This course will provide students with an in-depth overview of the program and courses, including an introduction to the program faculty, the over-arching objectives of the program, and the structure and content of the courses. An orientation to library resources and online learning tools will be provided. Key concepts pertaining to advanced practice and leadership will be introduced, focusing on leading self. Students will reflect upon their goals for the program and will set personal learning objectives. Sessions will be led by both faculty and invited guest speakers. This is a face-to-face course offered in an intensive summer course. Students will be able to engage with faculty and other students in both formal and social settings.

In-Person Component of the Course:
The week following the first Monday in June.
For students starting in 2024: June 3 – 7, 2024

Five days, in-person (Hamilton, Ontario, Canada). Required course. 1.5 units. Offered in the Spring/Summer Term.

Prerequisite: Enrollment in the Master of Science in Midwifery program.

This course will address 4 key areas related to inclusive leadership: conceptualizations of leadership, leading self, leading others, and achieving results. Students will critically reflect on various conceptualizations of leadership and how they align with the objectives of inclusive leadership. Leading self will cover research evidence and leadership literature to support leadership skills development (including identifying personal strengths and barriers, emotional intelligence, and goal setting). Leading others will include fundamental management and communication theory (e.g., creating inclusive environments, communication theory, and change management). Achieving results will include theory related to systems thinking, strategic planning, coalition building, negotiation, and project management.

Intended Course Learning Outcomes

1. To identify various conceptualizations and styles of leadership.
2. Understand the impact of human behaviour on leadership and teams.
3. Apply theories and tools of change management.

Course Offering & Requisites

	Required course. 3.0 units.
	One term. Fall Term only.
	Asynchronous, online course
	Prerequisite(s): MIDWIF 700

Course Format

The course is structured across a series of 4 literature-supported online units that afford students the opportunity to engage in dialogue with peers and instructors around topics of critical importance. The course challenges students to build and justify a curriculum relevant to their professional practice. The teaching and learning activities that underpin this course include engagement with online modules, review and critical appraisal of key literature, and asynchronous student-led dialogue and discussion around leadership. All teaching and learning activities are presented and accessed via the Avenue to Learn learning management system.

The course progresses through the relevant content through a series of week-long online modules, which serve as the backbone for the course schedule.

1. Conceptualizing leadership
2. Inclusive leadership
3. Leadership Theory
4. Systems Thinking for Leaders
5. Human behaviour and leadership
6. Self-compassion for leaders
7. Leading through Teams
8. Communication for leaders
9. Accountability for leaders
10. Leading through change: models and theory
11. Leading through change: planning for Change and Growth
12. Leading through innovation

Each week will include six elements to support your learning:

• Required readings.
• Guest speakers.
• Required videos and media.
• Student-led dialogue on Avenue to Learn discussion boards, guided by reflective questions to support critical thinking and analysis.
• Reflection exercises (optional, ungraded). You are strongly encouraged to utilize and make notes on your progress through personal journaling or using the provided templates. Leadership growth is ever-evolving, and reflection is a key factor in that growth. We recommend saving your reflection in your e-portfolio so that you can keep a record of your reflections.
• Optional supplementary readings, resources, and videos.

Assessment

• Assignment 1: Interview with a leader & written analysis – 20%
• Assignment 2: Leadership journey and personal reflections – 30%
• Assignment 3: Change management project proposal – 30%
• Participation/Discussion Boards: Weekly, asynchronous, written dialogues discussing readings and lectures – 20%

Required Textbooks

Students will be required to obtain the following books:

• Barr J, Dowding L. Leadership in Health Care. 5 ed. London, UK: SAGE Publications; Jan 31, 2023.
• Edmondson AC. The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth: John Wiley & Sons; 2018.
• Grenny J, Patterson K, McMillan R, Switzler A, Gregory E. Crucial conversations: Tools for talking when stakes are high: McGraw-Hill Education; 2022.

All other readings will be made available in the Avenue to Learn course materials.

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This course will address key concepts pertaining to social justice theory and health systems to provide a foundation for leading system transformation to improve health and health equity. Key theories will include intersectionality, elements of critical theory (e.g., critical race theory, gender theory, queer theory, feminist theory, etc.), reproductive justice, and anti-colonialism. Students will also be introduced to key concepts and literature about the social determinants of health, health systems and organizations (e.g., hospitals, professional bodies, etc.), and how these intersect through health policy. The course will then integrate these theoretical foundations to examine their application in health care leadership to improve health and reduce inequity through processes and knowledge to drive change (e.g., client and community engagement, needs assessment, continuous improvement, quality improvement, and implementation theory).

Intended Course Learning Outcomes

At the completion of the course, successful students should be able to:

1. Apply principles of social justice and systems change and integrate research findings about problem identification and needs assessment.
2. Examine foundational social justice theories and apply them to problem identification and needs assessment.
3. Engage in critical inquiry and discussion on health systems related to social justice theory through course discussion and reflection.
4. Integrate evidence into needs assessment design decisions.

Course Offering & Requisites

• Required course. 3.0 units.
• One term, asynchronous online.
• Offered in Winter Term only.
• Prerequisite: MIDWIF 700.
  

