Overview
This clinical placement unit is the first of four that provides you with midwifery clinical experience. The focus of this unit is on the role of the midwife in promoting and facilitating normal processes of the childbearing continuum utilising the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'. You will be involved in the provision of care of the woman and her family throughout pregnancy, birth and the postnatal period. The practical application of different models of care will be explored with an emphasis on best practice. This unit is to be studied in conjunction with Foundations of Midwifery 1.
Details
Pre-requisites or Co-requisites
Co-reqs MDWF12002 Foundations of Midwifery 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).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 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
Love the placement and work experience. I learnt a great deal when researching the assignment. Excellent,great course coordinator support. Breastfeeding assignment was very helpful and I felt more capable of providing education on prac after completing it. Asessment items that help to facilitate learning. Very informative and the information was well set out and of high quality. The clinical record book is quite confusing to fill out as you can have multiple entries for one occasion of care.
Provide greater guidance, support and orientation to students on the use of the clinical logbook. Re-assess the usability of the logbook and make improvements. We have implemented a simplified two page document called a running sheet to assist students with capturing skills and hours a snapshot of their progress to use alongside the logbook. The Head of Program has discussed the possibility of developing a software program to use alongside the logbook to in put data such as skills and hours.
- Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
- Demonstrate beginning midwifery practice skills related to assessment of women and the neonate across the continuum of normal childbearing using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
- Reflect on clinical learning related to your continuity of care experiences to enhance practice.
- Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) requirements.
NMBA domain and competencies
Domain – Legal and professional practice
o Competency 1 Functions in accordance with legislation and common law affecting midwifery practice.
o Competency 2 Accepts accountability and responsibility for own actions within midwifery practice.
Domain – Midwifery knowledge and practice
o Competency 3 Communicates information to facilitate decision making by the woman.
o Competency 4 Promotes safe and effective midwifery care.
o Competency 5 Assesses, plans, provides and evaluates safe and effective midwifery care.
o Competency 6 Assesses plans, provides and evaluates safe and effective midwifery care for the woman and/or baby with complex needs.
Domain – Midwifery as primary health care
o Competency 7 Advocates to protect the rights of women, families and communities in relation to maternity care.
o Competency 8 Develops effective strategies to implement and support collaborative midwifery practice.
o Competency 9 Actively supports midwifery as a public health strategy.
o Competency 10 Ensures midwifery practice is culturally safe.
Domain – Reflective and ethical practice
o Competency 11 Bases midwifery practice on ethical decision making.
o Competency 12 Identifies personal beliefs and develops these in ways that enhance midwifery practice.
o Competency 13 Acts to enhance the professional development of self and others.
o Competency 14 Uses research to inform midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 40% | ||||
| 2 - Written Assessment - 60% | ||||
| 3 - Professional Practice Placement - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Portfolio - 40% | ||||||||||
| 2 - Written Assessment - 60% | ||||||||||
| 3 - Professional Practice Placement - 0% | ||||||||||
Textbooks
Myles Textbook for Midwives
Edition: 16th (2014)
Authors: Marshall, J & Raynor, M.
Churchill Livingstone
London London , 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.
b.ferguson@cqu.edu.au
Module/Topic
This clinical placement course is the first of four that provides you with midwifery clinical experience. The focus of this course is on the role of the midwife in promoting and facilitating normal processes of the childbearing continuum utilizing the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'. A link to the guidelines is provided below. You will be involved in the provision of care of the woman and her family throughout pregnancy, birth and the postnatal period. The practical application of different models of care will be explored with an emphasis on best practice. This course is to be studied in conjunction with Foundations of Midwifery 1.
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Nursing and Midwifery Board of Australia: Code of Conduct, Ethics and Professional Standards for Midwives.
Queensland Health State Wide Maternal and Neonatal Clinical Guidelines
CQ University Midwifery Student Clinical Placement Logbook
Events and Submissions/Topic
Commence Clinical Placement: Assessment Three.
