<p>Course Syllabus ©National College of Midwifery 2017 11/2017</p><p>Course Title: Intrapartum Physical Assessment Credits: 0.5</p><p>Course Description: This course is designed for students to gain a thorough understanding of the structures most involved with labor and delivery: the female pelvis, the uterus and the fetal skull. Students learn the anatomy of the soft and bony structures of the female pelvis, how they adapt to the process of labor and how the midwife evaluates the presentation and progression of the fetal skull through these structures. The structure of the fetal skull is reviewed in detail including how it adapts to the pelvis during labor, cardinal movements of the baby during labor and how these factors may affect progress of labor. Students also learn how the midwife identifies and evaluates malpresentation. This course uses current research in midwifery and obstetrics to broaden the student’s understanding of the following NARM skills and MANA core competencies learned under clinical supervision:</p><p>NARM Skills</p><p>III. Maternal Health Assessment (65)-III A. Obtains and maintains records of health, reproductive and family medical history (66)-III *B. Performs an initial history and physical examination including vital signs IV. Labor, Birth and Immediate Postpartum (94)-IV B. Evaluates and supports a laboring mother during the first stage of labor by assessing a variety of factors (96)-IV D. Demonstrates the ability to evaluate and support a laboring mother during the second stage of labor IV E 3. Variations in presentation such as: (99)-IV E 3 a) Breech presentation (102)-IV E 3 d) Face and brow presentation </p><p>Learning Activities: </p><p>A. Student reads appropriate sections from the Learning Materials/Resources.</p><p>B. Student answers the questions listed in the Learning Objectives by researching the Learning Materials/Resources for the course and correctly cites the sources and page numbers for each of their answers.</p><p>C. Student presents answers the questions listed in the Learning Objectives for review by preceptor.</p><p>D. Student participates in preceptor elaboration/discussion of Learning Objectives. </p><p>E. The student must research, prepare & present a summary of current best midwifery care/practices appropriate to a topic covered in this course from a current journal article/study, less than 5 years old.</p><p>F. Recommended Role-playing and/or Clinical Interactions </p><p>1 Course Syllabus ©National College of Midwifery 2017 11/2017</p><p>Note: The clinical requirement of NARM /Clinical Skills is completed at any time throughout the ASM apprenticeship during actual clinical practice and is NOT a requirement to complete this academic course.</p><p>Activities specific to NARM skills learned in this section:</p><p>1. Practice identifying the important bones and fontanels of the fetal skull on a model.</p><p>2. Practice identifying all the possible presentations of the fetal head using a model fetal skull and model pelvis.</p><p>3. Practice the mechanisms of labor for various presentations, including breech presentation, face presentation, posterior presentation, and brow presentation using a model fetal skull and model pelvis.</p><p>4. Practice identifying the landmarks in the model pelvis that will help you assess station of the fetus.</p><p>5. Practice identifying fetal position and size using a doll under a blanket or on a pregnant client. </p><p>Learning Materials / Resources: Please use textbooks less than 5 years old or most recent edition. </p><p>1. Chapman, Vicky and Charles, Cathy. The midwife’s labour and birth handbook. 3rd edition. Blackwell Publishing. 2013</p><p>2. Frye, Anne. Holistic Midwifery: A Comprehensive Textbook for Midwives in Homebirth Practice, Vol. 2. 2nd edition. Labrys Press. 2013 </p><p>3. Wylie, Linda. Essential Anatomy and physiology in maternity care. Second edition. Elsevier. 2005</p><p>4. Varney, Helen. Varney's Midwifery, 5th Edition. Jones and Bartlett Publishers. 2014. </p><p>5. Johnson, Ruth and Taylor, Wendy. Skills for Midwifery Practice. 4th edition. Elsevier Churchill Livingston. 2016.</p><p>6. Weaver, Pam and Evans, Sharon K. Practical Skills Guide for Midwifery, 5th Edition. Morningstar Publishing Co. Wasilla. 2012.</p><p>7. Davis, Elizabeth. Heart and Hands: A midwife’s guide to pregnancy and birth. 5th Edition. Celestial Arts Press. 2012 </p><p>Resources for all Courses:</p><p>2 Course Syllabus ©National College of Midwifery 2017 11/2017</p><p>MEAC Abbreviated NARM Skills Form: http://www.midwiferycollege.org/AcademicProgram/Downloads/ASM/Clinical/Form- NARMSkills.pdf</p><p>MEAC Essential Competencies: http://www.midwiferycollege.org/downloads/worddocs/Curriculum-Checklist-of-Essential- Competencies-rev-2014.pdf</p><p>Midwives Model of Care®: http://cfmidwifery.org/mmoc/brochures.aspx</p><p>Students must find 1 article/study less than 5 years old. Recommended internet links as needed for latest developments in midwifery care: https://www.midwiferycollege.edu/resources-national-college-of-midwi</p><p>Evaluation Tools / Methods: Minimum passing grade for each course is a cumulative 80% / B-. Students and preceptors are encouraged to work together until the student masters the information.