Lecturer in Midwifery 0.4FTE

Job responsibilities

Key Responsibilities

Lecturers will discuss an appropriate and reasonable balance of activities with their line manager at their annual review, to contribute to the needs of the School and University, and to support their personal development.

1. Core activities - Learning and teaching

(a) Prepare effective and original educational materials to deliver high quality teaching as evidenced by predominantly strong module feedback and high student success on taught modules, as appropriate, in the subject area.

(b) Undertake module co-ordination/leadership, as appropriate, including contributing to the development of specified, high quality modules/courses which meet students needs as specified by the Executive Dean (or delegate)/Head of Division.

(c) Prepare, invigilate, mark and moderate assessments, in accordance with University policies and procedures, providing provide timely and effective feedback to students.

(d) Contribute to the practice based learning of students, fieldtrips, residentials and other student activities as required from time to time.

(e) Provide personal tutoring to individual students in accordance with University policies and procedures as required from time to time. This can be under roles such as Link Lecturer, Personal tutors, Academic Assessors and other supportive roles.

2. Higher level activity examples - Learning and teaching

(a) Produce innovative learning materials that can be shared across other institutions/disciplines;

(b) Write and/ or contribute to publications, and disseminate research findings using appropriate academic media;

(c) Contribute to conferences through lectures or poster presentations;

(d) Prepare, scrutinise and contribute to educational entrepreneurial grants; (e) Receive educational awards;

(e) Active and recognized contributor to internal or external learning and teaching networks/groups, and to relevant professional bodies;

(f) UG/ Post Grad external examiner experience

3. Core activities - Research, knowledge transfer and professional impact

(a) Remain abreast of the developments in the relevant academic discipline

(b) Actively support School/University activities that promote or develop research, KT and professional practice

4. Higher level activity examples research

(a) Achievements in some of the following areas, at a level consistent with national

impact in the appointees discipline:

(b) Publications (journals, books, chapters that are nationally leading/excellent);

(c) Other high quality research outputs (e.g. exhibitions, compositions, direction/production of performances etc.);

(d) Research grants as principal investigator;

(e) MSc/ PhD supervision;

(f) Research presentations at symposia and conferences;

(g) To be able to conduct and project manage department research projects.

a. Building research proposals

b. Seeking ethical approval

c. Database management

d. Diagnostic screening of neurodevelopmental disorders

e. Designing appropriate methodologies according to the study

f. Analysing results

g. Working with other researchers at LSBU and other academic centres to use and develop end product

h. Applying for grants to continue research

i. Disseminating research results through publication and public events

5. Higher level activity examples knowledge transfer

(a) Win significant external funding in areas such as applied research with industry, or educational partnerships and collaborations, either as the lead applicant or jointly with colleagues;

(b) Coordinate and/or deliver CPD;

(c) Develop patents and spin out companies

(d) Develop research to provide impact in society or in the economy

6. Higher level activity examples professional impact

(a) Fellowship (or equivalent) of professional bodies;

(b) Engagement with professional decision-making bodies;

(c) Contribute to successful bids for commissioning of professional education, or contribute to major commissions;

(d) Manage higher level CPD in the discipline;

(e) Hold editorial positions (including Journal Editorial Boards);

(f) Conference organisation (e.g. national conference/programme chairs and programme g) Committee

(g) To work as an autonomous practitioner within a defined scope of professional practice, and effectively maintain and update skills to promote own area of credible leadership, within a chosen speciality field (i.e. mental health and learning disabilities)

(h) To contribute to the development of partnership working with appropriate specialty practitioners and other health and social care personnel, patients and their families.

(i) To enhance the quality of the student experience in the subject area through innovation in learning and teaching, course planning and development, subject review and external liaison, consistent with the post of Lecturer/Senior Lecturer as specified by the Dean (or delegate)/Head of Department.

(j) To contribute to the development of specified, high quality units/courses which understand and meet students needs as specified by the Dean (or delegate)/Head of Department.

