Overview
This unit introduces you to the childbearing continuum and the role of the midwife in promoting and facilitating healthy processes. You will have the opportunity to develop an understanding of the underpinning philosophy of midwifery care which emphasises the concepts of ‘with woman’, midwife-woman partnerships, and continuity of care.
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 - 2022
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 SUTE Feedback
The content is relatable and closely linked to practice
To ensure the unit content is closely related to clinical practice.
Feedback from SUTE Feedback
Good lectures and study guides
To continue to provide weekly lectures to accompany the study guide content.
Feedback from SUTE Feedback
I believe the only aspect that could be improved would be the workload. However, it is a course that has been fast-tracked to 18 months. At times it is hard to keep on top of the workload due to prac, CoC appointments and regular RN work
Due to the ANMAC accreditation requirements, it is not possible to reduce the study load. However, care will be taken to ensure that assessment tasks are well spaced. This will be achieved by collaborating with other members of the midwifery team. In addition to this additional or further readings will be kept to an absolute minimum.
- Interpret the anatomy and physiology of human reproduction, pregnancy, birth and lactation
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
The proposed changes to learning outcomes and the unit will meet the following:
The draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 5: Student assessment.
The Nursing and Midwifery Board of Australia (NMBA) Midwife Standards for Practice (2018).
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 a plan for midwifery care.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Midwives (2018).
Principle 1. Legal compliance.
Principle 2. Woman-centred practice.
Principle 3. Cultural practice and respectful relationships.
Principle 4. Professional behaviour.
Principle 7: Health and wellbeing.
The International Confederation of Midwives (ICM) International Code of Ethics for Midwives (2014).
1. Midwifery Relationships.
2. Practice of Midwifery.
3. The Professional Responsibilities of Midwives.
4. Advancement of Midwifery Knowledge and Practice.
National Safety and Quality Health Service Standards (2017).
Clinical Governance Standard.
Partnering with Consumers Standard.
Preventing and Controlling Healthcare-Associated Infection Standard.
Medication Safety Standard.
Comprehensive Care Standard.
Communicating for Safety Standard.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Oral Examination - 50% | |||
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 - 50% | ||||||||||
| 2 - Oral Examination - 50% | ||||||||||
Textbooks
Myles Textbook for Midwives
Edition: 17th ed. (2020)
Authors: Marshall, J. & Raynor, M.
Churchill Livingstone
London London , England
ISBN: 9780702076428
Binding: Paperback
Additional Textbook Information
No
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Headset, preferably with microphone
- Microphone and camera to attend the Zoom sessions
- Computer- ability to access study materials, including instructional videos & upload assessment. Printer for printing assessment. Scanner or equivalent for uploading assessment.
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
r.chee@cqu.edu.au
Module/Topic
Human Reproduction and Conception
Chapter
Week one study guide, chapters 3, 5 & 11 of the prescribed text and any additional readings in the e-reading list
Events and Submissions/Topic
Module/Topic
Fetal Growth and Development
Chapter
Week two study guide and e-reading list
Events and Submissions/Topic
Module/Topic
Changes and adaptations in pregnancy
Chapter
Week 3 study guide, e-reading list and chapters 9, 10 & 11 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Antenatal Education, Screening and Assessment
Chapter
Week 4 study guide and e-reading list. Chapters 9, 10, 11 & 13 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Working with Women During the First Stage of Labour
Chapter
Week 5 study guide and e-reading list. Chapters 3, 7 & 19 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Working with Women During the Second Stage of Labour
Chapter
Week 6 study guide and e-reading list. Chapter 20 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Working with Women During the Third Stage of Labour
Chapter
Week 7 study guide and e-reading list. Chapters 17, 21 & 33 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Care of the Mother and Baby Post Birth
Chapter
Week 8 study guide and the e-reading list. Chapter 28 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Midwifery Care of the Newborn
Chapter
Week 9 study guide and e-reading list. Chapter 27 & 32 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Infant Feeding
Chapter
Week 10 study guide and e-reading list. Chapter 27 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
Breastfeeding Initiation and Support
Chapter
Week eleven study guide and e-reading list. Chapter 27 of the prescribed textbook.
