Overview
Contemporary midwifery is a product of its historical roots, social and political influences. You will have the opportunity to develop an understanding of these factors and how they have shaped contemporary midwifery practice. In this course, you will explore the role of the midwife and the theories and philosophy underpinning contemporary midwifery practice in national and international settings.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit Evaluation
I thoroughly enjoyed the history of midwifery. It was good to learn the history and the progress of midwifery practice. I felt the content was very interesting and beneficial. I very much enjoyed reading and learning about the history of midwives etc as it has formed the role of today's midwife.
Continue to provide appropriate assistance, relevant and up to date information in an interesting format that is easy to use and accessible to students.
Feedback from Unit Evaluation
Moodle is set out very well and its easy to navigate and all of the information required was on there. Feedback for assignments is very informative and prompt
Continue to provide interesting unit materials and content in an easy to use and accessible format.
Feedback from Unit Evaluation
I really enjoy the lectures.
Continue to provide interesting and relevant lectures to students via the Echo360 platform and upload to Moodle.
Feedback from Unit Evaluation
I thought that together with the other subjects the assignments were due to close together which made it difficult with time management to do the weekly study guides as well as the assignments and online discussions.
Reconfigure due dates across term 1 for a greater spread of due dates. Double-check all term 1 due dates with other subjects across term 1.
- Examine the historical roots and social and political influences on contemporary midwifery.
- Explain the role of the midwife.
- Critique the theories and philosophy underpinning contemporary midwifery practice in national and international settings.
NMBA Midwife Standards for Practice
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 4: Undertakes comprehensive assessments.
Standard 5: Develops plans for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Group Discussion - 20% | |||
| 2 - Written Assessment - 40% | |||
| 3 - Written Assessment - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Discussion - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Midwifery, Preparation for Practice
Edition: 4th ed. (2019)
Authors: Pairman, S., Tracy, S., Dahlen, H., & Dixon, L.
Elsevier
Sydney Sydney , NSW , Australia
Binding: Paperback
Additional Textbook Information
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- 2018 APA-Guide
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
b.ferguson@cqu.edu.au
Module/Topic
Midwifery Philosophy, the definition of the midwife, primary healthcare and woman-centred care.
Chapter
Chapters 2, 5 and 8: Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week one study guide
Events and Submissions/Topic
Module/Topic
Historical perspectives: the place of midwifery in history, feminism, the medicalisation of childbirth.
Chapter
Chapter 1 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week two study guide
Events and Submissions/Topic
Module/Topic
Contemporary perspectives: the role and responsibilities of the midwife, professional, legal and ethical frameworks.
Chapter
Chapter 12, 13 & 3 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week three study guide
Events and Submissions/Topic
Week three online blog/post due
Module/Topic
Contemporary perspectives: evidenced-informed practice.
Chapter
Chapter 7 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman et al.
Additional readings are provided within the week four study guide
Events and Submissions/Topic
Module/Topic
Contemporary perspectives: reflective practice.
Chapter
Chapter 14 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week five study guide
Events and Submissions/Topic
Week 5 online blog/post due
Assessment Two- Written Assignment Due: Week 5 Friday (10 Apr 2020) 11:55 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Contemporary perspectives: women's experiences.
Chapter
Chapter 6 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week six study guide
Events and Submissions/Topic
Module/Topic
Midwifery philosophy: Midwife-woman partnership.
Chapter
Chapter 15 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week seven study guide
Events and Submissions/Topic
Week 7 online blog/post due
Module/Topic
Midwifery philosophy: working in collaboration.
Chapter
Chapter 16 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week eight study guide
Events and Submissions/Topic
Module/Topic
Midwifery in a global context
Chapter
Chapter 3 & 5 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week nine study guide
Events and Submissions/Topic
Module/Topic
Midwifery in an Australian context.
Chapter
Chapter 1 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week ten study guide
Events and Submissions/Topic
Week 10 online blog /post due
Assessment Three- Written Assignment Due: Week 10 Friday (22 May 2020) 11:55 pm AEST
Module/Topic
Midwifery in an Australian context.
Chapter
Chapter 2 of Midwifery Preparation for Practice (2019) 4th ed. by Pairman, et al.