Course Format

The course is divided into five units, each consisting of one- to four- week-long, literature-supported online modules that afford students the opportunity to engage in dialogue with peers and instructors around topics of critical importance. The curriculum uses theory and real-life experiences of experts in the healthcare industry as support for learning. The teaching and learning activities that underpin this course include engagement with online modules, review and critical appraisal of key literature, asynchronous student-led dialogue, and synchronous sessions to discuss pertinent issues in social justice and healthcare. All teaching and learning activities are presented and accessed via the Avenue-2-Learn learning management system.

The course challenges students to build and justify a curriculum relevant to their professional practice. The teaching and learning activities that underpin this course include engagement with online modules, review and critical appraisal of key literature, and asynchronous student-led dialogue and discussion around leadership. All teaching and learning activities are presented and accessed via the Avenue to Learn learning management system.

The course progresses through the relevant content through a series of week-long online modules, which serve as the backbone for the course schedule. These modules take the form of pre-recorded didactic presentations or lectures and serve as a platform for the integration and synthesis of ideas raised in the literature and for the initiation of student-led dialogues. The module topics are as follows:

Unit 1:  Understanding Systems Change

• Systems Change & Social Change

Unit 2: From Body to Systems

• The Waters We Swim In: White Supremacy And its Connection to the Body and Systems
• Who is “Permitted” to Make Change? Critical Race Theory
• Bodies and Surveillance: Versions of Normalcy
• Institutionalized Racism in Healthcare and Midwifery

Unit 3: Needs Assessment

• Approaches to Needs Assessment

Unit 4: Health Care Systems

• Population Health
• Health Care Systems
• Health Policy & Health Care Delivery

Unit 5: Making Change

• Continuous Improvement and Quality Improvement
• Innovation and Transformation
• Presentations

Each week will include five elements to support your learning:

1. Key (required) readings,
2. Guest speakers.
3. Required videos and media,
4. Student-led dialogues on Avenue to Learn discussion boards, and
5. Optional supplementary readings, videos, and media.

Assessment

• Midterm Assignment: 35%
• Final Assignment: 45%
• Participation/Discussion Boards: Weekly, asynchronous, written dialogues discussing readings and lectures – 20%

Required Textbooks

All required readings will be made available in the Avenue to Learn course materials.

Program Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

Foundations of Research for Midwifery Leadership – This course will introduce theories and methods of research relevant to midwifery leaders. Theoretical concepts will include scientific paradigms and ways of knowing hierarchies of evidence and theoretical frameworks relevant to midwifery. Methodological topics include program logic models, outcome metrics, and evaluation methods. The major project for the course will involve developing an evaluation plan for a quality improvement project or developing a research proposal in the form of a grant application.

Intended Course Learning Outcomes

At the completion of this course, successful students should be able to:

1. Apply theory to the development of research and evaluation projects.
2. Conduct research and evaluation in a manner that centres the needs and perspectives of healthcare users, particularly those who are marginalized by structural oppression.
3. Apply knowledge about common research methods to design and conduct research and evaluation.
4. Develop a cohesive and comprehensive plan for conducting a research project or evaluation.

Course Offering & Requisites

• Required course. 3.0 units.
• One term, asynchronous online.
• Offered in Winter Term only.
• Prerequisite(s): MIDWIF 700, MIDWIF 701.

Course Format

The course is offered in an online, asynchronous format that is accessed through the Avenue-2-Learn learning management system.

The course is divided into four units, each consisting of 2-4 weekly modules:

Unit 1: Ways of knowing

• Week 1: Scientific Paradigms and Ways of Knowing
• Week 2: Theoretical Frameworks for Midwifery Research

Unit 2: Engagement

• Week 3: Ethical Foundations for Socially Responsible Research
• Week 4: Patient and Community Engagement

Unit 3: Research and Evaluation Design

• Week 5: Patient and Community Engagement
• Week 6: Framing evaluations
• Week 7: Outcomes and outcome metrics

Unit 4: Evaluation methods

• Week 8: Participatory Action Research
• Week 9: Surveys
• Week 10: Interviews & Focus Groups
• Week 11: Mixed Methods

Week 12: Final Assignment

The units will foster a combination of both gaining theoretical knowledge, including knowledge about core research concepts, and developing research skills, which will be supported through showcasing examples from midwifery research.

Each week will include 5 elements to support your learning:

1. Required Readings.
2. Required recorded videos related to the theory and foundational content.
3. Spotlight videos from researchers with tips and strategies for research applications.
4. Student-led dialogue on discussion boards on Avenue to Learn, guided by reflective questions to support critical thinking and analysis.
5. A Learning Portfolio Activity that will assist you to apply the concepts to your own research or evaluation project.

Assessment

• Learning portfolio: 20%
• Presentation: 25%
• Written Paper: 35%
• Discussion boards: 20%

Required Textbooks

All required readings will be made available in the Avenue to Learn course materials.

