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New important article on preeclampsia and eclampsia

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New important article on preeclampsia and eclampsia

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Identifying novel prodromal symptoms of eclampsia - A two-country, case-control study

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Templates for Logbooks and Quality improvement plan

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Templates for Logbooks and Quality improvement plan

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Write your reflections from each Module, use the logbook templates attached.

When writing the Quality improvement plan use the attached template.

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This section is focused on:

postpartum care for mother and child

newborn care

breast feeding and Kangaroo Mother Care

skin to skin care

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Physiological onset of labour and progression of labor

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Physiological onset of labour and progression of labor

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Physiological onset and progression of labor

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The following links are resource material both films, articles and power points

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Transitioning to Midwifery module of Care

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Transitioning to Midwifery module of Care

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The Position of the Baby - Childbirth Series

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Complicated births - obstructed/prolonged labour - ppt

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Complicated births - obstructed/prolonged labour - ppt

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Complicated births - obstructed/prolonged labour - PLAY

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Caesarean sections, short- and longterm complications

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Caesarean sections, short- and longterm complications

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Caesarean sections, short- and longterm complications, Susanne Hesselman

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Transitioning to Midwifery Model of Care

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Transitioning to Midwifery Model of Care

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Transitioning to midwifery models of care

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Implementation guidance on transitioning to midwifery models of care

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Implementation guidance on transitioning to midwifery models of care

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Implementation guidance on transitioning to midwifery models of care

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Introduction to the Labour Care Guide ppt

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Introduction to the Labour Care Guide ppt

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Helping Mothers and Babies Survive Pre-Eclampsia & Eclampsia

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Helping Mothers and Babies Survive Pre-Eclampsia & Eclampsia

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WHO recommendations for Prevention and treatment of pre-eclampsia and eclampsia

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WHO recommendations for Prevention and treatment of pre-eclampsia and eclampsia

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WHO recommendations for preventions and treatment of preeclampsia and eclampsia.  Implications and Actions

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WHO recommendations for preventions and treatment of preeclampsia and eclampsia.  Implications and Actions

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Preeclampsia: Risk Factors, Diagnosis, Management, and the Cardiovascular Impact on the Offspring

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Preeclampsia: Risk Factors, Diagnosis, Management, and the Cardiovascular Impact on the Offspring

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Power point on pre-eclampsia, eclampsia and HELLP syndrome

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Power point on pre-eclampsia, eclampsia and HELLP syndrome

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Action plan bleeding after birth and chock management

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Action plan bleeding after birth and chock management

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Newborn resuscitation bedside with intact cord

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Newborn resuscitation bedside with intact cord

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Neonatal Resuscitation Bedside Intact Cord - PLAY

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Neonatal Resuscitation Neo Puff Cord Cut pt01 - PLAY

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Neonatal Resuscitation with Neo Puff Cord Cut pt2 - PLAY

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Aorta compression

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The service you want to use requires you to log in. You can only log in with an identity provided by Dalarna University. If you encounter problems, please email support@du.se. Please state your assigned “personnummer” in your email.

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Danger Signs in Newborns for health workers (Bamanankan) - Newborn Care Series

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Pre- and postnatal circulation -recording

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Pre- and postnatal circulation -recording

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Louise Lundborg SAFE LABOR - REAPPRAISAL OF LABOR DURATION AND MANAGEMENT FOR SAFE MATERNAL AND INFANT OUTCOME

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Medicalisation in Pregnancy and Childbirth

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Medicalisation in Pregnancy and Childbirth

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unintended consequences of interventions

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Medicalisation in Pregnancy and Childbirth

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Intervention to Improve Perinatal

Mental Health in Nepal

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Co-creating Respectful Maternity Care Intervention to Improve Perinatal Mental Health in Nepal

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The WHO near-miss approach for maternal health

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The WHO near-miss approach for maternal health

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WHO - ANC guideline for a positive pregnancy experience

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WHO - ANC guideline for a positive pregnancy experience

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Early Initiation of Breastfeeding - Breastfeeding Series

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Continuous Skin-to-Skin Care - Small Baby Series

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Article on Midwives perceptions on aortic compression

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Article on Midwives perceptions on aortic compression

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Midwives’ experiences with aortic compression for postpartum hemorrhage. A qualitative study

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Planning the filming on obstetric complications

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Planning the filming on obstetric complications

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Planning for filming of obstetric complications

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In this module we will focus on evidence-based maternal and newborn care from a global and national perspective and on obstetric and newborn care.

Focusing on transitioning to the Midwifery Model och Care.

Relevant policies in this subject are studied, with a focus on preventing emergency complications affecting women and newborns.

Participants analyse sexual and reproductive perinatal health and rights from an economic and sociocultural perspective as well as from the perspective of gender, the climate and sustainability.