Additional readings are provided within the week eleven study guide
Events and Submissions/Topic
Module/Topic
Summary: finalise and revise unit content and readings.
Chapter
Please revise and read the unit content provided across the term.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
All students must remain subscribed to the subject discussion forum throughout the entire semester. Do not unsubscribe. This is where you will post your online discussion blogs for assessment 1.
1 Group Discussion
Task Description
You are required to participate in an online group discussion via Moodle that will be directed by the Unit Co-ordinator. The online activities will require you to participate in a group discussion on 4 (four) set weeks over the semester that is based on topics in your study guide. Marks will be awarded for your online participation in the group discussion. Do not give your opinion but write a discussion, using professional language that is supported by evidence. Each online submission is due by the Friday of that week at 11:45pm AEST.
Final submission of all 4 posts is due on Friday the 29th of May (week 11) by 11:45 PM AEST. Final submission will be completed by the Unit Co-ordinator.
Learning Outcomes:
1) Examine the historical roots and social and political influences on contemporary midwifery.
2) Explain the role of the midwife.
3) Critique the theories and philosophy underpinning contemporary midwifery practice in national and international settings.
The Online Discussion will occur on weeks 3, 5, 7, 10
Length of Post/Discussion: 250 words +/- 10% is allowed
Weighting: 20%
Week 3 Topic: Consider the historical and traditional hierarchy between doctors and midwives. How can this relationship dynamic impact upon outcomes for women and babies?
Week 5 Topic: Consider and reflect on a time in your career where you have witnessed a breach in the principles of ethics. Using Gibbs Reflective Cycle (p5. Week 5 study guide) write a reflection about your experience to demonstrate your learning. Discuss the role of the midwife as an advocate for the rights of women and babies.
REF: Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Further Education Unit, Oxford.
Week 7 Topic: Review your discussion in the week three topic. Discuss the importance of collaborative practice and give recommendations for establishing and maintaining a professional collaborative relationship with other health professionals.
Week 10 Topic: Compared with women from European backgrounds, Indigenous and refugee women do not have the same levels of participation in decision making, planning, development and delivery of health and maternity services. How can midwives work in partnership with Indigenous and refugee women to remedy these inequalities?
Contribution to the online group discussion is to add to the questions being posed in the study guide and to contribute to the discussion generated by your colleagues. Simply stating 'yes I agree with previous statements' will not be considered to be contributing to the discussion. You are encouraged to cite evidence to support discussion and will be required to reference this using APA 6th edition style.
Assessment Due Date: Week 3, 5, 7, 10 on the Friday of each week by 11:45 PM AEST
Final submission of all posts is due on Friday the 29th of May (week 11) by 11:45 PM AEST.
The Unit Co-ordinator will collate your responses/blogs and complete the final submission.
Assessment Criteria
Your written online discussion will be evaluated on the following assessment criteria:
Comprehension of Topic: 40%
Critical Thinking: 40%
Responsive and timely postings and further contributions to other student’s posts: 20%
Total weighting 20%
Please Note:
Participation in the online activities will be directed by the Unit Co-ordinator/lecturer throughout the course. If a topic or discussion arises that is challenging for you please contact the Unit Coordinator for private correspondence.
Week 11 Friday (29 May 2020) 11:55 pm AEST
All posts and blogs must be entered into the discussion forum for each specific week. Final submission will be completed by the unit coordinator.