Events and Submissions/Topic
Module/Topic
The Role of the Midwife in Promoting Normal Processes
Chapter
Week 12 study guide, revision of unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 2: Oral Viva Exam to take place in Week 13 & 14 (w/c 6th June): Students will be allocated their exam timeslot and sent a Zoom link via email.
Oral Viva Examination Due: Exam Week Friday (17 June 2022) 12:00 am AEST
All students must remain subscribed to the online general discussion forum, the Q & A forum and the news forum.
1 Written Assessment
Assessment 1 – Case Study
Type: Written assessment
Due date: Friday 13/05/2022 (week 9) at 23:55 hours
Weighting: 50%
Length: 2500 words
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
1. Interpret the anatomy and physiology of human reproduction, pregnancy, birth, and lactation.
2. Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum.
3. Apply current evidence associated with the provision of midwifery care.
Aim
The aim of this assessment is to demonstrate your understanding of the normal physiological changes that occur during the childbearing continuum. This assessment will provide students with an opportunity to use and familiarise themselves with the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' and other relevant current evidence to develop competence in the provision of women-centered midwifery care
Instructions
Write an essay that addresses the case study below from the point-of-view of the midwife. Although at times medical interventions may be necessary, in this case, you must clearly show where appropriate, the midwife's role and responsibilities in the multidisciplinary care of this woman. The essay will discuss the physiological changes during pregnancy that are suspected to cause gastrointestinal upset such as nausea, constipation and heartburn and explore the potential risks associated with these ailments during pregnancy. Outline the evidence-based advice you would provide surrounding ways to alleviate the symptoms of these ailments and increase the woman's comfort.
Assessment: Case Study
Elise Roberts is a healthy 29-year-old G2P1 woman with a BMI of 24 who is attending your midwifery led antenatal clinic at 22 weeks' gestation. Elise tells you that she has been experiencing nausea, constipation, bloating, and episodes of heartburn after meals. She tells you this makes her avoid eating and drinking and that she had haemorrhoids in her first pregnancy. You analyse Elise’s urine noting that her urine is dark in colour and has a specific gravity of 1.030. You weigh Elise and find that she has not gained weight since her last antenatal appointment four weeks ago.
Please follow these steps to complete your assessment task:
Discuss the physiological changes during pregnancy that are suspected to contribute to these gastrointestinal discomforts.
Explore the potential risks associated with reduced oral intake, nausea, indigestion, and constipation during pregnancy.
Outline the evidence-based advice you would give to Elise on ways to alleviate her symptoms of gastrointestinal discomfort, to increase her oral intake and avoid haemorrhoids.
Literature and references
In this essay use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Midwifery.
Requirements
• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on each page in a footer.
• Write in the third-person perspective.
• Use formal academic language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide: Midwifery Resource Guide
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 9 Friday (13 May 2022) 11:55 pm AEST
Please submit to the assessment upload zone on the Moodle page
Week 11 Friday (27 May 2022)
Please allow for up to 2 weeks post the due date for the return of marked assessments.