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

Students will complete this course after completion of all core course work, and prior to completion of their thesis or personal project. The course will provide an opportunity to consolidate key concepts related to advanced practice. Students reflect on their personal learning objectives for the degree and will set new leadership objectives for themselves. Sessions will be led by both faculty and invited guest speakers. Students will also present their progress to date on their thesis work or personal project in seminar format. This is a face-to-face course offered in an intensive, in-person summer course. Students will have the opportunity to engage with faculty and other students (including the first-year cohort) in both formal and social settings.

In-Person Components of Course:
The week following the first Monday in June.
Summer 2024: June 4 – 7, 2024

Four-days, in-person (Hamilton, Ontario, Canada). Required course. 1.5 units. Offered in the Spring/Summer Term.

Prerequisites: MIDWIF 700, MIDWIF 701, MIDWIF 702, and MIDWIF 703.

The capstone portfolio will include the final assignments from each of the core courses, a leadership vision statement, and a final report on a personal project that has been conducted based on one or more of the final assignments from the core courses (e.g., a quality improvement project conducted in the student’s work setting).

One term, asynchronous online. Required course for students in the Course-Based Program Stream. Offered each term; however, most students will complete it in the Winter Term.

Prerequisites: Enrolled in the Course-Based Program Stream, MIDWIF 700, MIDWIF 701, MIDWIF 702, MIDWIF 703, MIDWIF 704, plus 12.0 additional units.

A Note on Consolidation Courses:

Consolidation courses are generally taken in a student’s final semester (or final two semesters, in the case of MIDWIF 708) after completion of all coursework. However, work on consolidation projects will occur throughout the student’s time in the degree program in both core courses and as a longitudinal activity.

MIDWIF 707 and 708 act as placeholders in the student’s final term (or final two terms, in the case of MIDWIF 708) to provide them with dedicated time to complete their consolidation project. Students who require additional terms to work on their projects may be eligible for SGS 700, an additional placeholder course for consolidation project work.

The thesis will demonstrate integrative thinking and a strong understanding of the relevant literature. It will involve conducting and reporting original research that focuses on a midwifery topic selected by the student in consultation with their thesis supervisor. The student will submit a formal written thesis proposal to their supervisory committee that outlines their plan prior to commencing research. The thesis proposal will normally be approved within twelve months of entry into the program for full-time students.

Two-terms, asynchronous online. Required course for students in the Thesis-Based Program Stream. Offered each term, however most students will complete it in the Fall and Winter Term.

Prerequisites: Enrolled in the Thesis-Based Program Stream, MIDWIF 700, MIDWIF 701, MIDWIF 702, MIDWIF 703, MIDWIF 704, plus 6.0 additional units.

A Note on Consolidation Courses

Consolidation courses are generally taken in a student’s final semester (or final two semesters, in the case of MIDWIF 708) after completion of all course work. However, work on consolidation projects will occur throughout the student’s time in the degree program in both the program’s core courses and as a longitudinal activity.

MIDWIF 707 and 708 act as placeholders in the student’s final term (or final two terms, in the case of MIDWIF 708) to provide them with dedicated time to complete their consolidation project. Students who require additional terms to work on their projects may be eligible for SGS 700, an additional placeholder course for consolidation project work.

This course allows students to tailor their learning to specific midwifery or healthcare topics relevant to their midwifery and research interests and to do advanced work in this area. The topic studied may be related to but will not overlap with the student’s thesis topic or capstone project. Under the guidance of a faculty member, the student will examine the pertinent literature critically.

One term, asynchronous online. Optional course.

• MIDWIF 705: Independent Study 1, 3.0 units. Offered every term.
• MIDWIF 709: Independent Study 2, 1.5 units. Offered every term.

Prerequisites: MIDWIF 700, MIDWIF 701, and special permission of the program.
Anti-requisites: Students may only take one of MIDWIF 705 and MIDWIF 709.

This elective course provides in-depth training for midwives providing care to newborns requiring phototherapy to treat physiological jaundice. Topics will include physiology, identification, management, and treatment of hyperbilirubinemia. Students will complete a final synthesis assignment that addresses an issue related to the integration of the management of hyperbilirubinemia into midwifery practice.

One term, asynchronous online. Optional course. 1.5 units.

Prerequisite: MIDWIF 700.

This elective course provides training to support the provision of primary well infant care until 18 months of age. The course will focus on normal infant development and includes topics such as routine vaccinations, infant feeding and transition to solids, infant physical exams, normal developmental milestones, use of Rourke baby record for documentation, and the integration of well-infant care into midwifery practice.

One term, asynchronous online. Optional course. 1.5 units.

Prerequisite: MIDWIF 700.

Course Offering & Requisites

• Elective course. 1.5 units.
• One term, asynchronous online.
• Offered in Fall Term 2023, and Spring/Summer 2024 (then Spring/Summer Term only)
• Prerequisite(s): MIDWIF 700
• Pre/Corequisite(s): MIDWIF 701

Assessment

Assessment methods will include:

• Discussion Boards/Participation: 20%
• Quizes: 30%
• Major Assignment:
  • Part 1: Evidence-based clinical practice guideline: 20%
  • Part 2: Presentation: 10%
  • Part 3: Sample letter of support: 10%

Required Textbooks

All required readings will be made available in the Avenue to Learn course materials.

