Overview
This unit introduces you to the normal processes of the pregnancy continuum and examines the role of the midwife in promoting and facilitating these processes according to the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'. You will have the opportunity to develop an understanding of the philosophy of midwifery care emphasising the concepts of ‘with woman’, midwife-woman partnerships and continuity of care. This unit is to be studied in conjunction with the clinical unit Midwifery Practice 1.
Details
Pre-requisites or Co-requisites
Co-req MDWF12001 Midwifery - Past and Present MDWF12003 Midwifery Practice 1
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 - 2018
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 really enjoyed the weekly lectures - they weren't too long and provided a good overview of the study guide.
To continue offering weekly lectures in conjunction with the study guides.
Feedback from Unit Evaluation
Great assessment item. It was practical and such a scenario has been quite typical in my practice so it's been great to have been forced to learn about it more through a case study.
To continue to ensure that assessment items relate to real life clinical practice situations that the students may encounter.
Feedback from Unit Evaluation
Due to the nature of the course, I felt that interactive learning would be well suited.
To offer Zoom sessions at a number of times during the week in order to accommodate students working shifts.
- Describe the anatomy and physiology of human reproduction, pregnancy, birth and lactation.
- Explain the role of the midwife in promoting and facilitating normal processes of the childbearing continuum using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
- Explore and apply current evidence associated with the provision of midwifery care.
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 6: Provides safe and quality midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 40% | |||
| 2 - Examination - 60% | |||
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 - Written Assessment - 40% | ||||||||||
| 2 - Examination - 60% | ||||||||||
Textbooks
Myles Textbook for Midwives
Edition: 16th (2014)
Authors: Marshall, J & Raynor, M
Churchill Livingstone
London London , United Kingdom , England
ISBN: 9780702051456
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
t.capper@cqu.edu.au
Module/Topic
Human Reproduction and Conception
Chapter
3,5
Events and Submissions/Topic
Module/Topic
Fetal Growth and Development
Chapter
6,7
Events and Submissions/Topic
Module/Topic
Changes and Adaptions in Pregnancy
Chapter
9,10
Events and Submissions/Topic
Module/Topic
Antenatal Education, Screening and Assessment
Chapter
8,11
Events and Submissions/Topic
Module/Topic
Working with Women During the First Stage of Labour
Chapter
16
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Working with Women During the Second Stage of Labour
Chapter
17
Events and Submissions/Topic
Module/Topic
Working with Women During the Third Stage of Labour
Chapter
18
Events and Submissions/Topic
Module/Topic
Care of the Mother and Baby Post Birth
Chapter
23, 25
Events and Submissions/Topic
Module/Topic
Midwifery Care of the Newborn
Chapter
28, 29
Events and Submissions/Topic
Module/Topic
Breastfeeding
Chapter
34
Events and Submissions/Topic
Module/Topic
Breastfeeding Initiation and Support
Chapter
34
Events and Submissions/Topic
Module/Topic
Role of the Midwife in Promoting Normal Processes
Chapter
Revision
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Written Assessment
2500 word (+ or - 10%)
Weighting: 40%
Due Date: Friday of week 7 (27/04/2018 at 23:55 hours)
Objectives: This assessment item relates to learning outcomes one (1), two (2), and three (3).
Note: The following questions must be answered from the point-of-view of the midwife. Although at times medical interventions will be necessary, in this case you must clearly show where appropriate the midwife's role and responsibilities in the multidisciplinary management of this woman.
Task Background
From your midwifery practice and your study to date, you will know that a core competency of the midwife is to promote normal physiological birth and breastfeeding. This can be difficult in many units with unacceptably high intervention and caesarean section (C/S) rates and birthing environments that are becoming increasingly medicalised.
If midwives are to play a role in promoting normal physiological birth and breastfeeding it is essential they have an in-depth understanding of the physiology and holistic nature of labour, birth and breastfeeding.
“Failure to progress” (a term often used inappropriately to denote labour dystocia) and fetal compromise are the two most commonly reported factors that lead to emergency caesarean section.
By creating a positive labour and birthing environment, midwives can help promote a normal physiological birth and prevent the iatrogenic factors that lead to the woman being labelled “failure to progress” or the fetus being diagnosed with fetal compromise and the resultant caesarean section.
Obstetric interventions can also adversely affect breastfeeding and midwives should have an understanding of the psychological and physiological underpinnings of successful early breastfeeding.
You are to write an essay, in which you:
Describe two strategies a midwife can use which support the woman and promote normal birth. Explaining, from a physiological perspective, how each of these strategies work to support the woman and promote normal birth.
Discuss the term “failure to progress” during labour and describe two iatrogenic factors that increase the likelihood of a woman being diagnosed as “failure to progress”
Critique one iatrogenic intervention during the intrapartum period that increases the likelihood of a fetus being diagnosed as compromised. Then select a second iatrogenic intervention during the intrapartum period and critique how this might impact the initiation and establishment of breastfeeding.
