Implementation of a key skills agenda within an undergraduate programme of midwifery studies

There are a multitude of external forces that impinge on curriculum planning. This paper reports on a DfEE funded development project, which looked at overtly assessing key skills within an undergraduate midwifery curriculum. The aims of the project were developed to fit within University agreed objectives and included: • fication of the main stakeholders ment of the current situation fication of how to develop a strategy for key skills within the department entation and evaluation of any changes ing information throughout the Faculty of Health on completion of the evaluation dergraduate midwifery programmes of study leading to professional qualification were included in the project. All stakeholders were identified and their responsibility with regard to key skills was explored. Audit of all modules was undertaken highlighting both the embedded nature and some imbalance in the provision of key skills. Meetings were held with both academic and clinical staff to enable understanding, co-operation and implementation of any changes. Focus groups were undertaken to investigate student perceptions of key skills and the usability of documentation devised to assess key skills. A tool was designed by which undergraduate students assessed their key skill development. The outcomes from these meetings, student focus groups and module audit are reported briefly here. Recommendations for future research and development are also stated.