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

Midwifery-Led Sexual and Reproductive Health Care – This elective course provides essential skills and foundational information related to contraception care, medication abortion, management of early pregnancy loss, and gynecological care in midlife. Students will also critically examine research and theory related to the role of the midwife in sexual and reproductive health care around the globe. This will include examining service delivery models for early pregnancy loss care and integrating medication abortion into midwifery practice. Clinical content will include: gender-inclusive sexual and reproductive health care, counselling for contraception, reproductive physiology, screening and treatment of sexually transmitted infections, hormonal and non-hormonal methods of contraception including intrauterine contraceptive devices, medication abortion and sterilization, counselling about abortion, pharmacology of medication abortion, considerations for abortion care, visit requirements, abortion follow-up care, counselling about early pregnancy loss (EPL), EPL management options (expectant, medication, surgical), pharmacology of EPL management, EPL follow up care, menopause counselling, pessary fitting, endometrial biopsy, and psychosocial dimensions of gynecological care.

Intended Course Learning Outcomes

1. Develop and enhance the understanding of the significance of midwifery-led sexual and reproductive health and health rights within the health care system and to the society
2. Develop and enhance skills in contraceptive counselling, provision and follow up care
3. Develop and enhance skills in pregnancy management related to counselling and provision of medical and spontaneous abortion
4. Develop and enhance skills in midlife gynecologic concerns and management options

Course Offering & Requisites

• Elective course. 3.0 units.
• One term, asynchronous online.
• Offered in Fall Term only.
• Prerequisite(s): MIDWIF 700
• Pre/Corequisite(s): MIDWIF 701

Course Format

The course is offered in an online, asynchronous format accessed through the Avenue-2-Learn learning management system.

The course is divided into six units, each consisting of 1-4 weekly modules:

Unit 1: Foundations in Midwifery-Led Sexual and Reproductive Health Care

• Role of the Midwife in Sexual and Reproductive Health Care Around the Globe
• Gender-Inclusive Sexual and Reproductive Health Care

Unit 2: Screening and Treatment of Sexually Transmitted Infections

• Screening and Treatment of Sexually Transmitted Infections

Unit 3: Contraception Care

• Non-Hormonal Contraception
• Combined Contraception
• Progesterone-Only Contraception
• Emergency Contraception

Unit 4: Medication Abortion

• Medication Abortion I
• Medication Abortion II

Unit 5: Early Pregnancy Loss

• Early Pregnancy Loss

Unit 6: Gynecological Care in Midlife

• Gynecological Care in Midlife I
• Gynecological Care in Midlife II

Each week will include some of the following elements to support your learning:

1. Required readings.
2. Required recorded presentations with interactive components related to the theory and foundational content.
3. Student-led dialogue on discussion boards on Avenue to Learn, guided by reflective questions to support critical thinking and analysis, and
4. Optional supplementary readings, videos, and media.

Assessment

• Contribution to discussion board on A2L and sharing of resources 20%
• Quizzes (integrated into videos on A2L) 10%
• Essay: Inequities in SRH 30%
• Midwifery-led SRHC Project Proposal Presentation 10%
• Midwifery-led SRHC Project Outline & Written Proposal 30%

Required Textbooks

There are no required texts for this course. Required reading materials and media will be provided within each module in the Avenue to Learn course materials.

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This elective course will examine the theoretical and research-based foundations of the concept of trauma and violence-informed care. It will explore issues related to the integration of this approach in the provision of sexual and reproductive health care.

Course Offering & Requisites

• Optional course. 3.0 units.
• One term, asynchronous online.
• Offered in Fall Term only.
• Prerequisite(s): MIDWIF 700
• Pre/Corequisite(s): MIDWIF 719

Assessment

Assessment methods will include:

• Discussion board participation 20%
• Literature review 30%
• Case study analysis paper 40%
• Self-reflection 10%

Required Textbooks

There are no required texts for this course. Required reading materials and media will be provided within each module in the Avenue to Learn course materials.

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This elective course will explore the historical and contemporary relationships between settler /colonial healthcare and community in order to consider the emerging theoretical, practical and research-based foundations of community-centred care. The course proposes some necessary background for responsibly engaging in community as health care providers. Students will acquire foundational knowledge and lines of inquiry that will support them to develop health care programs and services in concert with communities.

In the first unit of the course, Thinking our Way Through, we will explore systems of power and ideological frameworks in order to frame our learning and thinking about health service development and delivery. We begin this unit by reflecting on ways of being reflective in health care service development and delivery. We then turn to naming and understanding systems of power that frame and determine notions and expressions of health in individuals, communities and populations. Next we explore some ideological frameworks that grow up around, justify, explain and reinforce or challenge systems of power.  Lastly, we synthesize all of this information to consider and make explicit theories of change as it relates to health interventions.

In unit 2, Healthcare in Systems of Oppression, we will examine the historical relationship between health care and the building and maintenance of racial capitalism and other systems of oppression, in order to understand what it is that must be accounted for, reconciled and overcome to provide responsible and accountable health care to communities.  This will involve learning about health care (medicine, nursing, midwifery and public health)’s implications, contributions to and benefits from colonialism, capitalism, patriarchy, eugenics, nation building, to name a few.