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Assessment 2: Written essay due week 9
Written Assessment Due: Week 9 Friday (11 May 2018) 12:00 am AEST
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Assessment 1, Reflective Portfolio due week 12
Reflective Portfolio Due: Week 12 Friday (1 June 2018) 12:00 am AEST
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Assessment 3, clinical hours, skills and Competency Assessment Tool due week 14
Clinical Placement Due: Exam Week Friday (15 June 2018) 12:00 am AEST
1 Portfolio
Midwifery Practice One – MDWF12003 Term 1, 2018
Assessment One Portfolio
40% Weighting
Word Count: N/A
Assessment 1 Portfolio/Ongoing Reflective Journal
Objectives: This assessment item relates to learning outcomes one (1), two (2) and three (3).
| Task Description | Reflective practice is listed as one of the key domains that make up the National Competency Standards for the Midwife. It is through reflective processes that both students and registered midwives can identify and explore diverse values, beliefs, learning needs and sociocultural structures. To facilitate your reflective skill development you are required to complete a reflective piece of writing for each of the three (3) recruited 'continuity of care experience' women you are working with. Overview of Reflective Journal Writing: A reflective journal is a way of thinking in a critical and analytical way about your clinical experience. It involves looking at a situation, assessing what you have learnt from it, what you could have done differently, realising new approaches to your care and ultimately, how you felt about the whole experience. As a student midwife it shows how different aspects of your work interconnect and can be very useful for identifying gaps in knowledge and ethical dilemmas or situations that need further thought. Understanding your feelings is a vital skill for reflective writing, and studying midwifery involves being exposed to a lot of new situations - doing your first antenatal booking; helping a woman with breastfeeding support; witnessing a birth - which can bring new reactions to the surface. It's important to comprehend what you feel, why you feel that way and to then learn from it, as failing to reflect can lead to poor insight and therefore poor performance in practice (Hays & Gay, 2011). *Reflective writing is more personal than other kinds of academic writing and is an exploration of events not just a description of them. Reflective Journal Requirements: (Refer to the provided Reflective Journal Template and the Two Reflective Journal examples) How to structure reflective writing It can be useful to use a reflective model, or series of questions, which will help you look at the whole event from many different angles (Macdonald, 2011; Driscoll, 1994; Benner, 1984). The Driscoll model has a very simple 'what', 'so what' and 'now what' model, which is easy to remember and write up. There are three common reflective writing models that you may choose to follow when writing reflectively: Van Manen, Gibbs and Durgahee (Giminez, 2011). The models all involve thinking systematically about the phases of an activity, using headings including: description, feelings, evaluation, analysis, conclusion and action plan. These theoretical frameworks provide a starting point for the critical skills that all student midwives should develop by the end of their educational program. Example: 1. Description: (don't make this too long - refer to the provided template) What is it? What happened? Why am I talking about it? 2. Interpretation: What is important and relevant? Look through your description and try to find words or phrases that require further exploration. Include the rationale for what was done or why it was done. Where there is controversy about what was done or found, provide the rationale and sources of evidence for both sides of the argument. How can it be explored and explained using contemporary theories. 3. Outcome: What have I learned from this? How will it influence my future work? Above all, enjoy writing the journal - it is about you and your reflection and your development as a clinical midwife! Assessment Due Date 01/06/2018 week 12 You are required to upload your reflective journals onto the Bachelor of Midwifery Moodle Meta page by the final submission date. Each uploaded journal entry needs to be reflective in nature. Final submission : 01/06/2018 *Students are also expected to work towards minimal clinical requirements.
