NCAV Doula Course Accreditation

Please ensure you have read the general details on Course Accreditation.

To be considered under the NCAV process content of Doula Awards must include:

  1. Teaching the key anatomical changes that occur during pregnancy, including the uterus, cervix, pelvis, placenta and breasts.
  2. Explaining the physiological adaptations of pregnancy, including hormonal, circulatory, respiratory and digestive changes.
  3. Helping learners understand normal pregnancy development and common variations.
  4. Covering how pregnancy physiology may influence comfort, movement, emotional wellbeing and preparation for birth.
  5. Explaining the relationship between maternal wellbeing, foetal growth and antenatal care.
  6. Ensuring learners understand when concerns should be referred to a midwife, GP or other appropriate healthcare professional.

  1. Covering a range of birth situations, including home birth, birth centre, midwifery-led unit and obstetric unit birth.
  2. Exploring planned, unplanned, straightforward, complex and emergency birth scenarios.
  3. Teaching how a doula may adapt support according to the birth setting and clinical circumstances.
  4. Helping learners understand the importance of remaining calm, flexible and responsive during changing situations.
  5. Covering the doula’s role in supporting communication and emotional reassurance without interfering with clinical care.
  6. Ensuring learners understand that clinical decisions remain the responsibility of the maternity team and the birthing person.

  1. Providing balanced information on breastfeeding, bottle feeding, expressed milk and combination feeding.
  2. Covering early feeding cues, responsive feeding and the importance of early support.
  3. Teaching basic positioning, attachment and comfort principles within the doula’s scope of practice.
  4. Exploring common early feeding challenges and the emotional impact these may have on parents.
  5. Ensuring learners understand when to signpost to midwives, health visitors, lactation consultants or infant feeding specialists.
  6. Supporting non-judgemental discussion of feeding choices, recognising that families may make different decisions for valid reasons.

  1. Exploring the emotional, practical and relational changes that may follow the arrival of a baby.
  2. Helping learners understand both the rewarding and difficult aspects of early parenthood.
  3. Covering adjustment to new routines, sleep disruption, feeding demands and changes in identity.
  4. Discussing the impact of parenthood on relationships, siblings, work, finances and wider family life.
  5. Teaching learners to validate mixed emotions without judgement or minimisation.
  6. Encouraging realistic preparation that supports confidence rather than idealised expectations.

  1. Teaching practical comfort measures for pregnancy, labour and the postnatal period, as appropriate to the award.
  2. Covering movement, positioning, breathing, relaxation, massage, water, warmth and environmental support.
  3. Helping learners understand how comfort measures may support confidence, calm and coping.
  4. Encouraging individualised support based on the parent’s preferences, consent and changing needs.
  5. Explaining the importance of observing body language, emotional cues and verbal feedback.
  6. Ensuring learners remain within scope and do not provide clinical, therapeutic or manipulative interventions unless separately qualified.

  1. Covering common pregnancy discomforts such as nausea, heartburn, pelvic discomfort, backache, swelling and sleep disturbance.
  2. Teaching practical non-clinical support strategies, including rest, positioning, hydration and signposting.
  3. Helping learners distinguish between common discomforts and symptoms that require professional attention.
  4. Explaining the importance of not diagnosing or treating medical conditions unless appropriately qualified.
  5. Supporting learners to respond sensitively to parents experiencing discomfort, anxiety or reduced mobility.
  6. Ensuring all advice is evidence-informed, proportionate and appropriate to the doula role.

  1. Teaching clear, respectful and compassionate communication with parents, families and professionals.
  2. Developing active listening skills, including open questions, reflection and checking understanding.
  3. Supporting learners to communicate calmly during sensitive, emotional or pressured situations.
  4. Covering inclusive language, cultural awareness and avoidance of assumptions.
  5. Teaching how to share information without directing, pressuring or making decisions for the family.
  6. Reinforcing confidentiality, professional boundaries and appropriate signposting.

  1. Teaching the importance of clear written terms before doula support begins.
  2. Covering scope of service, fees, availability, cancellation arrangements and limits of support.
  3. Explaining contact arrangements, including appropriate methods, response expectations and emergency limitations.
  4. Helping learners understand the importance of clarity around on-call periods, birth attendance and postnatal visits.
  5. Covering confidentiality, data protection, record keeping and professional communication.
  6. Ensuring families understand that doulas do not replace midwives, doctors or emergency services.