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction for the topic which outlines the direction of the paper. (5%) (5-4.25) | Clear and appropriate introduction for the topic and outlines the direction of the paper (4.2-3.75) | Appropriate introduction for the topic and outlines the direction of the paper (3.7-3.25) | Introduction is apparent and the topic is introduced but there is not clear direction to the paper (3.2-2.5) | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper (<2.5) | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) (5-4.25) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close (4.2-3.75) | Conclusion outlines most of the main points and brings some sense of closure (3.7-3.25) | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity (3.2-2.5) | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper (<2.5) | |
| Excellent presentation of assignment double spaced with 12-point font. Consistently accurate with spelling, grammar, and paragraph structure. (5%) (5-4.25) | Well-presented assignment double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. (4.2-3.75) | Well-presented assignment double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar, and paragraph structure. (3.7-3.25) | Well-presented assignment double spaced with 12-point font. 4 or 5 inconsistent errors with spelling, grammar, and paragraph structure. (3.2-2.5) | Poorly presented assignment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar, and paragraph structure. (> 5 errors). (<2.5) | |
| Approach & Argument (75%) | |||||
| Evidence choices are clearly relevant to the topic; the way evidence is used to construct the approach comprehensively answers the question, and the argument proceeds logically and is within the set word limit (10%) (10-8.5) | Evidence choices are relevant to the topic; the way evidence is used to construct the approach clearly answers the question, and the argument proceeds logically and is within the set word limit. (8.4-7.5) | Evidence choices are appropriate, and the use of evidence answers the question. The argument mostly proceeds logically and is within the set word limit. (7.4-6.6) | Evidence choices satisfactorily relate to the topic, but 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). (6.4-5) | Evidence choices are irrelevant or do not address the topic and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. (4.9-0) | |
| An articulate and comprehensive discussion surrounding the physiological changes during pregnancy that are suspected to cause gastrointestinal symptoms. (30%) (30-25.5) | Insightful and well-developed discussion surrounding the physiological changes during pregnancy that are suspected to cause gastrointestinal symptoms. (25.2-22.5) | A logical discussion surrounding the physiological changes during pregnancy that are suspected to cause gastrointestinal symptoms. (22.2-19.5) | A disjointed discussion surrounding the physiological changes during pregnancy that are suspected to cause gastrointestinal symptoms. (19.2-15) | An inadequate discussion surrounding the physiological changes during pregnancy that are suspected to cause symptoms. (14.7-0) | |
| Comprehensive analysis and exploration of the potential risks associated with untreated gastrointestinal symptoms during pregnancy. (10%) (10-8.5) | Well-developed analysis and exploration of the potential risks associated with untreated gastrointestinal symptoms during pregnancy. (8.4-7.5) | A broad, logical analysis and exploration of the potential risks associated with gastrointestinal symptoms during pregnancy. (7.4-6.6) | A satisfactory, elementary analysis that maybe disjointed exploration of the potential risks associated with untreated gastrointestinal symptoms during pregnancy. (6.4-5) | Inadequate exploration of the potential risks associated with untreated gastrointestinal symptoms during pregnancy. (4.9-0) | |
| Clear, coherent discussion that critically outlines the evidence-based advice you would give to Elise surrounding ways to alleviate her gastrointestinal symptoms and to increase her oral intake and weight. (25%) (25-21.25) | A clear and relevant discussion that outlines the evidence-based advice you would give to Elise surrounding ways to alleviate her gastrointestinal symptoms and to increase her oral intake and weight. (21-18.75) | A logical discussion which broadly outlines the evidence-based advice you would give to Elise surrounding ways to alleviate her gastrointestinal symptoms and increase her oral intake and weight. (18.5-16.5) | Satisfactory exploration that shows a limited discussion that can be repetitive at times that outlines the evidence-based advice you would give to Elise surrounding ways to alleviate her gastrointestinal symptoms and increase her oral intake and weight. (16-12.5) | Poor understanding of the topic. Content does not outline the evidence-based advice you would give to Elise surrounding ways to alleviate her gastrointestinal symptoms and increase her oral intake and weight. (12.4-0) | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) (5-4.25) | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 technique exceptions. (4.2-3.75) | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 technique exceptions. (3.7-3.25) | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 techniques exceptions. (3.2-2.5) | Fails to or infrequent attempts (>7 technical errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. (<2.5) | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant websites. (5%) (5-4.25) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. (4.2-3.75) | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. (3.7-3.25) | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. (3.2-2.5) | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites not included. (<2.5) | |
- Interpret the anatomy and physiology of human reproduction, pregnancy, birth and lactation
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Oral Examination
Assessment 2 Viva Voce
Due date: Exam Week
Weighting: 50%
Length: 10 mins (scenario provided & prep/reflect)
20 mins (question & answer time)
30 mins in total
Aim
The aim of this assessment is to demonstrate and apply your understanding of the normal processes of the childbearing continuum and the role of the midwife in promoting and facilitating these processes through woman centered partnerships. This assessment will provide you with an opportunity to show your understanding and application of the NMBA Midwife Standards of Practice (2018) to clinical scenarios related to the childbearing continuum.
