The following five required courses are based on courses offered by the Healthy Children Project. They have been approved by Union Institute & University with the credit recommendations as indicated. Credit will be awarded upon meeting all of the required course participation regulations and the student must pass all required skills competencies. Students may need to travel to attend these Healthy Children courses. After the face-to-face portion of the courses has been completed, students have 60 days to complete the Enhanced Learning Project (a project that is completed). Healthy Children credits are awarded through Union Institute & University and appear on the student’s transcript as transfer credit.
| To explore and identify factors that influence success and failure at breastfeeding, the relationship between birthing practices and breastfeeding success, maternal and infant advantages of breastfeeding, identify interventions that help mothers successfully initiate and continue breastfeeding, demonstrate the ability to use counseling skills, identify contraindications to breastfeeding, identify appropriate interventions for special circumstances, discuss national and international initiatives for the promotion, protection and support of breastfeeding, discuss ethical issues in clinical practice, and discuss professional roles and scope of practice. |
| To identify normal maternal/infant assessment parameters, appropriate documentation skills, and to discuss ethical and legal issues of physical assessment. Major topics covered in the course are infant assessment scales, breast and maternal assessment, lexicon of assessment and documentation, normal and gross anatomy of mother and infant, normal and abnormal development of the anatomy and physiology of the breastfeeding couple, ethical and legal framework of physical assessment. |
| To identify key characteristics of adult students, discuss approaches to enhance presentations to adult students and demonstrate competency as a teacher of the materials, methods and scientific evidence that form the basis of the UNICEF/WHO Baby-Friendly Hospital Initiative as implemented in the U. S. Also, teamwork strategies to overcome barriers to implementing optimal hospital practices are explored. |
| To describe the history and framework of evidence-based models for common hospital and breastfeeding practices; discuss specific practices related to breastfeeding and the evidence or lack of evidence to support these practices; define and differentiate hospital policies, procedures, standards of care, and protocols and give examples of each; to assess, evaluate and describe problems and strengths of sample policies, describe the Baby-Friendly Hospital Initiative as reflected in hospital policies, procedures and standards of care; analyze and discuss the Ten Steps to Successful Breastfeeding in hospital practice; develop and analyze specific breastfeeding policies, procedures and standards of care for the NICU and for the storage and handling of human milk; and develop, discuss, and evaluate negotiation strategies and quality processes for multidisciplinary teams in hospitals. |
| To synthesize a holistic theoretical basis for integrating human lactation and lactation management practice into models of understanding the problem solving process, maternal role assumption, infant development, professional interrelationships and ethics, the relational model of psychology and the counseling process, discuss motherhood and female sexuality in a historical perspective, models of growth and development of childhood and integrate these models into case histories of lactation, personal growth of health care providers in the relational model, emerging models of clinical collaboration, and integrate all of the above into complex clinical lactation case studies. Prerequisite: HC 501 or permission of the instructor. |
| This course examines the impact of nutrition on human health, the processes of digestion, absorption and metabolism, the nature and composition of carbohydrates, fats, proteins and micronutrients, the characteristics of a healthy diet and weight control, and the role of nutrition in pregnancy, lactation, infancy, childhood, and the adult lifecycle will be explored in this introduction to human nutrition. |
| Explore birth and breastfeeding in different cultures around the world and throughout history. This course will provide the student with a sense of social and cultural settings, as well as procedures, surrounding childbirth in traditional communities. We will then examine examples of truth and folklore within modern obstetrics. (Satisfies general education credit in the Arts and Humanities area.) |
| This course provides the completion of background education for students who do not have a license, degree, or registration to practice clinically in one of the health professions in order to be eligible to be accepted as a candidate for the IBLCE examination. Introductory anatomy and physiology, social and cultural diversity, psychology, counseling and communication skills, child development, nutritional and medical terminology are explored without reference to breastfeeding and human lactation. |