Review/Exam Week Friday (12 June 2020)
Please allow up to two weeks post the due date for return of marked assessments.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F 49-0% | % | |
| COMPREHENSION OF TOPIC | Comprehensively addresses all aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. | Extensively addresses the majority of the aspects for the questions raised by the lecturer in the weekly online lecture material/course resources and effectively comprehends relevance of content. | Broadly addresses most aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. | Content basically addresses aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. | Content does not address all aspects of the questions raised by the lecturer in the weekly online lecture material/course resources Inadequate comprehension of required content. | 40 |
| CRITICAL THINKING | Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. | Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. | Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. | Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. | Discussion is poorly developed or absent. No or minimal evidence of critical thought. | 40 |
| Critical linking and responding to other students blog’s | Postings consistently respond directly to course content material and demonstrate a critical and thoughtful approach to the content. Critical and mindful connections are made to other student’s blogs throughout the discussion thread. All posts are made by the respective deadline. | Postings largely respond directly to course content material and demonstrate a critical and thoughtful approach. Mindful connections are made to other student’s blogs throughout the discussion thread. All posts are made by the respective deadline. | Postings usually respond directly to course content material and demonstrate a thoughtful approach. Connections are made to other student’s blogs throughout some of the discussion thread. All posts are made by the respective deadline. | Postings sometimes respond directly to course content material. However could demonstrate a more thoughtful approach. Connections are made to other student’s blogs sometimes in the discussion thread. All posts are made by the respective deadline. | Postings in the majority of the time do not respond directly to course content material. Connections are not made to other student’s discussion in the majority of postings. All 4 posts are made by the respective deadline. Failure to complete all four postings. | 20 |
- Examine the historical roots and social and political influences on contemporary midwifery.
- Explain the role of the midwife.
- Critique the theories and philosophy underpinning contemporary midwifery practice in national and international settings.
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Weighting 40%
Word Count 2000 (+ or - 10%)
Due Date 10/04/2020 (Week 5)
Task Description:
You are required to write an essay that demonstrates your understanding of the concepts learnt throughout this course thus far. You are expected to use an academic approach to answer all components of this assessment. Using this approach, you will need to demonstrate that you have researched the relevant issues present. You are required to read widely and analyse the information that you gather, ensuring that it is applicable, evidence-based and up-to-date.
You are required to:
Consider and contrast historical and contemporary approaches to care of the pregnant, birthing and postnatal woman. Critically analyse the three components of maternity care that were lost at the turn of the 19th century marking the beginning of the move of childbirth from the home into institutions. The three components according to Tracy and Grigg (2019) include:
• A move away from a familiar environment,
• The loss of a close personal and trusting relationship with a midwife who provided continuous care throughout labour and childbirth,
• A strong belief in the normal physiology of childbirth.
Your written essay needs to:
• Discuss: the three components of women's care (as above) that was lost in the move from birthing in the home to birthing in the hospital system. Consider how the move from home to hospital altered the role of midwife in caring for pregnant, birth and postnatal women.
• Explore and analyse the impact of birth environment upon labour and childbirth. Explore both the physiological and psychological aspects of birth and in relation to birth space and the “fear cascade”.
• Analyse and discuss how contemporary primary healthcare maternity services seek to reinstate elements of those lost components. How can midwifery as a primary healthcare service have an impact upon outcomes for women?
Reference: Tracy, S., & Grigg, C (2019). Birthplace and birth space. In S, Pairman, S, Tracy, C, Dahlen, H, & Dixon, L. (4th ed., pages 89--106). Sydney, Elsevier
Assessment Criteria
Formatting according to academic conventions:
1. Your essay is to follow academic conventions of structure with an introduction, body and conclusion.
2. Your introduction will outline the key points of your essay.
3. The body of the essay will cover all the elements of your discussion.
4. Your conclusion will provide an overall summary of your main points with no new information or references.
Line spacing: 2.0 Font size: 12
Further information:
Review the marking criteria sheet. Consider that your paper's grade will be derived from criteria outlined in that sheet and thus clear explanations of the expectations for varying grades are provided for both your direction and the assessment of your paper.
· Use a separate page for the reference list.
· The quality of your references is what is important rather than the volume of references (use references that are from contemporary and valid sources such as peer reviewed journals; do not use websites that end in “. com.au” as academic sources).
· The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the following if relevant: abstract, contents page, reference list, and appendices. It includes in-text citations and direct quotes.
· Page numbers are only required for direct quotes but preferably use no direct quotes or keep these to a bare minimum.
· Words in excess of 2200 words will not be read and thus not contribute to your grade.
· The cover sheet should include your name, student number, the unit code, the assessment item number and word count.
Week 5 Friday (10 Apr 2020) 11:55 pm AEST
Please upload final assessment submission via TURNITIN and to the Midwifery Past & Present assignment submission section.