  1. Teaching that babies differ in temperament, feeding patterns, sleep patterns, settling needs and communication cues.
  2. Helping learners understand normal variation in newborn behaviour and development.
  3. Covering how to support parents in observing and responding to their own baby’s cues.
  4. Discussing how birth experience, gestation, feeding, health and environment may affect infant behaviour.
  5. Encouraging flexible, responsive care rather than rigid routines or one-size-fits-all advice.
  6. Ensuring concerns about infant health, feeding, weight gain or behaviour are referred to appropriate professionals.

  1. Teaching learners to work respectfully with families from diverse backgrounds and structures.
  2. Covering cultural, religious, linguistic, social, financial, disability related and family structure considerations.
  3. Encouraging awareness of bias, assumptions and barriers to accessing maternity or postnatal support.
  4. Supporting inclusive communication with single parents, diverse family structures, adoptive families and blended families.
  5. Helping learners adapt support to the needs, preferences and circumstances of each family.
  6. Ensuring dignity, respect, fairness and non discrimination are embedded throughout doula practice.

  1. Exploring how birth experiences may affect emotional wellbeing, confidence, bonding and early parenting.
  2. Covering positive, difficult, traumatic, unexpected and disappointing birth experiences.
  3. Teaching learners to listen without judgement and avoid minimising parents’ feelings.
  4. Helping learners understand the possible impact of intervention, loss of control, separation or emergency care.
  5. Supporting appropriate signposting where distress, trauma, anxiety or depression may be present.
  6. Encouraging reflective, compassionate support that recognises each parent’s interpretation of their own experience.

  1. Teaching common emotional changes during early labour, active labour, transition and birth.
  2. Helping learners understand fear, uncertainty, excitement, withdrawal, irritability or overwhelm as possible labour responses.
  3. Covering how environment, support, communication and reassurance may influence emotional state.
  4. Teaching calm, grounded support techniques appropriate to the doula role.
  5. Helping learners recognise when emotional distress may require additional professional support.
  6. Ensuring doulas support the birthing person’s autonomy and preferences throughout labour.

  1. Defining the doula’s role in providing continuous emotional and practical support.
  2. Covering reassurance, companionship, preparation, encouragement and practical assistance.
  3. Teaching how support may differ during pregnancy, labour, birth and the postnatal period.
  4. Helping learners understand how to support partners and family members as well as the birthing or postnatal parent.
  5. Encouraging flexible, person centred support based on the family’s needs and wishes.
  6. Reinforcing that emotional and practical support must remain within professional boundaries and scope of practice.

  1. Covering basic newborn care, including feeding, winding, nappies, bathing, dressing and safe handling.
  2. Teaching responsive care based on observation of the baby’s cues and needs.
  3. Discussing normal newborn behaviours such as crying, feeding frequency, sleep variation and need for closeness.
  4. Helping learners support parents to build confidence in caring for their baby.
  5. Covering safety considerations, including safe sleep, temperature, hygiene and when to seek help.
  6. Ensuring any health concerns are referred to midwives, health visitors, GPs or emergency services as appropriate.

  1. Teaching the purpose and nature of doula support during labour and birth.
  2. Covering emotional reassurance, practical comfort, calm presence and support for communication.
  3. Helping learners understand the importance of continuity, flexibility and respect for parental choice.
  4. Explaining how doulas work alongside, but do not replace, clinical maternity professionals.
  5. Covering preparation for being on call, attending birth and supporting changing circumstances.
  6. Reinforcing the limits of the doula role, including no clinical assessment, diagnosis or medical advice.

  1. Teaching normal newborn appearance, including skin colour variation, vernix, moulding and newborn reflexes.
  2. Covering common early behaviours such as feeding cues, sleepiness, crying, startle responses and rooting.
  3. Helping learners understand normal variation in newborn size, tone, alertness and feeding behaviour.
  4. Discussing how birth mode, gestation and early feeding may affect newborn presentation.
  5. Teaching signs that may require professional review, including poor feeding, lethargy, breathing concerns or jaundice.
  6. Supporting parents to observe and respond to their baby with confidence and appropriate professional input.

