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Implications for Supervisors of Midwives Julie Maddocks julie.maddocks@cmft.nhs.uk

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Implications for Supervisors of Midwives Julie Maddocks julie.maddocks_at_cmft.nhs.uk Supervisor of Midwives RGN RM BA MSc Acknowledgements All healthcare professionals ... – PowerPoint PPT presentation

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Title: Implications for Supervisors of Midwives Julie Maddocks julie.maddocks@cmft.nhs.uk


1
Implications for Supervisors of
MidwivesJulie Maddocksjulie.maddocks_at_cmft.nhs
.uk
  • Supervisor of Midwives
  • RGN RM BA MSc

2
Acknowledgements
  • All healthcare professionals who assisted with
    collation of the medical records and information
    used in the enquiry
  • With special thanks to
  • Nicola Parry
  • Sharron Brown
  • Hilary Jackson
  • Debbie Garrod

3
(No Transcript)
4
Upholding quality and safety responsibility of
all midwives
Upholding quality and safety responsibility of
all midwives- high quality, best
practice/evidence-based, safe care- confidently
advocating for midwifery and for mothers-
acting as role models / mentor
  • high quality, best practice/evidence-based, safe
    care
  • confidently advocating for midwifery and for
    mothers
  • acting as role models / mentor rolepromoting
    trusting relationships
  • upholding reputation of the profession
  • making our concerns knownNMC (2008) Code

5
Statutory Supervision
  • Promoting best practice
  • preventing poor practice
  • Intervening in unacceptable practice

6
Challenges for Midwives and Supervisors of
Midwives
  • Raising birth rate
  • Increase in non foreign mothers
  • Increase in complex cases
  • Capacity and Workforce
  • Reconfiguration of services making it better
  • NHS reforms
  • Financial climate
  • Increase in Quality
  • Public confidence

7
The Supervisory Toolkit
  • Philosophy and Vision
  • Pro-active model
  • Evidence based
  • Policy and Guidelines
  • Challenging debate
  • Visibility
  • Reflective Diary
  • Records Audit
  • Change Agent
  • Supervision in Focus

8
  • Interface with Supervision as a student
  • Intention to Practise
  • Named Supervisor of Midwives
  • Guidance on PREP
  • Policies and Guidance
  • Supervision input in to Committees
  • Reflector for advice or corrector of Practice
  • Pro-active change agent for Practice initiatives

9
Back to basics
  • Improving basic medical and midwifery practice,
    such as taking a history, undertaking basic
    observations and understanding normality
  • Attributing signs and symptoms of emerging
    serious illness to commonplace symptoms of
    pregnancy
  • Improving communication and referrals.

10
Midwifery Practice specific recommendations
  • Carry out, record and act upon basic observations
    for both women at low and higher risk of
    complications.
  • Provide pregnant women and new mothers with
    information about the prevention and signs and
    symptoms of possible genital tract sepsis and the
    need to seek advise early if concerned, as well
    as the importance of good personal hygiene.
  • Assess the mothers risk adequately throughout
    the continuum of pregnancy and the post natal
    period, reassessing as needed if circumstances
    change

11
Cont-
  • Refer and escalate concerns to a medical
    colleague of appropriate seniority.
  • Make early referral to psychiatric services of
    women with serious mental health problems.
  • Ensure the availability and use of professional
    interpreting services for women who need them
  • Provide continuity of care for vulnerable women
    to promote engagement with the service

12
Risk assessment and booking visit
  • Investment by trusts
  • Senior professional input
  • Accountability
  • Communication (SBAR. CHAPS)
  • Documentation

13
Holistic approach
  • Continual risk assessment
  • Think further than Bump
  • Increasing complex pregnancies
  • Are we equipped?
  • Are we competent?

14
Education and training
15
  • Workshop
  • Skills drills
  • Scenario based training
  • E learning
  • IPoD training
  • Multidisciplinary ward rounds

16
How can we learn from tragedy ?
  • As individuals
  • Individual learning takes place only when new
    knowledge is translated into different behaviour
    that is replicable (Argyris and Schon 1978)
  • As organisations
  • Adeptness at translating new knowledge into new
    ways of behaving (Loh 1997).
  • The learning organisation is a journey rather
    than a destination (Burdett 1993)

17
Knowing is not enoughwe must applywilling is
not enoughwe must do
  • Thank You
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