Finally, in unit 3, Working in Community, we will look at some examples of resistance through and for health and attend to the suppressed voices and movements that have advanced our knowledge and understandings of phenomenon that undergird and remedy ill health. We will explore examples of community centred care and other related care philosophies and models, locally and internationally, both as efforts to better meet the needs of communities and as acts of resistance to marginalization within and without of health care provision.

This course, to quote bell hooks, is based on the premise “…that part of our contemporary crisis is created by a lack of meaningful access to truth. The academy is not paradise. But learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility, we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.” (pg 207, hooks, Teaching to Transgress).

As part of that effort to gain “meaningful access to the truth” need to broaden the scope of what we consider information and what informs our practices and engagement with communities. The readings are intended to challenge hegemonic ideological and historical frameworks of health care directly and indirectly.  They are also intended to highlight alternative models and approaches to health and society deliberately obscured and/or omitted from Western thinking by imperialist ways of being, knowing and doing. It is my hope that if these ideas are new to you that you will approach them with and open mind and if they are not new to you, that you will share openly your knowledge and experience, so that together we can think and do differently, in the interest of the health of all.

Intended Course Learning Outcomes

At the completion of the course, successful students should be able to:

1. Recognize the importance of applying an interdisciplinary clinical, historical and theoretical lens to health service program development and delivery.
2. Demonstrate a basic understand the historical and contemporary relationship between their community/ies and health systems.
3. Recognize historical and ongoing role of oppressed communities and nations in health justice and reform movements (that undergird and are obscured by current versions of Eurocentric models of patient centred care).
4. Describe and apply tenets of community centred care to health service program development

Course Offering & Requisites

• Elective course. 3.0 units.
• One term, asynchronous online.
• Offered in Spring/Summer Term only.
• Prerequisite(s): MIDWIF 700, MIDWIF 701

Course Format

The course is structured across a series of three literature-supported online units that afford students the opportunity to engage in dialogue with peers and instructors around topics of critical importance. The course challenges students to build and justify a curriculum relevant to their professional practice. The teaching and learning activities that underpin this course include engagement with online modules, review and critical appraisal of key literature, and asynchronous student-led dialogue and discussion. All teaching and learning activities are presented and accessed via the Avenue to Learn learning management system.

The course progresses through the relevant content through a series of week-long online modules, which serve as the backbone for the course schedule. Modules will become available on Avenue to Learn two weeks in advance, allowing students to manage their interaction with the course content flexibly.

Unit 1: Thinking our way through

• On the importance of critical reflection
• On the importance of recognizing and naming systems of power part 1: Racial Capitalism and colonialism
• On the importance of recognizing and naming systems of power part 2: Hetero-patriarchy and ableism
• On the importance of recognizing ideological frameworks
• On the importance of theorizing practice and change

Unit 2: Healthcare in systems of oppression

• Healthcare in colonialism and racism
• Racism in the regulation of the profession of midwifery in Ontario
• The medicalization of inequity

Unit 3: Working in community

• Resistance through and for health
• The impact of having health workers as allies
• Centering community – or – the margins are the centre
• Community-centred care

Each week will include a variety of elements to support your learning, including:

1. Required readings,
2. Guest speakers.
3. Required videos and media.
4. Student-led dialogue on Avenue to Learn discussion boards, guided by reflective questions to support critical thinking and analysis.
5. Optional supplementary readings, resources, and videos.

Assessment

• Intro Survey: Ungraded, but required
• Discussion Board Participation: 20%
• Critical Reflections: 20%
• Midterm Assignment: 20%
• Final assignment: 40%
• Outro Survey: Ungraded, but required

Required Textbooks

There are no required texts for this course. Required reading materials and media will be provided within each module in the Avenue to Learn course materials.

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This elective course will cover fundamental clinical and psychosocial knowledge about common mental health conditions, substance use, and concurrent disorders. The course will focus on building skills to support the provision of strengths-based care to individuals with mental health concerns, currently or with a history of substance use and other concurrent disorders within the context of sexual and reproductive health care.

One term, asynchronous online. Optional course. 3.0 units.

Prerequisite: MIDWIF 700.

This elective course will provide midwives with foundational knowledge and skills for providing care to individuals experiencing diabetes in pregnancy within the context of interprofessional care teams. Topics include pathophysiology; pharmacological management of diabetes in pregnancy, labour, and the postpartum; dietary and exercise counselling; pregnancy testing and follow-up; and considerations for fetal and newborn health.

One term, asynchronous online. Optional course. 1.5 units.

Prerequisite: MIDWIF 700.

This elective course will provide midwives with foundational knowledge and skills for providing care to individuals with mental health concerns during pregnancy and postpartum. Topics will include evidence-based approaches to screening and managing anxiety and depression, brief interventions within the scope of primary care, facilitation of peer support groups, and service delivery models for the prevention and treatment of perinatal mental health concerns.

