Myles Textbook for Midwives Elsevier eBook on Vitalsource, 17th Edition : Myles Textbook for Midwives Elsevier eBook on Vitalsource REFERENCE Midwifery 2020 UK Programme, 2010. Midwifery 2020: Delivering expectations. Edinburgh: Midwifery 2020 UK Programme The ICM Global Midwifery Education Standards The ICM acknowledges that all midwifery programmes should be accountable to the public, mothers and their families, the profession, employers, students as well as one another. It is therefore the responsibility of the provider education institution to ensure that the undergraduate or Kinsi Clarke Advocacy Worker, Nottingham, UK Chapter 15 Care of the perineum, repair and female genital mutilation

Irene Murray, BSc(Hons) MTD RN RM Teaching Fellow (Midwifery), Department of Nursing and Midwifery, University of Stirling, Centre for Health Science, Inverness, UK Chapter 9 Change and adaptation in pregnancy Julie Wray, ONC MSc PhD PGCHE ADM RM RN Joint Editor, The Practising Midwife Journal; Senior Lecturer, User and Carer Lead, School of Nursing, Midwifery and Social Work, University of Salford, Salford, UK Chapter 23 Physiology and care during the puerperium Chapter 24 Physical health problems and complications in the puerperium Box 1.3 Continued 7. Students provide midwifery care primarily under the supervision of a midwife teacher or midwifery clinical preceptor/clinical teacher.

Box 1.1 An International definition of the midwife A midwife is a person who has successfully completed a midwifery education programme that is duly recognized in the country where it is located and that is based on the ICM Essential Competencies for Basic Midwifery Practice and the framework of the ICM Global Standards for Midwifery Education; who has acquired the requisite qualifications to be registered and/or legally licensed to practice midwifery and use the title ‘midwife’; and who demonstrates competency in the practice of midwifery.

Resuscitation of the healthy baby at birth: the importance of drying, airway management and establishment of breathing.....................611 30 The healthy low birth weight baby....... 617 31 Trauma during birth, haemorrhages and convulsions......................................629 32 Congenital malformations.....................645 33 Significant problems in the newborn baby.........................................667 34 Infant feeding..........................................703 Preface It is a great privilege to have been approached by Elsevier to undertake the editorship of the sixteenth edition of Myles Textbook for Midwives. It is over 60 years since the Scottish midwife Margaret Myles wrote the first edition and this book remains highly regarded as the seminal text for student midwives and practising midwives alike throughout the world. Over the ensuing decades, many changes have taken place in the education and training of future midwives alongside increasing demands and complexities associated with the health and wellbeing of childbearing women, their babies and families within a global context. Furthermore, the development of evidence-based practice and advances in technology have also contributed to major reviews of how undergraduate midwifery curricula are delivered to ensure that today’s graduate midwives are able to rise to the many challenges of the midwife’s multi-faceted role: being fit for both practice and purpose. It is with these issues in mind that the sixteenth edition of Myles has been developed as, without a doubt, women expect midwives to provide safe and competent care that is tailored to their individual needs, with a professional and compassionate attitude. The content and format of this edition of Myles has been developed in response to the collated views from students and midwives regarding the fifteenth edition. Midwifery practice clearly should always be informed by the best possible up-to-date evidence and, whilst it is acknowledged that it is impossible to expect any new text to contain the most contemporary of research and systematic reviews, this edition provides the reader with annotated further reading and appropriate websites in addition to comprehensive reference lists. There has been a major revision of chapters, which have been streamlined and structured into reflect similar themes and content. Throughout its history, Myles Textbook for Midwives has always included clear and comprehensible illustrations to compliment the text. In this sixteenth edition, full colour has been used throughout the book, and new diagrams have been added where appropriate. It is pleasing that a number of chapter authors have continued their contribution to successive editions of this pivotal text and we also welcome the invaluable contributions from new authors. Whilst it is vital to retain the ethos of the text being a textbook for midwives that is written by midwives with the appropriate expertise, it is also imperative that it reflects the eclectic nature of maternity care and thus, some of the chapters have been written in collaboration with members of the multiprofessional team. This clearly demonstrates the importance of health professionals working and learning together in order to enhance the quality of care women and their families receive, especially when complications develop in the physiological process throughout the childbirth continuum. The presence of the midwife is integral to all clinical situations and the role is significant in ensuring the woman always receives the additional care required from the most-appropriate health professional at the most-appropriate time. A significant change has been to the first section of the text where content from the final section has been included. From an international perspective, we believe that issues such as the globalization of midwifery education and practice, best depicted by the Millennium Development Goals, professional regulation and midwifery supervision, legal and ethical issues as well as risk management and clinical governance are fundamental to every midwife practising in the twenty-first century and should therefore be given more prominence. We acknowledge that medicalization and the consequential effect of a risk culture in the maternity services have eroded some aspects of the V Resources, facilities and services 1. The midwifery programme implements written policies that address student and teacher safety and wellbeing in teaching and learning environments. 2. The midwifery programme has sufficient teaching and learning resources to meet programme needs. 3. The midwifery programme has adequate human resources to support both classroom/theoretical and practical learning. 4. The midwifery programme has access to sufficient midwifery practical experiences in a variety of settings to meet the learning needs of each student. 5. Selection criteria for appropriate midwifery practical learning sites are clearly written and implemented. Margaret R Oates, OBE MB ChB FRCPsych FRCOG Consultant Perinatal Psychiatrist and Clinical Lead, Strategic Clinical Network for Mental Health, Dementia and Neurological Conditions, NHS England, Nottingham, UK Chapter 25 Perinatal mental health Contents Evolve online resources: http://evolve.elsevier.com/Marshall/Myles/ Evolve online resources.................................... vii Contributors....................................................... ix Foreword...........................................................xiii Preface................................................................ xv Acknowledgements......................................... xvii