Week 8 Friday (8 May 2020)
Please allow two weeks post the due date for the return of marked assignments.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F<50% | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. | Appropriate introduction that introduces the topic and outlines the direction of the paper. | Introduction is apparent and the topic is introduced but there is no clear direction to the paper. | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper. | |
| Clear and succinct conclusion that outlines the main points brings argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close. | Conclusion outlines most of the main points and brings some sense of closure. | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity. | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure. | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic, the approach comprehensively answers the question and the argument proceeds logically and is within the set word limit. (15%) | Content is relevant to the topic, the approach clearly answers the question and the argument proceeds logically and is within the set word limit. | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit. | Content answers the question the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit). | Content is irrelevant and or does not answer the question and the argument lacks cohesion. The word limit has not been adhered to; the word limit is well over or under the 10% allowance. | |
| An articulate and comprehensive discussion on the three components of women's care that was lost from birthing in the home to birthing in the hospital system and includes comprehensive analysis of how the move from home to hospital altered the role of midwife in caring for pregnant, birth and postnatal women. (20%) | Insightful and well-developed discussion that demonstrates a clear examination and understanding of the three components of women's care that was lost from birthing in the home to birthing in the hospital system and includes well developed analysis of how the move from home to hospital altered the role of midwife in caring for pregnant, birth and postnatal women. | A logical discussion that demonstrates a clear examination and understanding of the three components of women's care that was lost from birthing in the home to birthing in the hospital system and includes logical analysis of how the move from home to hospital altered the role of midwife in caring for pregnant, birth and postnatal women. | A disjointed discussion that demonstrates a generalised or limited understanding of the three components of women's care that was lost from birthing in the home to birthing in the hospital system and includes basic analysis of how the move from home to hospital altered the role of midwife in caring for pregnant, birth and postnatal women. | An inadequate discussion demonstrating a poor understanding of the three components of women's care that was lost from birthing in the home to birthing in the hospital system and includes limited or absent analysis of how the move from home to hospital altered the role of midwife in caring for pregnant, birth and postnatal women. | |
| Comprehensive exploration which discusses the impact of birth environment upon labour and childbirth. Critical and comprehensive exploration of both the physiological and psychological aspects of birth and in relation to birth space and the “fear cascade”. . (20%) | Well-developed discussion on the impact of birth environment upon labour and childbirth. In depth exploration of both the physiological and psychological aspects of birth and in relation to birth space and the “fear cascade”. | Broad discussion exploring the impact of birth environment upon labour and childbirth. General and logical exploration of both the physiological and psychological aspects of birth and in relation to birth space and the “fear cascade”. | A satisfactory understanding of the topic which explores the impact of birth environment upon labour and childbirth. Basic exploration of both the physiological and psychological aspects of birth and in relation to birth space and the “fear cascade”. | Inadequate analysis and discussion that demonstrates a poor understanding of the impact of birth environment upon labour and childbirth. Limited or absent exploration of both the physiological and psychological aspects of birth and in relation to birth space and the “fear cascade”. | |
| An articulate and comprehensive discussion that critically analyses how contemporary primary healthcare maternity services seek to reinstate elements of those lost components. Provides comprehensive analysis and high quality recommendations on how midwifery as a primary healthcare service can have an impact upon outcomes for women? (20%) | An insightful and well developed discussion that analyses how contemporary primary healthcare maternity services seek to reinstate elements of those lost components. Provides in-depth analysis and recommendations on how midwifery as a primary healthcare service can have an impact upon outcomes for women? | A logical discussion which broadly explores how contemporary primary healthcare maternity services seek to reinstate elements of those lost components. Provides general and logical analysis and broad recommendations on how midwifery as a primary healthcare service can have an impact upon outcomes for women? | A Satisfactory understanding of the topic. Although there is minimal or limited discussion that can be repetitive at times whilst exploring how contemporary primary healthcare maternity services seek to reinstate elements of those lost components. Provides basic analysis and limited recommendations on how midwifery as a primary healthcare service can have an impact upon outcomes for women? | A poor understanding of the topic. Content does not address the topic being explored that being how contemporary primary healthcare maternity services seek to reinstate elements of those lost components. Provides limited to absent analysis and no recommendations on how midwifery as a primary healthcare service can have an impact upon outcomes for women? | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant web-sites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant web-sites not included. | |
- Examine the historical roots and social and political influences on contemporary midwifery.
