sexual health

Final report of the Ockenden review: Findings, conclusions and essential actions from the independent review of maternity services at the Shrewsbury and Telford Hospital NHS Trust.

Health psychology and behaviour change: from science to practice

Psychology for Midwives Pregnancy, Childbirth and the Puerperium

MW1010 - The Midwife in Society 1: What is Public Health?

MW1010-PRD1-BLE-ALV1

This module’s contact hours will be delivered using a number of different approaches. As an example, you may have a combination of in-person sessions (i.e., face to face on campus), and/or online synchronous sessions (participants are engaged at the same time online) and online asynchronous guided activities (you need to plan time to engage with these so you are prepared for the in person and synchronous sessions. These may include viewing recorded lectures and/or other online resources, reading materials, undertaking quizzes, completing exercises, and chatting on forums.) In addition to these teaching delivery approaches, you will undertake your own independent study, which may involve wider reading, independent research, skills practice, and preparation for assessment. Please see this module’s Moodle page and/or handbook for further information. 
Lectures 
Lectures are used to communicate core material and as a foundation for further reading. A lecture can help you to feel secure in the foundational knowledge required and point you to significant areas for further study. Lectures provide a basis for discussion in seminars or tutorials. Lecture notes are provided on the virtual learning environment Moodle. However, you are expected to take your own notes too. Lectures may be on campus (in person) or online. Online lectures may be synchronous (in ‘real time’) or directed asynchronous (pre-recorded) and watched in your own time. Interaction in synchronous lectures (online or on campus) is encouraged. Lectures will usually be delivered by university staff, and there will also be a range of external experts and service users who will provide their unique perspectives on the topics covered in the lectures.
Seminars 
These small group sessions are essential supplements to the lectures and give you the opportunity to apply the material covered in the lectures and your independent reading. Seminars will enable you to reflect on and discuss material related to a subject or case study. The seminars will extend the depth and breadth of your knowledge and encourage team working; they are designed to motivate, enhance your communication skills, and develop your powers of reasoning.  
Tutorials  
Tutorials will encourage you to apply theory to practice and extend the depth and breadth of your knowledge, providing opportunities for debate, exploration of personal thoughts and ideas and practice experiences. Tutorials provide you with the opportunity to work on problems and exercises connected with the course material. Tutorials develop problem-solving skills in an environment that encourages an interactive approach to learning. Tutorials may be distinguished from seminars for the stronger emphasis that they place on the role of the tutor in giving direction or feedback. Tutorials can happen virtually as well as face-to-face. Tutorial work may entail: giving a presentation, to demonstrate that you have achieved a set task, engaging in a debate which will encourage you to develop group discussions around contemporary issues or inspire you to pursue specific lines of enquiry.
Self-directed learning
Your studies will involve a number of hours of self-directed learning. This time will be spent reading course material and recommended books, articles or other sources and time spent on your personal study-skills development. The Module Leaders will direct you to the relevant teaching materials available on Moodle for you to prepare for lectures, seminars, and tutorials. Reading lists are provided on module specifications and on Moodle. You will be expected to access the resources before the teaching in order to maximise your learning. During self-directed learning you should explore areas of interest, read widely, and prepare for assessments. Whilst this time counts towards the total hours allocated to the programme, it will be up to you to decide exactly how you spend this time and which areas of learning you wish to pursue.
Guided independent study
Higher education emphasises independent learning, with students engaging in both scheduled sessions and guided independent study. Guided independent study provides structure and support for activities such as preparing for sessions, consolidating learning, completing assessments, and wider reading. We expect you to take responsibility for your own learning and the programme offers resources and guidance, including study skills support, feedback, and access to learning spaces (HESA, 2016). While self-directed learning allows you to choose how to spend your study time and explore areas of personal interest, guided independent study provides more structure and direction to support your learning. In guided independent study, you are encouraged to prepare for scheduled sessions, consolidate your learning, complete assessments, and engage in wider reading, with guidance and resources provided by the programme to help them make effective progress.
Moodle and other digital platforms
Moodle is City St George’s Online Learning Environment. You will use Moodle and other digital platforms as central tools to support your learning, engagement, and progression throughout the programme. These platforms will provide access to core teaching materials, recorded lectures, discussion forums, and interactive resources, enabling you to engage with content at your own pace. They will facilitate communication with academic staff and peers through announcements, messaging, and collaborative activities, supporting active participation and community building. Digital platforms will also allow you to submit assignments, receive formative and summative feedback, and track your academic progress, ensuring they remain informed of learning outcomes and programme requirements. By integrating these technologies into daily learning, you will develop digital literacy skills essential for independent study and professional practice.
Placement Experience (direct and indirect supervision) 
The aim of supervised clinical practice experience is for you to observe, participate in and practice providing care to women, their babies, and their families, in a variety of contexts. Through the development of knowledge and skills, this experience will facilitate the integration of theory and practice in both maternity and other related health care settings. As your experience develops, you will require less observation and direct supervision but will always have indirect supervision and support available. You will consolidate your progression will include delivering high quality care as one to one care in the intrapartum period to caring for groups of women in other contexts such as antenatal and postnatal care. Other experience will include providing care as part of a continuity model as well as to women, babies, and their families with identified additional needs and complexities. As you develop your autonomy and prepare for entry onto the midwifery professional register, you will undertake activities to further develop your understanding of inter-professional practice.

The Midwife in Society 1: What is Public Health?

Discuss how the public health agenda has impacted upon the maternity care services (K1, K2, K3, K4, K5) (NMC 2019: 1.1, 1.2, 1.4, 1.5, 3.1, 3.3, 3.3, 3.20) 

Knowledge

Develop ways of collaborative working that mitigate disadvantage, discrimination, and inequalities (S1, S2, S4, S5, S8, V1, V2, V3) (NMC 2019: 1.12, 1.13, 1.16, 1.17, 2.9) 

Values and attitudes

Consider how midwifery practice can be improved by insight into the social, ethnic, and cultural factors that influence women’s experiences of childbirth (K2, K4, K5) (NMC 2019: 1.10, 2.1, 2.2, 2.3, 2.7, 2.8, 2.9, 2.10, 3.1, 3.2. 3.3, 3.4, 3.5, 3.6, 3.21, 4.1) 

Skills

Reflect effectively upon personal values, social attitudes and beliefs that may impact upon your professional practice. (V4) (NMC 2019: 1.26, 1.27, 3.1) 

Provide evidence of midwifery skills in supporting women and families through the transition to parenthood (S1, S2, S4, S5, S8, V1, V2, V3) (NMC 2019: 2.7, 2.8, 2.9, 3.1, 3.8, 3.9, 3.10, 3.15, 3.17, 3.18) 

Discuss and present the potential impact of social, economic, political, and cultural variables on maternal and child health outcomes (K1, K2, K3, K4, K5, S2, S4, S5, S8, V1, V3, V3) (NMC 2019: 1.10, 2.1, 2.2, 2.3, 2.7, 2.8, 2.9, 2.10, 3.6, 3.7, 3.22, 4.5) 

Describe and identify the causes of inequalities in health within and between different social groups accessing the maternity services (K1, K2, K3, K4, K5, S2, S4, S5, S8, V1, V3, V3) (NMC 2019: 1.4, 1.5, 1.17, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3) 

Demonstrate knowledge of the contested nature of the family, parenting, health, and illness. (K1, K2, K3, K4, K5, S2, S4, S5, S8, V1, V3, V3) (NMC 2019: 1.4, 1.5, 1.17, 2.1, 2.2, 2.3) 