Learning outcomes Assessed: 1, 2 and 3 Referencing Style: American Psychological Association (APA) |
Week 12 Friday (1 June 2018) 12:00 am AEST
Online submission is required via the Bachelor of Midwifery Meta Page upload zone
Exam Week Monday (11 June 2018)
Marks will be released approximately three weeks after submission
MDWF 12003– Midwifery Practice One - Assessment Criteria Sheet – Assessment One – Portfolio
| HD | D | C | P | F |
| Structure (10%) | ||||
| Excellent presentation of portfolio. Reflective journals set out as per template. Consistently accurate with spelling, grammar and paragraph structure. (10%) | Well-presented portfolio, Reflective journals set out as per template. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented portfolio. Reflective journals set out as per provided template. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented portfolio, reflective journals set out per provided template. 2 or 3 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented journal. Provided template not utilised. Many inaccuracies with spelling, grammar and paragraph structure (> 5 errors). |
| Approach & Argument (90%) As per template. | ||||
| Comprehensive critical and analytical reflective journals that explore and identify gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome –what was learnt (45 %) (Learning Outcome 1-4) | Insightful and well- developed reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt | Provides logical and broadly reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt | Disjointed reflective journals that explores and identify some gaps in knowledge. Each reflective journal provides some of the following: - A description - An Interpretation - An outcome – what was learnt | Inadequate reflective journals that do not explore or identify gaps in knowledge. The following have not been included: - A description - An Interpretation - An outcome –what was learnt |
| 3 Comprehensive reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits (45%) (Learning Outcome 1 - 4) | 3 Well-developed reflective journals that include a minimum of : - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits | 3 reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits | 3 disjointed reflective journals that include some of the following: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits | 3 or less inadequate reflective journals that have not met the minimum requirements of: - 4 antenatal visits - +/- the labour (Intrapartum Visits) - 2 postnatal visits |
- Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
- Demonstrate beginning midwifery practice skills related to assessment of women and the neonate across the continuum of normal childbearing using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
- Reflect on clinical learning related to your continuity of care experiences to enhance practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
2018 MDWF12003 Assessment 2- Essay
Written Assessment
Objectives: This assessment item relates to learning outcomes:
One (1) Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice
Two (2) Demonstrate beginning midwifery practice skills related to assessment of women and the neonate across the continuum of normal childbearing using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
Three (3) Reflect on clinical learning related to your continuity of care experiences to enhance practice.
Weighting 60% Task Description 3000 word (+ or - 10%) essay on the topic of : “Women’s Right to choose their model of maternity care.” Currently, in Australia women have a choice of various models of maternity care within both the public and private health systems. These include, private obstetric care, private practice midwifery care, core midwifery/obstetric public care, shared care with a GP, and caseload models of care. Determining which model of care is most applicable for each individual women is based upon many factors. A holistic approach is required to support women in making their informed choice. The Australian College of Midwives, Midwifery Philosophy states:
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| Assessment Due Date Week 9 (11/05/2018) | |
| Return Date to Students Week 12 (01/06/2018) | |
| Assessment Criteria: see marking rubric Formatting according to academic conventions: 1. Your essay is to follow academic conventions of structure with an introduction, body and conclusion. 2. Your introduction will outline the key points of your essay. 3. The body of the essay will cover all the elements of your discussion. 4. Your conclusion will provide an overall summary of your main points with no new information or references. Further information: · Review the marking criteria sheet. Consider that your paper's grade will be derived from criteria outlined in that sheet and thus clear explanations of the expectations for varying grades are provided for both your direction and the assessment of your paper. · Use a separate page for the reference list. · The quality of your references is what is important rather than the volume of references (use references that are from contemporary and valid sources such as peer reviewed journals; do not use websites that end in ".com.au” as academic sources; journal articles should be less than seven years old). · Word count includes in-text references, but not reference list. · Page numbers are only required for direct quotes but preferably use no direct quotes or keep these to a bare minimum. · Words in excess of 3300 words will not be read and thus not contribute to your grade · The cover sheet should include your name, student number, the unit code, the assessment item number and word count. · Line spacing: at least 1.5; Font size: 12; Font type: Arial. | |
Week 9 Friday (11 May 2018) 12:00 am AEST
Online submission via the Midwifery Practice 1 Moodle subject page: assessment upload zone.
