1 Portfolio
Assessment One - Portfolio/Ongoing Reflective Journal
40% Weighting
Word Count: N/A
Referencing Style: APA 6th
Due Date: 3/06/2019 (Week 12)
Objectives: This assessment item relates to learning outcomes one (1), two (2), three (3) and four (4).
Reflective practice is a key element that contributes to the NMBA Midwife Standards for Practice. It is through reflective processes that both students and registered midwives can identify and explore diverse values, beliefs, learning needs and sociocultural structures.
Task
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. The journals must be uploaded to the appropriate section of the Bachelor of Midwifery Meta page.
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 many 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!
Week 12 Monday (3 June 2019) 11:55 pm AEST
Please submit journals to the Bachelor of Midwifery Meta Page journal upload zone and keep your submission as a draft only.
Exam Week Friday (21 June 2019)
Marked assessments will be returned approximately 3 weeks after the due date.
MDWF 12003– Midwifery Practice One - Assessment Criteria Sheet – Assessment One – Portfolio
Student Name:
| 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) | 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 a broad and generally reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt | Disjointed and limited 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 and illogical 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: - 1 to 4 antenatal visits (Face to Face) - (45%) (Learning Outcomes 1 - 4) | 3 Well-developed reflective journals that include a minimum of : - 1 to 4 antenatal visits (Face to Face) | 3 reflective journals that include a minimum of: - 1 to 4 antenatal visits (Face to Face) | 3 disjointed reflective journals that include some of the following: - 1 to 4 antenatal visits (Face to Face) | 3 or less inadequate reflective journals that have not met the minimum requirements of: - 1 to 4 antenatal visits (Face to Face) |
This assignment is worth 40 % of the total assessment for this subject. /100 COMMENTS:
|
Marker: Date:
- 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
Written Assessment & Pamphlet
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 : Due Date: 17/05/2019 (week 9) “Health Promotion: Tailoring antenatal education to the individual woman” Background: The NMBA (2018) Midwife Standards for Practice states: The midwife is responsible and accountable for midwifery practice that includes: • providing women’s health support, care and advice before conception, during pregnancy, labour, birth and the postnatal period • promoting normal physiological childbirth and identifying complications for the woman and her baby • consultation with and referral to medical care or other appropriate assistance. (NMBA, 2018, p.7) Using the principles of midwifery continuity of care and primary health care the midwife provides health counselling and education as preparation for childbirth. During antenatal care the midwife has an opportunity to educate and assess the woman’s needs and risk factors. An initial maternity assessment risk score is determined from her presenting history and status, which assists in highlighting risks and tailoring appropriate care. The Australian College of Midwives provides a document, The National Guidelines for Consultation & Referral, 3rd Ed. This document is designed for use by midwives to integrate clinical evidence with experience to determine a midwifery assessment score: A, B or C. Timely identification of the score provides an indication of which model of care may be most appropriate and when to consult and refer to medical care. The maternity assessment score is initially determined at the booking in antenatal visit but may be revised and changed throughout the pregnancy. Overview: You are required to reflect on your clinical experiences related to your 'Continuity of Care' (CoC) women. From your reflective journals, you are to select an educational activity or health promotion strategy that you could provide to one of your CoC women that relates to lifestyle changes in pregnancy (such as exercise or nutrition in pregnancy or Alcohol, Tobacco and Other Drugs use). You are required to correctly determine your chosen CoC woman’s midwifery assessment score using The Australian College of Midwives ‘National Guidelines for Consultation and Referral’ 3rd Ed. You will find a link to this resource on the Midwifery Practice 1 Moodle site. Discuss why the woman has been allocated the score and what the appropriate action to take is: consult or refer. Task: Part A: - Research your chosen educational activity or health promotion strategy that is in alignment with your role as a midwife and primary healthcare provider. Provide a critical evaluation of your research regarding your chosen topic and provide recommendations on your chosen educational activity or health promotion strategy. Support these recommendations with the evidence reviewed. You will include in your discussion the woman’s maternity risk score and the correct actions to take according to the Australian College of Midwives ‘National Guidelines for Consultation and Referral’ 3rd Ed, and discuss why. Part A - Word limit - 2000 words. Part B: - Design and produce a comprehensive pamphlet which incorporates the research and recommendations from Part A that relates to your chosen educational activity or health promotion strategy. This would be a pamphlet that you would be able to offer to women as a resource when providing education. In designing your pamphlet please ensure you consider the following:
Please Note:
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| Assessment Due Date Week 9 (17/05/2019) | |
Week 9 Friday (17 May 2019) 11:55 pm AEST
Please submit the assessment via the Midwifery Practice 1 Moodle assessment upload zone.