  1. Teaching how to conduct initial meetings with families in a professional and respectful manner.
  2. Covering discussion of expectations, preferences, previous experiences and support needs.
  3. Helping learners explore what the family wants from doula support without making assumptions.
  4. Discussing how to explain the doula role, boundaries, fees, terms and availability.
  5. Encouraging clear documentation of agreed support arrangements.
  6. Supporting learners to recognise when they may not be the right fit and how to signpost appropriately.

  1. Exploring the needs of the birthing or postnatal parent, partner, baby and siblings.
  2. Teaching learners to recognise that each family member may experience pregnancy, birth and early parenting differently.
  3. Covering practical, emotional, informational and relational needs within the family.
  4. Helping learners support partners without undermining or replacing their role.
  5. Considering sibling adjustment, wider family dynamics and household pressures.
  6. Encouraging whole-family support while maintaining clear focus on the agreed doula role.

  1. Teaching learners to support families without imposing personal beliefs, values or preferences.
  2. Covering respectful engagement with different birth, feeding, parenting and lifestyle choices.
  3. Helping learners recognise and manage their own assumptions or biases.
  4. Encouraging language that supports dignity, autonomy and confidence.
  5. Ensuring learners can provide information without shame, pressure or criticism.
  6. Reinforcing that non-judgemental practice is central to safe, ethical and professional doula support.

  1. Covering common pharmacological and non-pharmacological pain relief options in labour.
  2. Explaining options such as breathing, movement, water, TENS, gas and air, opioids and epidural in balanced terms.
  3. Teaching how doulas can support comfort and coping without giving clinical advice.
  4. Helping learners understand how pain relief choices may affect mobility, monitoring or labour experience.
  5. Supporting informed decision making around pain relief preferences and changing needs.
  6. Ensuring learners avoid promoting or discouraging specific options and refer clinical questions to maternity professionals.

  1. Teaching how doulas support the birthing person and partner during childbirth.
  2. Covering reassurance, comfort, advocacy support, communication support and practical assistance.
  3. Helping learners understand how to support parental autonomy and informed decision making.
  4. Discussing how support may change during straightforward, assisted, caesarean or emergency birth.
  5. Encouraging doulas to support partners to remain involved where appropriate.
  6. Reinforcing respectful working relationships with midwives, doctors and other maternity professionals.

  1. Teaching the phases of labour, including early labour, established labour, transition, birth and the third stage.
  2. Explaining physical, emotional and behavioural changes that may occur during each phase.
  3. Helping learners understand how support needs may change as labour progresses.
  4. Covering signs of progress while avoiding clinical assessment beyond the doula role.
  5. Teaching appropriate comfort and communication strategies for each stage.
  6. Ensuring learners understand when concerns should be directed to the maternity team.

  1. Teaching the physiological processes involved in labour and birth.
  2. Covering the role of the uterus, cervix, pelvis, baby’s position and maternal movement.
  3. Explaining the role of hormones such as oxytocin, endorphins and adrenaline.
  4. Helping learners understand how privacy, safety, support and environment may influence physiological labour.
  5. Discussing normal variation and the fact that birth may require clinical support or intervention.
  6. Ensuring physiology is taught in a balanced way that does not imply failure when birth is complex or assisted.

  1. Covering physical recovery after vaginal birth, assisted birth and caesarean birth.
  2. Discussing bleeding, stitches, wound care, pelvic health, rest, mobility and pain management signposting.
  3. Exploring emotional recovery, adjustment, bonding and the impact of birth experience.
  4. Helping learners understand the importance of nutrition, hydration, sleep and practical household support.
  5. Teaching signs that require professional attention, including infection, heavy bleeding, severe pain or mental health concerns.
  6. Supporting realistic expectations of recovery during the early weeks and beyond.

  1. Defining the limits of the doula role clearly and consistently.
  2. Explaining that doulas do not provide clinical care, diagnosis, examination or medical advice.
  3. Covering boundaries around communication, availability, emotional dependency and personal relationships.
  4. Teaching appropriate confidentiality, record keeping and data protection.
  5. Helping learners manage situations where families request support outside the doula’s competence or agreement.
  6. Reinforcing the importance of supervision, reflection, referral and professional accountability.

