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 - 2023
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
I felt that I would have benefited from being able to take notes during the thinking time of the VIVA VOCE exam. I understand that the concern is the content may get to other students, but we could firstly show the blank piece of paper before we start, then show that we are shredding it by hand before turning off the camera.
The midwifery team will discuss the challenges of allowing this to take place.
Feedback from SUTE
I just wanted to mention that the study guide answer sheets were very helpful but once previous UC left I did not see any new ones uploaded which was a shame. I used these to check my answers and go back to a study from.
Due to a change of unit coordinator mid-way through the term, there was a misunderstanding regarding the week-to-week availability of answer sheets. As soon as the issue was identified, it was rectified. This is unikely to occur again in future, as changing unit coordinators part-way through a term is uncommon.
Feedback from SUTE
The lectures did not match the study guides for quite a few weeks. It was extremely time consuming and frustrating.
Lectures and study guides will be comprehensively reviewed for the 2023 offering of this unit to ensure consistency in delivery of learning materials.
Feedback from SUTE
I found the videos a little outdated.
The videos for the unit will be reviewed prior to the 2023 offering of this unit, and changed to more current or relevant versions if required.
- 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
The prescribed textbook can be accessed online at the CQUniversity Library website. Access may be limited, so if you prefer your own copy, you can purchase either paper or eBook versions at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- 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
Assessment 1 Case study due Friday 21st April 2023 23:55 AEST
Written Assessment - Case Study Due: Week 6 Friday (21 Apr 2023) 11:55 pm AEST
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
Assessment 2 Viva Voce to be completed on zoom at a scheduled time during exam week
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1 – Case Study
Type: Written assessment
Due date: Friday 21st April 2023 23:55 AEST, Week 6
Weighting: 50%
Length: 2500 words
Unit Coordinator: Rachelle Chee
Learning Outcomes Assessed
- 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.
Aim
The aim of this assessment is to enhance your understanding of the normal physiological changes that occur during the childbearing continuum. It is expected that you will utilise the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' and other relevant evidence associated with the provision of women-centred midwifery care to support your discussion.
Instructions
Write an essay that addresses the case study below from the midwife’s point of view. You must clearly show the midwife's role and responsibilities in the care of this woman. The essay should discuss the physiological processes of the first and second stages of labour, and the midwife’s role in optimising physiological labour for the woman, according to her birth plan.
Assessment: Case Study
Elise Roberts is a healthy 29-year-old G1P0 woman with a BMI of 24 who arrives at the birth suite with her partner, Anna, in active labour at 40 weeks gestation. Elise has no relevant medical history, has attended antenatal care, and has had normal screening tests and ultrasounds throughout her pregnancy. You are assigned to care for Elise and Anna during labour. Upon assessment, you find the following:
- Vital signs and fetal heart rate are within normal ranges
- Elise’s membranes are in-tact
- Elise is experiencing 3 contractions in each 10-minute period, which last 60 seconds, and are moderate in strength.
- Abdominal palpation: Fundal height is 40cm, lie is longitudinal, presentation is cephalic, the position is occiput anterior, and zero fifths (0/5) of the presenting part are palpable above the pelvic brim.
- Vaginal examination: Elise’s cervix is 5cm dilated, fully effaced, midline, soft, and well applied to the presenting part. The presenting part is at station -1.
- There are no abnormal findings.
Elise and Anna express that they have a birth plan in which they would like to have a labour and birth “which is as natural as possible”, and they would like to utilise non-pharmacological pain relief techniques.
Please follow these steps to complete your assessment task:
1. Describe the techniques you would suggest to Elise which will optimise physiological birth in the first and second stages of labour. Discuss how these techniques optimise the first and second stages of labour in relation to maternal physiology and the mechanism of labour.
2. When caring for Elise, you will facilitate the use of non-pharmacological methods to increase comfort and aid in managing pain. Describe the techniques you would suggest and analyse the supporting evidence for the efficacy of these techniques.
Literature and references
In this assessment use at least 10 contemporary references (<10 years old) 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 Midwives.