| Conception, pregnancy, labor and childbirth may have impacts on the establishment and on the development of the maternal child relationship including breastfeeding. This course will explore the consequences of pregnancy and birth events including infertility, perinatal loss, childbirth interventions, and unexpected birth outcomes. |
| Develop knowledge of the attitudes, business skills and clinical skills necessary to open and successfully operate a community-based private practice as a lactation consultant. Existing models will be presented and evaluated for their advantages, disadvantages, potential client populations and settings. Students will examine legal and ethical issues, professional standards and practical skills that need to be considered. |
| This course explores international perspectives on preconception nutrition; the role of nutrition in healthy pregnancy and postpartum recovery; nutrition for infancy and childhood; vitamin and mineral supplementation; exogenous chemicals in mother’s milk; and examination and critique of current nutrition trends impacting lactating mothers and their infants. |
| This course explores problem-solving skills and strategies in the context of complex breastfeeding case studies. The Healthy Children eight-level problem-solving model is used as the exemplar for this course. This model includes stages of identifying history, assessment, symptoms, problems, as well as proposing, fine-tuning and evaluating potential problem solutions.. |
| This course explores social and cultural issues in health care through readings and critical examination. The student will study issues related to social implications and diversity in health care systems, including health promotion strategies, as well as enhancing preventative care and the role of culture in health care. Also considered are ways providers can enhance community health through improved communication and relationships between themselves and families. |
| This course examines the composition of human milk in relation to the protective and nutritional requirements of the hospitalized infant and explores strategies for helping mothers to establish and to maintain a milk supply for an infant who is unable to breastfeed or unable to transfer milk effectively. Also discussed are alternatives to mother’s own milk for sick, premature and compromised infants as well as health policy issues related to the provision of human milk for fragile infants. |
| This course allows the student to acquire a supervised, mentored 40-hour practicum focused on clinical experience in lactation management in hospital, public health or community settings. Theoretical foundations and experiences are designed to develop lactation assessment, client management, and documentation competencies. Experiences may include observation of counseling sessions, discussions with mentor, supervised practice sessions, documentation of cases, and evaluation of achievement of mastery. UI&U/Healthy Children faculty will precept and evaluate the learning outcomes. |
| This course describes the causes, consequences of and treatment options for postpartum mood disorders. It will describe the three-part stress response (catecholamine, HPA axis, and immune response), and how maternal stress and inflammation increase the risk of depression and other mood disorders. In addition, a range of complementary and alternative treatments will be described including Omega-3 fatty acids, exercise, SAM-e, herbal antidepressants, and antidepressant medications. All treatments will be discussed regarding their impact on breastfeeding. |
| This course explores sociologic, cultural, political, and economic forces impacting the practice of breastfeeding, including marketing of breast milk substitutes, workplace accommodations, and economic, social and legal pressures. |
| This course explores the principles of biomedical ethics and their application to providing lactation services. |
| The student will examine various research methodologies, including quantitative and qualitative methods used in human lactation research to guide policies, procedures, and practice. The course will also explore how research methods and evidence support the U.S. Baby-Friendly Hospital Initiative’s 10 Steps to Successful Breastfeeding. |
| The project draws upon all of the student’s previous experience, both academic and experiential, bringing together the theoretical and practical knowledge attained over the course of the program, especially as it pertains to the major. The project will result in a major paper, article, work of art, training manual, or other product that not only provides the student with lasting educational enrichment but also develops and demonstrates background and expertise. |
| Independent Study. |
| Special Topics. |
Students who are interested in qualifying for the IBLCE exam can add the required background courses into their individual degree plan; refer to the MCH chair and/or faculty advisor. Students who are planning to qualify for pathway 2 are also required to plan and complete a 300-hour internship (four credits) in their own community. There are additional requirements for the IBLCE exam which are not part of the degree, but students need to show proof of completion to the MCH advisor before graduation. For exam requirements, see http://www.iblce.org/. It is the student’s responsibility to be sure that all exam requirements are met.