  1. Defining the doula as a non-clinical provider of emotional, practical and informational support.
  2. Explaining the role across pregnancy, labour, birth and the postnatal period, depending on the award.
  3. Covering how doulas support parents’ confidence, preparation, communication and adjustment.
  4. Teaching how doulas work alongside maternity and postnatal professionals.
  5. Clarifying what doulas can and cannot do within safe and ethical practice.
  6. Encouraging learners to develop a professional identity based on respect, reliability, compassion and boundaries.

  1. Teaching normal newborn and infant sleep patterns, including frequent waking and variation between babies.
  2. Covering safe sleep guidance and the importance of signposting to current recognised advice.
  3. Helping learners support realistic parental expectations around sleep in the early weeks and months.
  4. Discussing the impact of sleep deprivation on parental wellbeing, relationships and coping.
  5. Exploring practical support strategies such as rest planning, household support and sharing responsibilities safely.
  6. Ensuring learners avoid unsafe or rigid sleep advice and refer concerns to appropriate professionals.

  1. Teaching common signs that labour may be starting, including contractions, waters breaking, show and changes in behaviour.
  2. Helping learners distinguish between early labour signs and situations requiring professional advice.
  3. Covering when parents may be advised to contact maternity services.
  4. Discussing emotional responses to early labour, including excitement, uncertainty or anxiety.
  5. Teaching how doulas can support families during early labour within agreed terms and availability.
  6. Ensuring learners understand that assessment of labour progress is a clinical responsibility.

  1. Exploring the transition from pregnancy or birth into family life.
  2. Covering changes in roles, routines, relationships and household dynamics.
  3. Helping learners understand the needs of parents, baby, siblings and partners during adjustment.
  4. Discussing bonding, attachment, emotional wellbeing and practical support.
  5. Encouraging sensitivity to different family structures and cultural expectations.
  6. Supporting families to build confidence while recognising when additional help is needed.

  1. Covering spontaneous vaginal birth, assisted birth, planned caesarean and emergency caesarean birth.
  2. Explaining how different types of birth may affect support needs and postnatal recovery.
  3. Teaching learners to discuss birth options without hierarchy, judgement or fear-based messaging.
  4. Helping learners understand that birth plans may need to change according to circumstances.
  5. Exploring the emotional impact of different birth experiences on parents and partners.
  6. Ensuring clinical explanations remain accurate and within the doula’s non-clinical scope.

  1. Preparing learners to support families when events do not go as hoped or planned.
  2. Covering unexpected intervention, emergency transfer, caesarean birth, neonatal admission or separation.
  3. Teaching calm, compassionate support during uncertainty, disappointment or distress.
  4. Helping learners understand the importance of not giving false reassurance or clinical interpretation.
  5. Supporting appropriate referral and signposting after difficult, traumatic or complex experiences.
  6. Encouraging reflective practice and professional support for doulas after challenging situations.

  1. Teaching learners about the role of FEDANT as the regulator and professional register for appropriately qualified Antenatal Educators, Breastfeeding Counsellors, Doulas and Postnatal Practitioners.
  2. Explaining that graduation marks the beginning of professional practice, and that registration demonstrates a continuing commitment to professional standards, accountability and safe practice.
  3. Covering the benefits of professional registration, including recognition as a professionally registered practitioner and increased confidence for employers, commissioners and members of the public.
  4. Explaining how registration supports public protection through standards, professional expectations, accountability and ongoing compliance.
  5. Informing learners about access to professional support, guidance, regulatory updates, CPD opportunities and eligibility for professional indemnity insurance schemes available to registered practitioners.
  6. Teaching the practical process of applying for FEDANT registration, including required documentation after qualification and the importance of maintaining registration throughout professional practice.

  1. Covering lesson planning, learning outcomes and structured session delivery.
  2. Teaching how to adapt content for different learners, group sizes and learning needs.
  3. Developing facilitation skills, including discussion management, inclusivity and confidence building.
  4. Assessing students’ ability to teach safely, accurately and within professional boundaries.
  5. Covering the use of appropriate teaching resources, activities, reflection and learner feedback.
  6. Ensuring learners can deliver education in a way that is evidence informed, balanced, respectful and appropriate to their professional role.

* Items marked with an asterisk are not a requirement for inclusion in a submission for Postnatal Doula award accreditation.

If you require assistance or have questions relating to course submission please contact the Education Committee Support Team

FEDANT does not accept submissions for the accreditation of Doula courses conducted entirely by distance learning.

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