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 6 Friday (21 Apr 2023) 11:55 pm AEST
Please submit to the assessment upload zone on the Moodle page
Week 8 Friday (5 May 2023)
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 that introduces the topic and outlines the direction of the paper. (5%) (5-4.25) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper (4.2-3.75) | Appropriate introduction that introduces 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, punctuation, and paragraph structure. (5%) (5-4.25) | Well-presented assignment is double-spaced with 12-point font. 1 or 2 errors in spelling, grammar, punctuation, and paragraph structure. (4.2-3.75) | Well-presented assignment is double-spaced with 12-point font. 3 or 4 errors with spelling, grammar, punctuation, and paragraph structure. (3.7-3.25) | Well-presented assignment is double-spaced with 12-point font. 5 or 6 errors in spelling, grammar, punctuation, and paragraph structure. (3.2-2.5) | Poorly presented assignment. Double spacing is not used. 12-point font not used. Many inaccuracies in spelling, grammar, punctuation, and paragraph structure. (> 6 errors). (<2.5) | |
| 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%) (10-8.5) | Content is relevant to the topic; the approach clearly answers the question, and the argument proceeds logically and is within the set word limit. (8.4-7.5) | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit. (7.4-6.5) | 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). (6.4-5.0) | 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. (<5.0) | |
| An articulate and comprehensive description of a range of techniques that may optimise the physiological first and second stages of labour. (10-8.5) (10%) | Well-developed description of a range of techniques that may optimise the physiological first and second stages of labour. (8.4-7.5) | A general description of some of techniques that may optimise the physiological first and second stages of labour. (7.4-6.5) | Nominal description of some techniques that may optimise the physiological first and second stages of labour. (6.4-5.0) | An inadequate description of a range of techniques that may optimise the physiological first and second stages of labour. (<5.0) | |
| A comprehensive and accurate discussion of how the chosen techniques optimise the physiological first and second stages of labour in relation to maternal physiology and the mechanism of labour. (20%) (20-17) | Well-developed discussion of how the chosen techniques optimise the physiological first and second stages of labour in relation to maternal physiology and the mechanism of labour. (16.9-15) | Broad discussion of how the chosen techniques optimise the physiological first and second stages of labour in relation to maternal physiology and the mechanism of labour. (14.9-13) | Minimal discussion of how the chosen techniques optimise the physiological first and second stages of labour in relation to maternal physiology and the mechanism of labour. (12.9-10) | Inadequate discussion of how the chosen techniques optimise the physiological first and second stages of labour in relation to maternal physiology and the mechanism of labour. (<10) | |
| An articulate and comprehensive description of the non-pharmacological techniques which increase comfort and manage pain during labour. (10%) (10-8.5) | A clear and relevant description of the non-pharmacological techniques which increase comfort and manage pain during labour. (8.4-7.5) | A general description of the non-pharmacological techniques which increase comfort and manage pain during labour. (7.4-6.5) | Satisfactory description of the non-pharmacological techniques which increase comfort and manage pain during labour. (6.4-5.0) | Poor description of the non-pharmacological techniques which increase comfort and manage pain during labour. (<5.0) | |
| An articulate and insightful analysis of the supporting evidence for the efficacy of the chosen non-pharmacological techniques. (25%) (25-21.25) | A well-developed analysis of the supporting evidence for the efficacy of the chosen non-pharmacological techniques. (21.2-18.75) | A broad analysis of the supporting evidence for the efficacy of the chosen non-pharmacological techniques. (18.7-16.25) | A minimal analysis of the supporting evidence for the efficacy of the chosen non-pharmacological techniques. (16.2-12.5) | Absent or inadequate analysis of the supporting evidence for the efficacy of the chosen non-pharmacological techniques. (<12.5) | |
| 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 exceptions. (4.2-3.75) | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. (3.7-3.25) | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. (3.2-2.5) | Fails to or infrequent attempts (>7 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 relevant websites and 7 journal articles (5%) (5-4.25) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including relevant websites and 6 journal articles. (4.2-3.75) | 3 or 4 referencing errors identified. A minimum of 10 references used including relevant websites and 5 journal articles. (3.7-3.25) | 5 or 6 referencing errors identified. A minimum of 10 references used including relevant websites and 4 journal articles. (3.2-2.5) | Many inaccuracies with referencing (>6). Less than 10 references used. Less than 4 journal articles 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
This assessment aims to demonstrate and apply your understanding of the normal processes of the childbearing continuum and the midwife's role in promoting and facilitating these processes through woman-centred partnerships. This assessment will allow you 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.
- Students will be given a handover relating to a specific clinical scenario. You will then have some reflection and thinking time.
- After 10 mins, you will be asked exam questions related to the scenario that you have been given.
- Two examiners from the midwifery academic team will question you. 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 randomly 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 well-being.
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 you not to share them with your student peers.
Assessment to take place in Exam Week
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
- 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.
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.
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 10% | 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 (10-8.5) | 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 (8.4-7.5) | 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 (7.4-6.5) | 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 (6.4-5) | 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[RC1] and/or negativity towards topic during discussion. No eye contact made with panel/questioner (<5) |
| Mastery of Maternity Care Scenario 70% (Knowledge and comprehension, application, analysis, and synthesis of information) | |||||
| Overall understanding 20% | Shows a deep/robust understanding of the scenario with fully accurate information Answers all questions with explanation and elaboration (20-17) | Shows an extended understanding of the scenario with accurate information Answers most questions with ease though sometimes requires further elaboration (16.9-15)) | Shows good understanding of scenario with mostly accurate information Ability to answer some questions but answers lack complexity (14.9-13) | Shows satisfactory understanding of scenario with some inaccurate information Is only able to answer rudimentary questions on topic. (12.9-10) | Shows limited or no understanding of scenario. Information mostly inaccurate. Has no grasp of the information and is unable to answer questions. (<10) |
| Articulation of thoughts 20% | Clearly articulates position and thoughts are extensively expressed (20-17) | Articulates position and thoughts expressed clearly (16.9-15) | Articulates a position that is incomplete or lacks complexity. Expression of thoughts mostly clear (14.9-13) | Articulates a position that is unfocused at times. Expression of thoughts sometimes unclear and/or ambiguous (12.9-10) | Limited or no ability to articulate a position. Limited ability to express any thoughts, those expressed are unclear. (<10) |
| 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. (7.4-6.5) | 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. (<5) |
| 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. (7.4-6.5) | 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 (<5) |
| 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. (7.4-6.5) | 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. (<5) |
| Demonstration of Woman Centred Care 20% | 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 (20-17) | 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 (16.9-15) | 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 ((14.9-13) | 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 (12.9-10) | 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. (<10) |
- 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?