7. Core activities - administration, management, leadership and citizenship

(a) Support for the core business of the School, including participation in the processes for the recruitment, selection, enrolment, and induction of students, attendance at University recruitment events visits to partner schools and other marketing initiatives etc.

(b) Administrative duties required for the smooth running of the School, including monitoring attendance, maintaining assessment records and carrying out module evaluations, in accordance with the regulations of the time.

(c) Attendance and participation meetings related to the subject area delivery and development, including Course Boards. Examination Boards and other Divisional, School and University meetings.

(d) External engagement as appropriate (with the professional discipline, local community, schools and colleges, employers, international partners)

(e) Mentorship of colleagues

(f) Commitment to all areas of activity including EDI and the LSBU Behavioural Framework.

8. Higher level examples administration, management, leadership and citizenship

(a) Demonstrate successful academic leadership within the School;

(b) Contribute to University committees or panels;

(c) Contribute to and/or lead professional contributions and collaborations with charities/NGOs

Qualifications

Essential

• A good honours degree in a relevant subject with an appropriate subject specialism in midwifery.
• Registration on the NMC Professional register as a midwife

Desirable

• Willing or working towards completing a masters degree
• Hold an NMC recordable teaching qualification
• Be a HEA fellow
• NIPE qualification

Experience

Essential

• Evidence of ability to meet the teaching needs of the school at degree level in midwifery (Essential)
• Contemporary working knowledge of maternity care policy and UK healthcare policy and NMC standards in relation to midwifery (essential)
• Evidence of supporting and/or teaching students (essential)
• Post registration experience as a midwife (essential)
• Interest and experience of teaching: complex midwifery care, NIPE, Pharmacology, perinatal mental health and awareness of UNICEF UK BFI (desirable), PMA
• Good working knowledge of current Midwifery practice and guidelines.

Desirable

• C: Pedagogy
• Evidence of a reflective and thoughtful approach to pedagogy with emphasis on: effective communication; the use of stimulating and effective learning and teaching strategies; and the development of effective blended learning strategies.
• D: Academic management and planning
• Ability to contribute to Academic Management and Planning at Division and School levels. Ability to take a leadership role within the Division with a proven record of management skills including the ability to motivate staff. Able to demonstrate an ability to successfully undertake the management of projects.
• E: Supporting students
• Ability to work as a team member to enhance the quality of taught provision, increase levels of student satisfaction, improve levels of student retention, progression and employability, and support student enterprise activities.
• F: Research and scholarship, enterprise, and professional engagement
• Evidence of significant achievement or potential to make a substantial contribution to the work of the Division and School in respect of at least one of the following three areas:
• Research and scholarship
• Evidence of ability to contribute to the scholarly profile of the Division and where
• appropriate, to enhance the Schools REF submission profile.
• Enterprise
• Potential to contribute to the income generating activities of the Division through, inter alia, consultancy, CPD provision, KTPs, and contributing expertise to support Enterprise Centre projects.
• Professional engagement
• Ability to link professional/industry experience to pedagogic practice to enhance the student experience and promote student employability. Ability to contribute to curriculum, module and course development to enhance the Divisions portfolio.
• G: Communication and IT skills
• Highly effective interpersonal and communication skills including: oral, written/literacy, numeracy and presentation, underpinned by the ability to use IT to support students and discharge administrative responsibilities: MS Office and Outlook. Evidence of the use of VLEs in teaching (e.g. Blackboard/Moodle) and use of online teaching platforms (e.g MS Teams).

Disclosure and Barring Service Check

This post is subject to the Rehabilitation of Offenders Act (Exceptions Order) 1975 and as such it will be necessary for a submission for Disclosure to be made to the Disclosure and Barring Service (formerly known as CRB) to check for any previous criminal convictions.

UK Registration

Applicants must have current UK professional registration. For further information please see NHS Careers website (opens in a new window).