Course Offering & Requisites

• Elective course. 3.0 units.
• One term, asynchronous online.
• Offered in Fall Term only.
• Prerequisite: MIDWIF 700
• Pre/Corequisite: MIDWIF 701

Assessment

Assessment methods will include:

• Online quizzes – 14%
• Asynchronous written dialogue submissions and sharing of resources to discussion board – 20%
• Annotated Bibliography – 15%
• Proposal background – 15%
• Proposal Outline – 6%
• Proposal for midwifery-led perinatal mental health program – 30%

Required Textbooks

There are no required texts for this course. Required reading materials and media will be provided within each module in the Avenue to Learn course materials.

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This elective course provides training in a Canadian context for entry-level skills for point-of-care ultrasound in primary maternity care. The course covers the anatomy and physiology of the normal gravid pelvis and will emphasize the sonographic technique, normal appearance, and ethical and professional responsibilities. Students will complete a final synthesis assignment that addresses an issue related to the integration of point-of-care ultrasound in clinical practice.

Intended Course Learning Outcomes

1. Apply the fundamental principles of ultrasound physics and technology to optimize ultrasound images.
2. Utilize proper scanning techniques to perform safe and thorough assessment of desired areas.
3. Utilize techniques to adjust scanning technique when necessary, including adding the use of Doppler technology.
4. Perform focused diagnostic ultrasound examinations, related to gynecological and obstetric applications.
5. Recognize indications and limitations for point of care ultrasound examinations and protocols, and when additional imaging or specialized assessment is warranted.
6. Practice interpretation of normal (and limited abnormal) ultrasound appearances.

Course Offering & Requisites

• 2024 In-Person Workshop Dates: TBA
• Additional material/workshop fee: $1200 (2023)
• Elective course. 1.5 units.
• One term, asynchronous online and in-person workshop (Hamilton, Ontario, Canada). Optional course. 1.5 units.
• Offered in Spring/Summer Term only
• Prerequisite: MIDWIF 700.
• Pre/Co-requisite: MIDWIF 701

Course Format

The course is offered in blended format which includes:

1. Online, asynchronous modules accessed through Mohawk College’s MyCanvas learning platform and the McMaster Avenue-2-Learn learning management system, and
2. In-person skills bootcamp

To consolidate the skills taught in this course, students have the opportunity to complete a clinical practicum  for separate credit as a clinical placement course (MIDWIF 730, 731, 732, 733) in a subsequent term.

The course is divided into three units:

Unit 1: Foundations for Point of Care Ultrasound in Maternity Care

• Introduction to ultrasound principles, physics, and instrumentation.
• Gynecological ultrasound
• First trimester ultrasound
• Second trimester ultrasound
• Third trimester ultrasound
• Ethics, roles and responsibilities

Unit 2: Developing Clinical Skills for Point of Care Ultrasound

• In-person skills workshop day 1
• In-person skills workshop day 2
• Reflecting on your learning

Unit 3: Gaining Competency in Point of Care Ultrasound

• Case Collection & Clinical Practicum

Assessment

• Quizzes (integrated into online modules): 20%
• Participation in Skills Workshop (on campus): 10%
• Case studies portfolio: 30%
• Written Assignment Part 1 – Annotated bibliography: 15%
• Written Assignment Part 2 – Written paper: 25%

Advanced Standing

Students who have successfully completed the online modules and the skills workshop through the McMaster University Midwifery Continuing Education offerings within the last two years will have their prior exam and participation grades honored as part of their grading scheme. Proof of completion will be required.

Students approved for advanced standing may still be required to complete the online modules through Mohawk College’s MyCanvas system. This will be communicated to the student if/when their request for advanced standing is approved.

Microcredential

Upon successful completion of the course and a mandatory number of ultrasound cases, students have the option to apply for a Point of Care Ultrasound: Midwifery microcredential at no additional cost through Mohawk College’s Centre for Professional Advancement. To be eligible for the microcredential, students must fulfill the additional case requirements and submit a request within one year of course commencement.

It’s important to note that obtaining the microcredential is not compulsory to pass the course; rather, it is an optional benefit for those who wish to pursue it. Please be advised that these requirements may be subject to change at the discretion of Mohawk College.

Required Textbooks

There are no required texts for this course. Reading materials and media will be provided within the modules and can be accessed through Mohawk College’s MyCanvas and McMaster University’s Avenue-2-Learn.

Some students may find following resources helpful, but they are NOT REQUIRED for successful completion of the course:

• Norton, M., Scoutt L., Feldstein V. Callen’s Ultrasonography in Obstetrics and Gynecology. 6th Edition. Toronto: Elsevier; 2017

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This elective course provides training in a Canadian context for entry-level skills for the surgical assistant, focusing on obstetrics. The course covers an understanding of OR processes and roles, relevant anatomy, instrument identification and use, operative procedures, complications, and pharmacology. Students will complete a final synthesis assignment addressing an issue related to integrating surgical assistance in clinical practice.

Course Offering & Requisites

• 2024 In-Person Workshop Dates: TBA.
• Additional Materials Fee: $200 (2023)
• Elective course.
• One term, asynchronous online and in-person workshop (Hamilton, Ontario, Canada).
• Offered in Spring/Summer Term only.
• Prerequisite: MIDWIF 700.
• Pre/Co-Requisite: MIDWIF 701.

