1 Poster Sessions
Assessment 1 – Poster Sessions
Type: Individual written assessment & group poster design and presentation
Due date: 1000 (AEST) Friday 29th April 2022 Week 7
Weighting: 40%
Length: Written assessment – 500 words. Poster – no limit.
Unit Coordinator: Rachelle Chee
Aim
The aim of this assessment is to enhance your understanding of the midwife as a primary health care provider and educator. You will gain an understanding of the ways in which the midwife fulfils these roles and reflect upon your own learning with regards to the midwife’s role as a primary health care provider and educator.
Instructions
There are two parts to this assessment task – an individual written assessment and a group poster design and presentation.
Please follow the steps below to complete your assessment task:
Part one – written assessment (10%)
Select one of your COCE women and complete the following with reference to the chosen woman:
1. Summarise the information gathered about the woman at her booking-in visit.
2. Select a pregnancy-related education topic that has been discussed with your COCE woman and, utilising scholarly literature, reflect upon your learning with regards to the chosen pregnancy-related education topic. You may use the following as a guide:
1. Description
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?
Part two – Group Poster Design (20%)
Students will be required to work in groups to develop and provide a poster presentation on a pregnancy-related health promotional educational topic. The unit coordinator will assign students to groups of 2-3, which will be published on the Moodle page discussion board. Groups will reflect upon their COCEs thus far to choose a pregnancy-related education topic that has been discussed with their COCE woman/women. For example, having cared for a COCE woman who was curious about COVID-19 and pregnancy might prompt you to create a poster focusing on the COVID-19 vaccination during pregnancy.
Within the content of the poster, students are required to:
1. Explain the rationale for the provision of the pregnancy-related education topic with regards to your chosen topic
-
2. Explore the recommended evidence-based recommendations
3. Outline the expected benefits of the recommendations
Poster Presentation (10%)
Groups will be required to present their poster during the scheduled Zoom session on Friday the 29th of April 2022 at 10:00am. Each group will have 5 minutes in which you must:
1. Describe the continuity of care experience which inspired the choice of pregnancy-related health promotion topic
And
2. Using your poster, explain your understanding of the chosen topic and the associated information presented on the poster
All students must be present for the duration of the scheduled Zoom session. You will need to make appropriate roster requests in advance to ensure that you are available.
Literature and references
In this assessment use at least 5 contemporary references (<5 years) for the individual written task, and at least 5 contemporary references (<5 years) for the group poster design task 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 Nursing or the Australian Association of Social Workers.
Requirements
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a footer as appropriate.
You may write in the first-person perspective.
Use formal academic language for the written assessment. Use language appropriate to the target audience for the poster.
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
Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
You can use the 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: the Nursing and Midwifery 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.
Submission
Submit your written assessment via the unit Moodle site in Microsoft Word format. The poster should be formatted as a PDF file and submitted via the unit Moodle site.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
1 - Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
3 – Reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice.
References
Nil.
Week 7 Friday (29 Apr 2022) 10:00 am AEST
Please submit via the MDWF12003 Moodle page.
Week 9 Friday (13 May 2022)
Please allow two weeks from the due date for return of grades.