- Explain the role of the midwife.
- Communication
- Critical Thinking
- Information Literacy
3 Written Assessment
Weighting: 40%
Word Count: 2000 (+ or – 10%)
Due Date: 22/05/2020 (week 10)
Instructions to students:
You must be able to demonstrate your understanding of the concepts learnt throughout this course. You are expected to use an academic approach to answer all components of this assessment. Using this approach, you will need to demonstrate that you have researched the relevant issues present. You are required to read widely and analyse the information that you gather, ensuring that it is applicable, evidence-based and up-to-date.
Case Study: Graces’ story.
Grace chose a private practice midwifery-led continuity of care model for her first pregnancy. Grace was cared for by a small group of eligible private midwives who provided care for her however, she mostly saw one midwife (her primary midwife). Grace felt confident seeing the same primary midwife who attended the birth of her daughter. Through the continuity of midwifery care model, a strong bond developed between Grace and her midwives.
Grace describes her experiences: “My midwives supported me through my pregnancy, birth and postnatal period, showing me mindfulness techniques to help manage my feelings and fears, offering strategies to get enough rest, and provided a listening ear as I talked through the massive changes occurring in my life. I had an incredible birth and postnatal experience, and I attribute this to the fantastic support I received from my midwives. My daughter couldn’t have had a safer birth, and my husband and I couldn’t have had a better transition into new parenthood. We feel very fortunate to have had known midwives walking with us on our journey.”
Ref: Australian College of Midwives. (2017) Changing the Conversation about Midwifery. Retrieved September 3, 2019 from ACM website: https://www.midwives.org.au/news/changing-conversation-about-midwifery
Assessment:
In reflecting upon Graces’ story, research and discuss the following points:
• Explore and discuss the role of the known/primary midwife who is working in a midwifery-led continuity model of care, providing midwifery services to pregnant, birthing and postnatal women.
• Analyse and discuss how midwifery-led continuity of care models benefit women and families during pregnancy, birth and postnatal experiences. Benefits should be discussed in relation to both psychological and physiological effects with a focus on the normalisation of labour physiology. Link this to the Australian College of Midwives (ACM) philosophy and the International Confederation of Midwives (ICM) midwifery philosophy.
• When working with women in a midwifery continuity of care model, a relationship has a potential for becoming a friendship. Critically analyse and discuss the core principles of professional relationships in relation to midwifery-led continuity of care models. Link this to the NMBA Midwife Standards for Practice and Code of Ethics.
Please Note:
• A title page is required for this assignment - including your name, student number, due date, word count and coordinator's name.
• An introduction, conclusion and reference list is also required for this assessment.
• A 10% leeway on either side of the word limit will be accepted. The word count will be measured from the first word of the introduction to the last word of the conclusion. The reference list is not included in the word count.
• It is an expectation that the references used will be recent journal articles, five years or less since publication and reference books are to be no older than ten years, unless seminal works. Correct referencing is to be utilised throughout the body of work.
• Referencing: American Psychological Association referencing style is a requirement. Poor referencing is unacceptable at this level of study.
• For more information on the APA referencing style please visit: CQUniversity Library site - click on students and then referencing.
• Plagiarism detection software - Turnitin will be utilised to evaluate assignments. Please refer to the course profile for further information regarding Turnitin.
Week 10 Friday (22 May 2020) 11:55 pm AEST
Please upload final assessment submission via TURNITIN and to the Midwifery Past & Present assignment submission section.