</p><p>Final grade for the course is based on preceptor evaluation of the following:</p><p>A. Learning Objectives count for 50% of the final grade. The preceptor evaluates each answer based on three elements:</p><p>1. Answers should reflect a thorough review of current literature regarding best current practices in midwifery care. 2. Each answer should be formed in the student’s own words or paraphrased from the text. The answer should be minimal, not a re-write of the entire text, but enough to show appropriate comprehension of the learning objective. 3. Student identification of sources and page numbers for each of the Learning Objectives. (Preceptor should do a random check to determine that sources cited are correctly identified.) </p><p>B. Enrichment Activities, including research essays and summaries of articles: 20% C. Discussions: 15% D. Tests and Exams: 15%</p><p>Course credit: One Academic credit equals approximately 15 hours of formal time plus 30 hours of additional study or homework. Formal time is defined as the amount of time taken to answer the Learning Objectives to the level of 80% and to complete any learning activities to the preceptor's satisfaction, including any time spent face to face with the preceptor. Informal time includes any time spent actively reading relevant sources and textbook/s, researching Learning Objectives, and studying for examinations. </p><p>Learning Objectives:</p><p>3 Course Syllabus ©National College of Midwifery 2017 11/2017</p><p>A. The student must research, prepare & present a summary of an aspect of current best midwifery care/practices appropriate a topic from this course from a current journal article/study.</p><p>B. Student answers the questions below and cites the sources and page numbers.</p><p>1. Why is accurate physical assessment of the orientation of fetal and maternal anatomy an essential skill for midwives to have when managing labor and birth?</p><p>2. List the five bones of the pelvis. </p><p>3. Describe the muscles of the pelvic floor and the functions of the pelvic floor. </p><p>4. Describe briefly how the process of birth affects the pelvic floor. </p><p>5. Describe the musculature of the uterus and the uterine divisions. </p><p>6. Describe how the myometrium changes during pregnancy and how these changes function in labor. </p><p>7. Describe the pelvic inlet and outlet. </p><p>8. Describe how each of the four different pelvis structures can affect labor. </p><p>9. Name the important bones of the fetal skull. </p><p>10.Name the sutures on the fetal skull and describe their location. </p><p>11.Name the fontanels on the fetal skull and describe their locations. </p><p>12.Describe the diameters of the fetal skull. </p><p>13.How are the landmarks of the fetal skull important in assessing fetal rotation and descent during labor?</p><p>14.Discuss what diameters will present in face presentation, brow presentation, vertex presentation, and military presentation. </p><p>15.Discuss the mechanics of the descent of a baby in a vertex, extended (not flexed) cephalic presentation.</p><p>16.Name the largest anteroposterior diameter of the fetal head. </p><p>17.Discuss molding and how it affects the progress of labor. </p><p>18.Discuss how molding of the head indicates fetal presentation in the birth canal. </p><p>4 Course Syllabus ©National College of Midwifery 2017 11/2017</p><p>19.Name some causes of caput succedaneum, how this affects fetal well-being, and what it indicates about the progress of labor. </p><p>20.Define cephalohematoma. Explain its cause. Discuss how it reflects progress in labor. </p><p>21. Explain why a meningocele must be differentiated from a caput or a cephalohematoma.</p><p>22.Discuss what percentages of labors begin with the cephalic presentation where the denominator is the occiput and how this affects the outcome of labor. </p><p>23.Discuss the identification of a breech presentation. What tools and techniques can be used?</p><p>24.Describe the different breech presentations. Name the percentage of times that breech presentations occur. </p><p>25.Explain how to identify transverse and oblique lie and how these affect labor. </p><p>26.Discuss how to evaluate head flexion and extension and how these affect labor. </p><p>27.Explain the differences between lightening and engagement and how these affect labor.</p><p>28.Explain how to identify station. Describe expected progress and timing of progress depending on maternal parity and fetal position. </p><p>29.Explain how synclitism and asynclitism affect labor. Discuss how to identify these. </p><p>30.Discuss how to manually assess the strength of a contraction during labor.</p><p>31.Discuss two methods for assess maternal hydration during labor.</p><p>5</p>