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 a 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.
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 literature review 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.
Please Note:
- There is a 10% allowance over or under the provided word count which is a total of 2500 words.
- 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.
- A reference list is required at the end of the assessment.
- A title page is required that includes the students name, student number, due date, word count and course coordinator's name.
- American Psychological Association referencing style is a requirement. Poor referencing is unacceptable at postgraduate level study.
For more information on the correct referencing style please visit: http://www.cqu.edu.au/?a=14033
Specific expectations for discussion
- Before commencing the assessment students are required to read the marking rubric for the assessment.
- If the student requires an extension for the assessment the student must request an extension prior to the assessment due date, unless there are special circumstances, then the student must contact the coordinator for advice and direction.
For assessment extension requests - please go to the Assignment Extension Request tool bar on the MDWF12002 Moodle page.
Submission of the assessment is via Moodle, if the student experiences problems with submission, please contact the CQU helpdesk on (07) 493099233 or (toll free) on 1300 666.
Please note if the assessment is not clearly marked with the student name and number there may be delays in receiving the marked assessment feedback.
Support and Contact Details: Course Coordinator - Tanya Capper - Phone number (07) 3023 4249 and e-mail t.capper@cqu.edu.au
Week 7 Friday (27 Apr 2018) 11:55 pm AEST
Week 9 Friday (11 May 2018)
| HD | D | C | P | F | |
| 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 not 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 and brings the 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. (10%) | 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 description of two strategies the midwife can use to support the woman and promote normal birth. Provides a comprehensive explanation, from a physiological perspective, on how each of these strategies work to support the woman and promote normal birth. (20 %) | Insightful and well-developed description of two strategies the midwife can use to support the woman and promote normal birth. Provides an insightful and well-developed explanation, from a physiological perspective, on how each of these strategies work to support the woman and promote normal birth. | A logical description of two strategies the midwife can use to support the woman and promote normal birth. Provides a logical explanation, from a physiological perspective, on how each of these strategies work to support the woman and promote normal birth. | A disjointed description of two strategies the midwife can use to support the woman and promote normal birth. Provides a disjointed explanation, from a physiological perspective, on how each of these strategies work to support the woman and promote normal birth. | An inadequate description of two strategies the midwife can use to support the woman and promote normal birth. Provides an inadequate explanation, from a physiological perspective, on how each of these strategies work to support the woman and promote normal birth. | |
| Comprehensive critical discussion of the term “failure to progress” during labour and a description of two iatrogenic factors that increase the likelihood of a woman being diagnosed as “failure to progress”. (20%) | Well-developed analysis and discussion of term “failure to progress” during labour and a description of two iatrogenic factors that increase the likelihood of a woman being diagnosed as “failure to progress”. | Broad discussion that explores the term “failure to progress” during labour and a description of two iatrogenic factors that increase the likelihood of a woman being diagnosed as “failure to progress” | Minimal analysis and disjointed discussion that explores the term “failure to progress” during labour and a description of two iatrogenic factors that increase the likelihood of a woman being diagnosed as “failure to progress”. | Inadequate analysis and discussion (which at time is repetitive) that explores the term “failure to progress” during labour and a description of two iatrogenic factors that increase the likelihood of a woman being diagnosed as “failure to progress”. | |
| Clear, coherent, critique of one iatrogenic intervention during the intrapartum period that increases the likelihood of a fetus being diagnosed as compromised followed by a clear coherent critique of how a second iatrogenic intervention during labour and birth might impact the initiation and establishment of breastfeeding. (25%) | A clear and relevant critique of one iatrogenic intervention during the intrapartum period that increases the likelihood of a fetus being diagnosed as compromised followed by a clear and relevant critique of how a second iatrogenic intervention during labour and birth might impact the initiation and establishment of breastfeeding. | A logical but broad critique of one iatrogenic intervention during the intrapartum period that increases the likelihood of a fetus being diagnosed as compromised followed by a logical but broad critique of how a second iatrogenic intervention during labour and birth might impact the initiation and establishment of breastfeeding. | Satisfactory critique of one iatrogenic intervention during the intrapartum period that increases the likelihood of a fetus being diagnosed as compromised followed by a satisfactory critique of how a second iatrogenic intervention during labour and birth might impact the initiation and establishment of breastfeeding. | Poor understanding of the topic. Content does not critique of one iatrogenic intervention during the intrapartum period that increases the likelihood of a fetus being diagnosed as compromised, and does not critique of how a second iatrogenic intervention during labour and birth might impact the initiation and establishment of breastfeeding. | |
| 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. | |
- Describe the anatomy and physiology of human reproduction, pregnancy, birth and lactation.
- Explain the role of the midwife in promoting and facilitating normal processes of the childbearing continuum using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
- Explore and apply current evidence associated with the provision of midwifery care.
- Communication
- Critical Thinking
- Information Literacy
- Ethical practice
Examination
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
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.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
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?