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Access-restricted-item true Addeddate 2020-12-09 12:06:01 Associated-names Myles, Margaret F; Bennett, V. Ruth; Brown, Linda K Boxid IA40009003 Camera Sony Alpha-A6300 (Control) Collection_set printdisabled External-identifier globalization and internationalization with due consideration of the Millennium Development Goals, the European (EU) Directives and International Confederation of Midwives Education Standards Lccn 98048703 Ocr tesseract 4.1.1 Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 0.9730 Ocr_module_version 0.0.7 Ocr_parameters -l eng Old_pallet IA400058 Openlibrary_edition II Midwifery faculty 1. The midwifery faculty includes predominantly midwives (teachers and clinical preceptors/clinical teachers) who work with experts from other disciplines as needed. 2. The midwife teacher a. has formal preparation in midwifery; b. demonstrates competency in midwifery practice, generally accomplished with 2 years full scope practice; c. holds a current licence/registration or other form of legal recognition to practise midwifery; d. has formal preparation for teaching, or undertakes such preparation as a condition of continuing to hold the position; and e. maintains competence in midwifery practice and education. 3. The midwife clinical preceptor/clinical teacher a. is qualified according to the ICM definition of a midwife; b. demonstrates competency in midwifery practice, generally accomplished with 2 years full scope practice; c. maintains competency in midwifery practice and clinical education; d. holds a current licence/registration or other form of legal recognition to practice midwifery; and e. has formal preparation for clinical teaching or undertakes such preparation.

Content Strategist: Mairi McCubbin Content Development Specialist: Carole McMurray Project Manager: Caroline Jones Designer/Design Direction: Miles Hitchen Illustration Manager: Jennifer Rose Illustrator: Antbits Cecily Begley, MSc MA PhD RGN RM RNT FFNRCSI FTCD Professor of Nursing and Midwifery, School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland Chapter 18 Physiology and care during the third stage of labour cultural mores, thus embracing the whole ethos of globalization previously outlined. The core aims of the ICM (2013) Global Standards for Midwifery Education are three-fold: 1. Essentially, to assist countries that do not have Principal Lecturer – Midwifery, School of Nursing and Midwifery, De Montfort University, Leicester, UK Chapter 13 Medical conditions of significance to midwifery practice Mary Louise Nolan, BA(Hons) MA PhD RGN Professor of Perinatal Education, Institute of Health and Society, University of Worcester, Worcester, UK Chapter 8 Antenatal education for birth and parentingForeword are not being provided with sufficient opportunity to attend, yet classes can make a big difference to women’s experiences of birth and parenting. In addition she draws attention to the value they have in giving women social networks. This has been evident in my daughter’s experience of classes in Germany. Whilst she was critical of some of the content of the classes, she and four other women who birthed one to 10 days apart, have supported each other in parenting. Two years on they remain good friends. Chapter 13 skilfully draws together the most significant medical conditions a midwife is likely to encounter in her practice. Much attention is given to obesity. The authors qualify that although obesity is not in itself a disease it is considered abnormal in western cultures and is now a key health concern affecting society. They discuss the additional risks to pregnant women who are obese and the association of obesity with poor socioeconomic status. Midwives have a key role in educating these women and their families to develop healthier life styles, but the women will only be receptive if they do not experience judgemental attitudes. Myles advice to midwives in the 1960s that, ‘nature is capable of performing her function without aid in most instances; meddlesome midwifery increases the hazards of birth’, is still as relevant today. In this edition, given all the technological advances in the maternity services, Section 4 on labour begins by reminding students that: ‘birth is a physiological process characterized by non-intervention, a supportive environment and empowerment of the woman’. However, an appropriate reflection of multi-cultural changes in UK society is the inclusion of female genital mutilation in chapter 15. Whilst many students will not be involved in the care of women who have undergone such a procedure, it is essential that all midwives understand the mutilation some young women have undergone and the special care they will need in childbirth. The inclusion of Kinsi’s poignant and brave story of her own experiences should help midwives develop the empathy they will need when caring for women who have been subject to similar mutilation. Perinatal mental health has figured since the early days of the textbook but only in recent editions have students been provided with the necessary information to understand the complexity of the psychology of childbearing and psychiatric disorders. A useful inclusion in this edition is tocophobia, fear of giving birth. Students need to take this fear seriously in supporting women and they cannot afford to trivialize these very real phobias. As ever this textbook includes a comprehensive section on the newborn baby, often neglected in other general texts for midwives. This is so important when parents turn to midwives for advice and reassurance or explanations. With many midwifery curricula including a module on the specialist education for the Newborn and Infant Physical Examination, chapter 28 clearly differentiates between the midwife’s and the doctor’s responsibilities when undertaking this examination. The publishers have brought about major improvements also, through locating the colour photographs in these newborn baby chapters close to where they are described in the text rather than as a separate colour plate section. Midwifery is the best career you can have. It is a privilege to work with women and their families as they experience pregnancy, birth and parenting. The knowledge, skills and attitudes that students need to be competent midwives and professional friends to women have been skilfully interwoven in this sixteenth edition. The chapter authors and editors have summarized where appropriate, elaborated when needed, referenced liberally and used illustrations effectively to enhance understanding. Given the infinite depth and breadth of information available in written and electronic forms, they have succeeded in producing a textbook that remains invaluable for the next generation of midwives. Jenny Hassall, BSc(Hons) MSc MPhil RN RM School of Nursing and Midwifery, University of Brighton, Eastbourne, UK Chapter 9 Change and adaptation in pregnancy