Week 12 Friday (7 June 2019)
Marked assessments will be returned approximately 3 weeks from the due date
MDWF 12003 – Midwifery Practice 1 - Assessment Criteria Sheet – Assessment Two – Written Assessment
Student Name:
| HD | D | C | P | F |
| Structure (15%) PART A | ||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper | Appropriate introduction that introduces the topic and outlines the direction of the paper | Introduction is apparent and the topic is introduced but there is no clear direction to the paper | No recognisable introduction-the topic is not introduced and/or there is no direction offered to the paper |
| Part A: Clear and succinct conclusion that outlines the main points brings argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close | Conclusion outlines most of the main points and brings some sense of closure | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity | No recognisable conclusion-little reference to the main points and does not offer a clear conclusion to the paper |
| Part A: 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 (65%) Part A | ||||
| Part A: 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. (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 | 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 | 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 |
| Part A: An articulate and comprehensive discussion demonstrating a thorough understanding of the chosen topic, that is, a chosen lifestyle change in pregnancy which also relates to one of your ‘Continuity of Care’ women. Correctly identifies the maternity risk score and comprehensively discusses why the woman meets the criteria for the score and what the correct action to take is. (20%) | Insightful and well developed discussion that demonstrates a clear understanding of the chosen topic, that is, a chosen lifestyle change in pregnancy which also relates to one of your ‘Continuity of Care’ Women. Correctly identifies the maternity risk score and thoroughly discusses why the woman meets the criteria for the score and what the correct action to take is. | A logical discussion that demonstrates a competent understanding of the identified chosen topic that is, a lifestyle change in pregnancy which also relates to one of your ‘Continuity of Care’ women. Correctly identifies the maternity risk score and competently discusses why the woman meets the criteria for the score and what the correct action to take is. | Provides a disjointed discussion that demonstrates a generalised or limited understanding of the chosen topic, that is, a lifestyle changes in pregnancy that relates to one of your ‘Continuity of Care’ women. Correctly identifies the maternity risk score and generally discusses why the woman meets the criteria for the score and what the correct action to take is. | An inadequate discussion which demonstrates a poor understanding of the risk factors that chosen topic, that is, a lifestyle change in pregnancy that relates to one of your ‘Continuity of Care’ women. Incorrectly identifies the maternity risk score and in a limited attempt discusses or fails to discuss why the woman meets the criteria for the score and what the correct action to take is. |
| PART B Comprehensive discussion that shows a sophisticated understanding and evaluation of current evidence-informed midwifery practice in regards to the chosen educational activity or health promotion strategy (20%) | Well-developed analysis and discussion which includes current evidence-informed midwifery practice in regards to the chosen educational activity or health promotion strategy. | Some analysis which broadly discusses current evidence-informed midwifery practice in regards to the chosen educational activity or health promotion strategy | Minimal analysis and disjointed discussion regarding current evidence informed midwifery practice in regards to the chosen educational activity or health promotion strategy | Inadequate analysis and discussion (which is repetitive) of current evidence-based midwifery practice in regards to the chosen educational activity or health promotion strategy |
| Part B: A convincing and critical evaluation and discussion that highlights the recommendations which support the chosen educational activity or health promotion strategy (20%) | A clear and coherent discussion highlights the recommendations which support the chosen educational activity or health promotion strategy | A logical discussion which broadly highlights the recommendations which support the chosen educational activity or health promotion strategy | A satisfactory understanding of the topic. There is minimal or limited discussion that can be repetitive at times regarding the recommendations which supporting the chosen educational activity or health promotion strategy | A poor understanding of the topic. Content does not address the recommendations which support the chosen educational activity or health promotion strategy | |
| Referencing (20%) PART A & B | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (10%) | 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. (10%) | 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. | |
This assignment is worth 60% of the total assessment for this subject. /100
COMMENTS:
| Late Penalty (if applicable) % Overall percentage: /50% | Final Grade: |
Marker: Date:
- 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
Assessment 3 - Placement
MDWF12006 - Midwifery Practice 1 - Clinical Placement
Due date: 7/06/2019 (Week 12)
Weighting: 0% - Pass/Fail
Objectives:
This assessment item relates to learning outcomes one (1), two (2) three (3), four (4) and five (5).
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 commence your reflective journals. Templates can be found on the Bachelor of Midwifery Meta page.
2. Complete the recruitment or a minimum of 1 antenatal visit for three (3) CoC women in term1 who will birth in term 2.
3. Competency Performance Assessment
4. Complete 224 hours of clinical practice experience plus continuity of care hours (10-20 in total per woman recruited)
The required clinical experience will be reviewed by the midwifery educator/manager in conjunction with the course coordinator.
Weighting 0% - Pass/Fail
Week 12 Friday (7 June 2019) 11:55 pm AEST
Please submit a high quality scan of all completed and signed end of term documents via email to Robyn Buis at r.buis@cqu.edu.au by the due date
Exam Week Friday (21 June 2019)
Marked assessments will be returned to students approximately 3 weeks past the due date.
All completed documents will be revised by Robyn Buis to ensure all signatures are completed and hours, skills and competency assessment tools are completed and met the term requirement of 224 clinical hours finished.
- 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?