Course Format

The course is offered in blended format which includes:

1. Online, asynchronous modules accessed through the UBC Continuing Education platform and the Avenue-2-Learn learning management system, and
2. In-person skills workshop

To consolidate the skills taught in this course, students have the opportunity to complete a clinical practicum for separate credit as a clinical placement course (MIDWIF 730, 731, 732, 733) in a subsequent term.

The course is divided into four units:

Unit 1: Foundations for Surgical Assist in Obstetrics

• Roles, Team Culture and Perioperative Responsibilities
• The Safety Checklist
• Principles of Asepsis
• Preparing for Surgery
• Anatomy
• Instrument Identification
• Instrument Handling
• Tissue Handling
• The Obstetrics Surgical Process
• Post-Operative Follow Up
• Anesthesia & Pharmacology
• Variations and Complications
• Professional Issues

Unit 2: Developing Clinical Skills for Surgical Assist in Obstetrics

• Clinical Skills Workshop

Unit 3: Reflective Practice for Surgical Assist in Obstetrics

• Reflective Dialogue
• Written Assignment

Unit 4: Gaining Competency as the Surgical Assistant

• Clinical Practicum

Assessment

• Multiple Choice Exam (integrated into online module) 20%
• Participation in Skills Workshop (on campus) 10%
• Reflective Dialogue 30%
• Written Assignment Part 1 – Outline 10%
• Written Assignment Part 2 – Written paper 30%

Advanced Standing

Students who have successfully completed the online modules and the skills workshop through the McMaster University Midwifery Continuing Education offerings within the last two years will have their prior exam and participation grades honored as part of their grading scheme. Proof of completion will be required.

Students approved for advanced standing may still be required to register for and complete the online modules through UBC CPD, including paying the registration fee. This will be communicated to the student if/when their request for advanced standing is approved.

Microcredential

Upon successful completion of the course and a mandatory number of clinical experiences, students have the option to apply for a Surgical Assistant: C-Section microcredential at no additional cost. To be eligible for the microcredential, students must fulfill the additional clinical  requirements and submit a request within one year of course commencement.

It’s important to note that obtaining the microcredential is not compulsory to pass the course; rather, it is an optional benefit for those who wish to pursue it. Please be advised that these requirements may be subject to change.

Required Textbooks

Other than the online modules from the University of British Columbia Continuing Professional Development Web Platform (see Accessing Online Modules, below), there are no required texts for this course.

Some students may find following resources helpful, but they are NOT REQUIRED.

• Ethicon Knot Tying Manual: https://surgsoc.org.au/wp-content/uploads/2014/03/Ethicon-Knot-Tying-Manual.pdf
• Operating Room Nurses Association of Canada (ARNAC) Standards: http://www.ornac.ca/standards/

Program-Level Learning Objectives

Please note, this information is subject to change. Students should refer to the most recent School of Graduate Studies Academic Calendar or contact the program for additional information.

Last updated in Spring 2023.

This placement will involve 120 hours in a clinical setting (e.g., one 8-hour day per week for fifteen weeks, ten 12-hour days over two weeks, fifteen 8-hour days over three weeks, etc.) and will be completed within one term. Placements will be customized to each student’s program of study and will be arranged by the Program but may be identified by the student.

One term, in-person. Optional course. 3.0 units. Offered every term.

Prerequisites: MIDWIF 700, MIDWIF 701, at least 6.0 units of elective clinical courses, permission of the program.
Anti-requisites: Students may take a maximum of 6.0 units of clinical practicum courses (MIDWIF 730, 731, 732, 733).

A Note on Placement/Practicum Courses

All placement/practicum courses will include some online coursework and in-person placement/practicum activities. Placements/practicums can be arranged across Canada. The Program Program is working to develop capacity for international placements and practicums and will provide updates as they become available.

Students interested in a Placement/Practicum course will be required to apply for the Midwifery Graduate Program a minimum of four months before the term in which the student wishes to complete the placement/practicum. The Program will work with the student to identify potential placements/practicums that meet the student’s interests, needs, and preferences.

This placement will involve  60 hours in a clinical setting (e.g., one 6-hour day per week for ten weeks, five 12-hour days over two weeks, etc.) and will be completed within one term. Placements will be customized to each student’s program of study and will be arranged by the Program but may be identified by the student.

One term, in-person. Optional course. 1.5 units. Offered every term.

Prerequisites: MIDWIF 700, MIDWIF 701, at least 6.0 units of elective clinical courses, and permission of the program.
Anti-requisites: Students may take a maximum of 6.0 units of clinical practicum courses (MIDWIF 730, 731, 732, 733).

A Note on Placement/Practicum Courses

All placement/practicum courses will include some online coursework and in-person placement/practicum activities. Placements/practicums can be arranged across Canada. The Program Program is working to develop capacity for international placements and practicums and will provide updates as they become available.

Students interested in a Placement/Practicum course will be required to apply for the Midwifery Graduate Program a minimum of four months before the term in which the student wishes to complete the placement/practicum. The Program will work with the student to identify potential placements/practicums that meet the student’s interests, needs, and preferences.