Week 12 Friday (1 June 2018)
Marks will be released approximately three weeks from submission
MDWF 12003 Midwifery Practice One- Assessment Criteria Sheet – Assessment Two– Written Assessment
| 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. (15%) | Content is relevant to the topic, the approach clearly answers the question and the argument proceeds logically and is within the set word limit | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit | Content answers the question the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Content is irrelevant and or does not answer the question and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
| An articulate, succinct and comprehensive discussion which clearly outlines the various maternity models of care available in Australia, how care is delivered in each model and the options of birth environment in each model (15 %) | Insightful and well-developed discussion which outlines the various maternity models of care available in Australia, how care is delivered in each model and the options of birth environment in each model | A logical discussion that demonstrates competent knowledge of the various maternity models of care available in Australia, how care is delivered in each model and the options of birth environment in each model | A disjointed discussion that demonstrates a limited knowledge of the various maternity models of care available in Australia, how care is delivered in each model and the options of birth environment in each model | An inadequate discussion which demonstrates a poor knowledge of the various maternity models of care available in Australia, how care is delivered in each model and the options of birth environment in each model | |
| Comprehensive analysis that critically explores the benefits and challenges of each model of care with clear and well supported linkage of birth outcomes and maternal satisfaction to associated medical or midwifery models (35%) | Well-developed analysis and discussion that explores the benefits and challenges of each model of care with clear and well supported linkage of birth outcomes and maternal satisfaction to associated medical or midwifery models | Broad discussion that explores the benefits and challenges of each model of care with satisfactory linkage of birth outcomes and maternal satisfaction to associated medical or midwifery models | Minimal analysis and disjointed discussion attempting to explore the benefits and challenges of each model of care with limited linkage of birth outcomes and maternal satisfaction to associated medical or midwifery models | Inadequate analysis and discussion (which at time is repetitive) that explores the benefits and challenges of each model of care without clear linkage of birth outcomes and maternal satisfaction to associated medical or midwifery models | |
| Clear, coherent outline of the discussion/ midwifery advice provided to Kate & David regarding appropriate options for maternity models of care. Correct maternity assessment score for Kate is provided: must reflect information in case study. (10%) | A clear and relevant outline of the discussion/ midwifery advice provided to Kate & David regarding appropriate options for maternity models of care. Correct maternity assessment score for Kate is provided: must reflect information in case study. | A logical discussion/ midwifery advice / midwifery advice provided to Kate & David regarding appropriate options for maternity models of care. Correct maternity assessment score for Kate is provided: must reflect information in case study. | Satisfactory but limited outline that of the discussion/midwifery advice / midwifery advice provided to Kate & David regarding appropriate options for maternity models of care. Correct maternity assessment score for Kate is provided: must reflect information in case study. | Poor understanding of the topic. Content does not correctly identify appropriate midwifery advice for Kate & David regarding suitable options for maternity models of care. Incorrect maternity assessment score for Kate is provided. Does not reflect case study. | |
| 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. | |
- Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
- Demonstrate beginning midwifery practice skills related to assessment of women and the neonate across the continuum of normal childbearing using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
- Reflect on clinical learning related to your continuity of care experiences to enhance practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
3 Professional Practice Placement
MDWF12003- Midwifery Practice One Term 1, 2018 - Clinical Placement
| Due date: | Week 14 15/06/2018 | ASSESSMENT |
| Weighting: | 0% - Pass/Fail | 4 |
Objectives:
This assessment item relates to learning outcomes one (1), two (2) three (3), and (4) four.
Minimal clinical practice experience of 224 hours is required by completion of this course. This clinical experience will allow you to consolidate knowledge and skills acquired throughout the term and enable you to draw distinction in your scope of practice between normal and complex midwifery care. You are required to meet the clinical requirements listed below and these requirements need to be documented within your Student Clinical Experience Record Book.
You are expected to work towards minimal clinical requirements and they include:
1. Recruit three (3) 'Continuity of Care' (CoC) experience women, and add this to your reflective journals, that can be found on the Bachelor of Midwifery Meta page. Further instructions will be given to you during residential school.
2. Competency Performance Assessment
3. Complete 224 hours of clinical practice experience
The required clinical experience will be reviewed by the midwifery educator/manager in conjunction with the course coordinator.
Weighting 0%
Exam Week Friday (15 June 2018) 12:00 am AEST
Scan and email your completed clinical record/logbook pages of hours, running sheet, clinical skills and competency performance tool to the unit coordinator
Exam Week Friday (15 June 2018)
As soon as possible and no later than three weeks from submission.
See your clinical log book. Completion of 224 hours, the competency performance tool and the recruitment of 3 Continuity of Care women is required to meet this assessment.
- Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
- Demonstrate beginning midwifery practice skills related to assessment of women and the neonate across the continuum of normal childbearing using the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
- Reflect on clinical learning related to your continuity of care experiences to enhance practice.
- Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
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?