Week 12 Friday (5 June 2020)
Please allow two weeks post the due date for the return of marked assignments.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F<50% | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. | Appropriate introduction that introduces the topic and outlines the direction of the paper. | Introduction is apparent and the topic is introduced but there is no clear direction to the paper. | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper. | |
| Clear and succinct conclusion that outlines the main points brings argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close. | Conclusion outlines most of the main points and brings some sense of closure. | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity. | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. | |
| Excellent presentation of assignment double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) | Well-presented assignment double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure. | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic; the approach comprehensively answers the question and the argument proceeds logically and is within the set word limit. (15%) | Content is relevant to the topic; the approach clearly answers the question and the argument proceeds logically and is within the set word limit. | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit. | Content answers the question the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit). | Content is irrelevant and or does not answer the question and the argument lacks cohesion. The word limit has not been adhered to; the word limit is well over or under the 10% allowance. | |
| A comprehensive discussion that examines the role of the known/primary midwife who is working in a midwifery-led continuity model of care, providing midwifery services to pregnant, birthing and postnatal women. (20%) | A well-developed discussion that demonstrates a clear examination and understanding of the role of the known/primary midwife who is working in a midwifery-led continuity model of care, providing midwifery services to pregnant, birthing and postnatal women. | A logical discussion that demonstrates a clear examination and understanding of the role of the known/primary midwife who is working in a midwifery-led continuity model of care, providing midwifery services to pregnant, birthing and postnatal women. | A disjointed discussion that demonstrates a generalised or limited understanding of the role of the known/primary midwife who is working in a midwifery-led continuity model of care, providing midwifery services to pregnant, birthing and postnatal women. | An inadequate discussion demonstrating a poor understanding of the role of the known/primary midwife who is working in a midwifery-led continuity model of care, providing midwifery services to pregnant, birthing and postnatal women. | |
| Comprehensive analysis that extensively discusses how midwifery-led continuity of care models benefit women and families during pregnancy, birth and postnatal experiences. Benefits are comprehensively discussed in relation to both psychological and physiological effects with clear a focus on the normalisation of labour physiology. This is strongly linked to the Australian College of Midwives (ACM) philosophy and the International Confederation of Midwives (ICM) midwifery philosophy. (20%) | Well-developed analysis that discusses how midwifery-led continuity of care models benefit women and families during pregnancy, birth and postnatal experiences. Benefits are thoroughly discussed in relation to both psychological and physiological effects with a focus on the normalisation of labour physiology. This is linked to the Australian College of Midwives (ACM) philosophy and the International Confederation of Midwives (ICM) midwifery philosophy | Broad discussion that generally analyses how midwifery-led continuity of care models benefit women and families during pregnancy, birth and postnatal experiences. Benefits are discussed in relation to both psychological and physiological effects with some focus on the normalisation of labour physiology. This is generally linked to the Australian College of Midwives (ACM) philosophy and the International Confederation of Midwives (ICM) midwifery philosophy | A satisfactory understanding and discussion of how midwifery-led continuity of care models benefit women and families during pregnancy, birth and postnatal experiences. Benefits are basically discussed in relation to both psychological and physiological effects with a limited focus on the normalisation of labour physiology. This is basically linked to the Australian College of Midwives (ACM) philosophy and the International Confederation of Midwives (ICM) midwifery philosophy | Inadequate analysis and limited discussion on how midwifery-led continuity of care models benefit women and families during pregnancy, birth and postnatal experiences. Benefits are not discussed in relation to both psychological and physiological effects without a focus on the normalisation of labour physiology. This is not linked to the Australian College of Midwives (ACM) philosophy and the International Confederation of Midwives (ICM) midwifery philosophy | |
| An articulate, comprehensive and critical analysis of the core principles of professional relationships in relation to midwifery-led continuity of care models. Strongly linked to the NMBA Midwife Standards for Practice and Code of Ethics. (20%) | An insightful and well developed discussion that analyses the core principles of professional relationships in relation to midwifery-led continuity of care models. Well linked to the NMBA Midwife Standards for Practice and Code of Ethics. | A logical discussion which broadly analyses the core principles of professional relationships in relation to midwifery-led continuity of care models. Generally, and logically linked to the NMBA Midwife Standards for Practice and Code of Ethics. | A Satisfactory understanding of the topic. Although there is minimal or limited discussion and analysis on the core principles of professional relationships in relation to midwifery-led continuity of care models. Broadly linked to the NMBA Midwife Standards for Practice and Code of Ethics. | A poor understanding of the topic. Content does not address the core principles of professional relationships in relation to midwifery-led continuity of care models. Limited or not linked to the NMBA Midwife Standards for Practice and Code of Ethics. | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant web-sites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant web-sites not included. | |
- Explain the role of the midwife.
- Critique the theories and philosophy underpinning contemporary midwifery practice in national and international settings.
- Communication
- Critical Thinking
- Information Literacy
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Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
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As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