The placement will involve 120 hours (MIDWIF 705) or 60 hours (MIDWIF 710) in a midwifery-related organization (e.g., hospital or health care organization, professional association, regulatory body, government ministry, non-profit organization, etc.). It will be completed over one term. A person will supervise the placement in a leadership position, and the learning objectives will focus on developing leadership skills. Placements will be arranged by the Program but may be identified by the student.

One term, in-person. Optional course.

• MIDWIF 706: Leadership Placement 1, 3.0 units. Offered every term.
• MIDWIF 710: Leadership Placement 2, 1.5 units. Offered every term.

Prerequisites: MIDWIF 700, MIDWIF 701, MIDWIF 702, and MIDWIF 703.
Anti-requisites:  Students may only take one of MIDWIF 706 and MIDWIF 710.

A Note on Placement/Practicum Courses

All placement/practicum courses will include some online coursework and in-person placement/practicum activities. Placements/practicums can be arranged across Canada. The Program is also working to develop capacity for international placements and practicums and will provide updates as they become available.

Students interested in a Placement/Practicum course will be required to apply for the Midwifery Graduate Program a minimum of four months before the term in which the student wishes to complete the placement/practicum. The Program will work with the student to identify potential placements/practicums that meet the student’s interests, needs, and preferences.

This course will provide an introduction to program evaluation methods for health sciences education. Students will learn about relevant theories that can guide the evaluation of programs in education and health care, and the practical steps in creating a program evaluation. The course will progress through examining current theories, followed by instrumental steps and practical processes of evaluation including logic models, study designs, measurement and data sources, commonly used statistics and ethical considerations. Students will apply learning by developing a program evaluation plan on health sciences education topic of their choice.

One term, asynchronous online. Optional course. 3.0 units. Offered Winter Term.

Offered by: Health Science Education Program (MSc).

Prerequisites: Permission from the Health Science Education Program (MSc) and the Midwifery Graduate Program.
Antirequisite: PUBHLTH 711

More information from the Health Science Education Program (MSc).

This course allows students to tailor their learning to specific midwifery or healthcare topics relevant to their midwifery and research interests and to do advanced work in this area. The topic studied may be related to but will not overlap with the student’s thesis topic or capstone project. Under the guidance of a faculty member, the student will examine the pertinent literature critically.

One term, asynchronous online. Optional course.

• MIDWIF 705: Independent Study 1, 3.0 units. Offered every term.
• MIDWIF 709: Independent Study 2, 1.5 units. Offered every term.

Prerequisites: MIDWIF 700, MIDWIF 701, and special permission of the program.
Anti-requisites: Students may only take one of MIDWIF 705 and MIDWIF 709.

Additional Research Methods Courses may be available for students who can participate in weekly classes in-person at McMaster University in Hamilton, Ontario, Canada. Students should contact the Midwifery Graduate Program for more information if interested.

This course is designed for occupational therapists, physiotherapists, and practitioners in other rehabilitation disciplines who have had little or no exposure to qualitative research, wish to acquire an introductory knowledge of qualitative research philosophy and methods and want to gain an understanding of how qualitative research is conducted. The course emphasizes the development of knowledge related to: the philosophical and theoretical foundations of qualitative research; the formulation of qualitative research questions; the major qualitative research approaches; primary techniques for gathering data, including individual interviews, focus groups, participant observation, and documents; and data management, analysis, and interpretation.

This course is intended to prepare learners to: understand the foundations of qualitative research; engage in critical evaluation of research, especially with respect to issues regarding research design and methods; recognize research opportunities in clinical practice; participate in the research process as knowledgeable and strong collaborators; and integrate learning through completion of a qualitative research assignment. Students will complete written assignments related to a journal review, designing qualitative research and a qualitative methods paper.

One term, asynchronous online. Optional course. 3.0 units. Offered Spring/Summer Term.

Offered by: Rehabilitation Science Program (MSc).

Prerequisites: Permission from the Rehabilitation Science Program (MSc) and the Midwifery Graduate Program.

More information from the Rehabilitation Science Program (MSc).

This course provides learners with an introduction to quantitative research methods commonly used in rehabilitation practice. It is intended to prepare learners to understand the foundations of clinical research, engage in critical evaluation of research, explore opportunities for research in their clinical practice, and enhance their skills as research collaborators. The course emphasizes the development of knowledge related to the formulation of research questions; design types, variable types and scales; reporting guidelines; specific observational designs (e.g. cohort, case series, case-control and cross-sectional) as well as randomized controlled trials, systematic reviews and meta-analyses, along with their corresponding methods and major research design issues (sampling, measurement, hypothesis testing and making inferences).

Students will learn through weekly reading, active learning tasks and online discussions with colleagues and instructors. The discussions are intended to enable learners to further their knowledge and understanding of quantitative research methods. Written assignments in this course include developing a testable research question and an observational study critique and redesign. The final project allows students to apply new knowledge by developing a randomized controlled trial protocol relevant to their current practice.

One term, asynchronous online. Optional course. 3.0 units. Offered Spring/Summer Term.

Offered by: Rehabilitation Science Program (MSc).

Prerequisites: Permission from the Rehabilitation Science Program (MSc) and the Midwifery Graduate Program.

More information from the Rehabilitation Science Program (MSc)