Education provision for the newborn physical examination as a postregistration module: National survey

This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Midwifery, February 2017, Vol. 25, No. 2, Copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://www.research.herts.ac.uk/admin/files/11149919/bjom.2017.25.2.88.pdfAims 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.Peer reviewe