Mental Health in Nepal

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

• 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

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. 

When writing the Quality improvement plan use the attached template.

• postpartum care for mother and child

• newborn care

• breast feeding and Kangaroo Mother Care

• skin to skin care

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.

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.

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.

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.

Demonstrate an ability to apply relevant pedagogical methods and advocate for integrating evidence into clinical practice

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