Learning outcomes:

describe and explain central terms relating to sexual and reproductive health from a global and national perspective,

analyse the importance of comprehensive sexual and reproductive health and rights in the promotion of health, regarding socioeconomic, cultural and gender perspectives

Preventive care

antenatal care

respectful childbirth

respectful newborn care

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This module focus on:

identify, evaluate and manage emergency conditions and complications during pregnancy and childbirth for both women and newborns,

apply evidence-based care methods, demonstrate an ability to apply relevant pedagogical methods and advocate for integrating evidence into clinical practice.

Complicated births

Shoulder dystocia

Breech delivery

preeclampsia, eclampsia, HELLP

Postpartum hemorrhage

Neonatal resuscitation

Communication in emergency situations

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The learning outcome of this module is to

apply evidence-based care methods, demonstrate an ability to apply relevant pedagogical methods and advocate for integrating evidence into clinical practice.

This will be carried out by

planning and writing up a plan for a quality improvement project

You find relevant literature and documents to read here in Modules, and instructions, documents and submission-folders under Assignments.

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Instruction for part 1 of the quality improvement project plan

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Vaginal breech birth

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Slides from seminar Project plan 18 August  2026

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Project plan guidance and how to search for articles and refernce systems 2 July 2026

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Presentation_Quality Improvement Project Plan-first steps 8 June 2026

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Postnatal care and complications - recording

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Postnatal care and complications - recording

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Severe Pre-Eclampsia - Childbirth Series

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Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University

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Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University

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Core pedagogical framework

Chapter 6: Constructively aligned teaching and assessment

Chapter 7: Designing intended learning outcomes

Chapter 9: Teaching/learning activities for functioning intended learning outcomes

Chapter 10: Aligning assessment tasks with intended learning outcomes: principles

Why these chapters matter:

These chapters provide the main pedagogical framework for the course component. They help participants understand how to align intended learning outcomes, teaching and learning activities, and assessment. They are especially relevant for participants who need to justify how their teaching supports evidence-based practice and the application of pedagogical methods.

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Support Material: Biggs and Tang Teaching for Quality Learning at University

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Support Material: Biggs and Tang Teaching for Quality Learning at University

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Title:
Introduction to Constructive Alignment in Teaching

Intro text:
This support material is designed to help students understand and apply key pedagogical principles from Biggs & Tang. Its purpose is to clarify how intended learning outcomes, teaching and learning activities, and assessment can be aligned to support evidence-based practice and professional development.

How to use this material:
The material is intended to be used alongside the original text. Students are encouraged to read each chapter actively and then use the corresponding section in this support material to deepen their understanding. Begin with the summary to grasp the main ideas, then focus on threshold and key concepts to clarify important terms. Use the study questions to check your understanding and the reflection questions to connect the content to your own experiences and professional context. The material can also be used in seminars or group discussions to support collaborative learning and critical analysis.

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Bates, A. W. (2022). Teaching in a Digital Age.

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Bates, A. W. (2022). Teaching in a Digital Age.

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Chapter 6: Building an effective learning environment

Chapter 11: Modes of delivery

Chapter 13.1 and 13.8–13.10

Why these chapters matter:

These chapters support practical teaching design, especially in settings where access to technology, connectivity, and infrastructure may be uneven. They help participants think about learning environment, delivery mode, course structure, communication, and feasible ways of supporting student learning.

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Support Material: Teaching and Learning in a Digital Age

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Support Material: Teaching and Learning in a Digital Age

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This support material is designed to help students engage with key concepts in teaching and learning in a digital age, with a particular focus on applying evidence-based methods in clinical practice. It guides students in understanding, analyzing, and applying the course literature through structured summaries, key concepts, and reflective questions.

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Backward Design & Constructive Allignment

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Backward Design & Constructive Allignment

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Mastering Problem-Based Learning (PBL) 🧩

In PBL, the problem is the starting point for all learning. This approach shifts the focus from passive listening to active investigation, where you develop critical thinking and collaboration skills by solving real-world challenges.

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From "Muddy Waters" to Clinical Mastery - a Podcast

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From "Muddy Waters" to Clinical Mastery - a Podcast

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A New Blueprint for Midwifery Education

How do we ensure that a student who can define a clinical protocol in a classroom can actually perform it under pressure in a busy ward? Bridging this gap between Knowing and Doing is the core challenge of our curriculum redesign.

By synthesizing global evidence with local realities, we move beyond traditional lectures to build a resilient pedagogical architecture:

Constructive Alignment (Biggs & Tang): Designing an "educational architecture" where every activity and assessment is locked onto the goal of clinical application.

Resilient Delivery (A.W. Bates): Using asynchronous tools to ensure learning never stops, even when the power or internet does.

The "Feeling of Learning" Paradox (Deslauriers/Harvard): Recognizing that while students love a good lecture, the real "brain-building" happens when they struggle with active, hands-on cases.

Evidence-Backed Success (Freeman/Kozenietas): Utilizing active learning strategies proven to drastically reduce failure rates and improve clinical outcomes.

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Key Ideas from Biggs & Tang - Constructive Alignment in Video Format

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Key Ideas from Biggs & Tang - Constructive Alignment in Video Format

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Key Ideas from Freeman and Kozanitis in Video Format

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Key Ideas from Freeman and Kozanitis in Video Format