Instructions
Students will attend an oral Viva examination via a Zoom meeting. Each student will be allocated an individual zoom meeting link on a particular day and time during Exam Week, Term 1, 2022. It is compulsory to attend this examination.
1. Students will be given a handover relating to a specific clinical scenario. You will then have some reflection and thinking time.
2. After 10mins, you will be asked exam questions related to the scenario that you have been given.
3. You will be questioned by two examiners from the midwifery academic team. The assessment question and answer time is scheduled for 20 minutes and will be recorded for marking and quality purposes. Your Viva will relate to the provision of midwifery care for a woman experiencing a normal pregnancy/childbirth/postpartum period which will be selected at random on the day of the assessment. You will be assessed on your communications skills as well as your clinical midwifery knowledge.
The topics for the Viva Voce assessment are as follows:
• Normal pregnancy
• Normal labour and birth
• Normal postpartum period
• Lactation and Breastfeeding
• The healthy neonate
Important considerations for being successful in the Viva Voce:
You must be prepared to answer questions relating to your case and discuss your course of action in relation to the midwifery care of your woman/neonate, this will require you to be ‘present’ in the scenario (verbalising what you would do if faced with this scenario in practice).
When answering the exam questions, students will consider the following NMBA Midwife Standards for Practice (standards 1, 2, 3 & 6) which state that midwives should:
Standard 1: Promote evidence-based maternal health and wellbeing.
Standard 2: Engage in respectful partnerships and professional relationships.
Standard 3: Demonstrate the capability and accountability for midwifery practice.
Standard 6: Provide safe and quality midwifery practice.
Please see the assessment rubric for a detailed description of the assessed criteria.
Scenarios are confidential and we ask that you do not share them with your student peers.
Assessment to take place in Exam Week (w/c 6th June 2022):
Students will be allocated their timeslot by the unit coordinator and sent a Zoom link via email.
Students must reply to this email confirming: 1) their receipt of the Zoom meeting link and 2) their confirmation of attendance at the allocated time.
Examination conditions:
• View the University's policy on examination in the Assessment of Coursework Policy at:
Learning Outcomes Assessed
1. Interpret the anatomy and physiology of human reproduction, pregnancy, birth, and lactation.
2. Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum.
3. Apply current evidence associated with the provision of midwifery care.
Exam Week Friday (17 June 2022) 12:00 am AEST
Assessment to take place in EXAM week: Students will be allocated their own individual timeslot and sent a Zoom link for this examination time via email.
Exam Week Friday (17 June 2022)
The unit coordinator will submit the completed examination rubrics into Moodle by week 15 (university vacation)
| Qualities & Criteria | High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail >50% |
| Communication Skills 30% | |||||
| Verbal & non-verbal · Use of language · Fluency & Pronunciation · Engagement · Eye Contact 30% | Uses an extensive and rich vocabulary appropriate to topic. Speaks clearly with a natural speaking pace Strongly and positively engaged in topic during discussion Consistently holds attention of panel/questioner with the use of direct eye contact (30-25.5) | Uses a wide and appropriate vocabulary appropriate to topic Speaks clearly with minimal pauses or hesitation Demonstrates good and mostly positive engagement with topic during discussion Mostly consistent use of direct eye contact with panel/questioner (25.2-22.5) | Uses acceptable vocabulary which is appropriate to topic. Speech mostly clear but noticeable pauses and/or speaks too fast occasionally Demonstrates acceptable engagement with topic during discussion Adequate eye contact made with panel/questioner (22.2-19.5) | Uses adequate vocabulary appropriate to topic Speech is low and/or unclear at times. Multiple pauses and/or speaks too fast on numerous occasions. Demonstrates adequate engagement with topic during discussion Minimal eye contact made with panel/questioner (19.2-15) | Uses limited or inadequate vocabulary which is not appropriate to the topic. Student mumbles is incoherent and speaks too quietly for panel to hear. Shows no engagement and/or negativity towards topic during discussion. No eye contact made with panel/questioner (14.7-0) |
| Mastery of Maternity Care Scenario 70% (Knowledge and comprehension, application, analysis, and synthesis of information) | |||||
| Overall understanding 10% | Shows a deep/robust understanding of the scenario with fully accurate information Answers all questions with explanation and elaboration (10-8.5) | Shows an extended understanding of the scenario with accurate information Answers most questions with ease though sometimes requires further elaboration (8.4-7.5) | Shows good understanding of scenario with mostly accurate information Ability to answer some questions but answers lack complexity (7.4-6.6) | Shows satisfactory understanding of scenario with some inaccurate information Is only able to answer rudimentary questions on topic. (6.4-5) | Shows limited or no understanding of scenario. Information mostly inaccurate. Has no grasp of the information and is unable to answer questions. (4.9-0) |
| Articulation of thoughts 10% | Clearly articulates position and thoughts are extensively expressed (10-8.5) | Articulates position and thoughts expressed clearly (8.4-7.5) | Articulates a position that is incomplete or lacks complexity. Expression of thoughts mostly clear (7.4-6.6) | Articulates a position that is unfocused at times. Expression of thoughts sometimes unclear and/or ambiguous (6.4-5) | Limited or no ability to articulate a position. Limited ability to express any thoughts, those expressed are unclear. (4.9-0) |
| Evidence 10% | All evidence is highly relevant and specific to the scenario discussion (10-8.5) | Presents relevant evidence that is accurate to the scenario discussion (8.4-7.5) | Presents mostly relevant evidence that links to the scenario discussion. Mostly accurate. (7.4-6.6) | Presents evidence that often links to the scenario but evidence is somewhat inaccurate. (6.4-5) | Does not present any evidence of relevance to scenario or presents highly inaccurate or evidence. (4.9-0) |
| Implications 10% | Comprehensive and fully explores the major implications of proposed plan of care (10-8.5) | Relevant and accurate discussion of the major implications of the proposed plan of care. (8.4-7.5) | Acceptable and mostly relevant discussion of the major implications of the proposed plan of care. (7.4-6.6) | Satisfactory discussion of the major implications of the proposed plan of care. (6.4-5) | No discussion of any implications for a proposed plan of care (4.9-0) |
| Structure and organisation 10% | Presents information/ideas logically (10-8.5) | Present information in a mostly logical sequence (8.4-7.5) | A few areas of disjointedness /lack of logical progression. (7.4-6.6) | Ideas are presented in a partly logical way but disjointed and do not always flow logically (6.4-5) | Ideas are illogical and very disjointed with no logical flow making.it difficult to follow. (4.9-0) |
| Prompting 10% | Does not require prompting with probing questions (10-8.5) | Minimal prompting required (1-2 probing question) (8.4-7.5) | Some prompting required (3 probing questions) (7.4-6.6) | Required frequent prompting (4 probing questions) (6.4-5) | Requires extensive prompting (5 or more questions) (4.9-0) |
| Demonstration of Woman Centred Care 10% | Comprehensively considers the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care (10-8.5) | Sound ability to consider the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care (8.4-7.5) | Acceptable ability to consider the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care (7.4-6.6) | Consideration of the needs of the woman and her family in relation to the issue are basic. Some ability to form a plan of care but lacks integration and is unclear at times (6.4-5) | Limited or no consideration of the needs of the woman and her family in relation to the issue. Little or no evidence of any ability to form a plan of care. (4.9-0) |
- Interpret the anatomy and physiology of human reproduction, pregnancy, birth and lactation
- Analyse the role of the midwife in promoting and facilitating normal processes of the childbearing continuum
- Apply current evidence associated with the provision of midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Ethical practice
- Social Innovation
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?