Written Assessment – individual (10%)
| HD 100-85% | D 75-84% | C 65-74% | P 50-64% | F 49-0% |
| Structure (10%) | ||||
| Content is very well organised. Consistently accurate with spelling, grammar, and punctuation. (10%) | Content is well organised. Mostly accurate with spelling, grammar, and punctuation (1-2 errors). | Content is adequately organised. Some inaccuracies with spelling, grammar, and punctuation (3-4 errors). | Content is somewhat organised. A few inaccuracies with spelling, grammar, and punctuation (4-5 errors). | Content is disorganised. Many inaccuracies with spelling, grammar, and punctuation (>5 errors). |
| Approach & Argument (80%) | ||||
| Comprehensive, critical and analytical reflection that explores and identify gaps in knowledge. Includes: - A description - An Interpretation - An outcome –what was learnt. (80%) | Well-developed reflection that explores and identifies gaps in knowledge. Includes: - A description - An Interpretation - An outcome – what was learnt | Logical and broad reflection that explores and identifies gaps in knowledge. Includes: - A description - An Interpretation - An outcome – what was learnt | Disjointed reflection that explores and identifies some gaps in knowledge. Includes: - A description - An Interpretation - An outcome – what was learnt | Inadequate reflection that does not explore or identify gaps in knowledge. The following have not been included: - A description - An Interpretation - An outcome –what was learnt |
| Referencing (10%) | ||||
| Consistently integrates up-to-date references to support and reflect all ideas, information, and quotations. (5%) | Generally, integrates up-to-date references to support and reflect ideas, information, and quotations, with 1 or 2 exceptions. | Frequently integrates up-to-date references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, 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, information, and quotations. |
| Consistently accurate with referencing. A minimum of 5 references used including journal articles and relevant websites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. | 3 or 4 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. | 3 or 4 inconsistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. | Many inaccuracies with referencing (>5). Less than 5 references used. Journal articles not sourced. Relevant websites not included. |
| Comments: /100 Percentage for written assessment: /10% | ||||
Poster Sessions – group (30%)
POSTER: 20%
| HD 100-85% | D 75-84% | C 65-74% | P 50-64% | F 49-0% |
| Structure (20%) | ||||
| Content is very well organised, highly engaging, and aesthetically appealing. Images are of high quality and highly relevant to the content. Language is appropriate for the target audience (pregnant women). Consistently accurate with spelling, grammar, and punctuation. (20%) | Content is well organised, engaging and aesthetically appealing. Images are of high quality and are relevant to the content. Language is appropriate for the target audience (pregnant women). Mostly accurate with spelling, grammar, and punctuation (1-2 errors). | Content is adequately organised, engaging and aesthetically appealing. Images are of good quality and are relevant to the content. Language is generally appropriate for the target audience (pregnant women). Some inaccuracies with spelling, grammar, and punctuation (3-4 errors). | Content is somewhat organised, engaging and aesthetically appropriate. Images are of good quality and are somewhat relevant to the content. Language is at times inappropriate for the target audience (pregnant women). A few inaccuracies with spelling, grammar, and punctuation (4-5 errors). | Content is disorganised, unengaging, and not aesthetically appealing. Images are of poor quality and/or not relevant to the content. Language is generally inappropriate for the target audience (pregnant women). Many inaccuracies with spelling, grammar, and punctuation (>5 errors). |
| Approach & Argument (70%) | ||||
| Content is clearly relevant to the topic; the approach comprehensively answers the question, and the argument proceeds logically. The chosen topic is clearly identifiable. (15%) | Content is relevant to the topic; the approach clearly answers the question, and the argument proceeds logically. The chosen topic is clearly identifiable. | Content is appropriate and addresses the topic for the most part proceeds logically. The chosen topic is identifiable. | Content addresses the topic but is at times repetitive or lacks cohesion. The chosen topic is somewhat clear. | Content is irrelevant and or does not address the topic and the script lacks cohesion. The chosen topic is not clear. |
| An articulate, succinct, and comprehensive explanation of the rationale for the pregnancy-related health promotional intervention for the chosen topic. (20%) | Insightful and well-developed explanation of the rationale for the pregnancy-related health promotional intervention for the chosen topic. | A logical explanation of the rationale for the pregnancy-related health promotional intervention for the chosen topic. | A disjointed and limited explanation of the rationale for the pregnancy-related health promotional intervention for the chosen topic. | An inadequate explanation of the rationale for the health promotional intervention for the chosen topic. |
| A comprehensive and insightful exploration of the recommended evidence-based health promotional interventions for the chosen topic. (20%) | A well-developed and thoughtful exploration of the recommended evidence-based health promotional interventions for the chosen topic. | A broad exploration of the recommended evidence-based health promotional interventions for the chosen topic. | A minimal and/or limited exploration of the recommended evidence-based health promotional interventions for the chosen topic. | An inadequate exploration of the recommended evidence-based health promotional interventions for the chosen topic. |
| A comprehensive and concise outline of the expected benefits of the identified health promotional intervention which demonstrates insight and thorough understanding of the topic. (15%) | A clear and relevant outline of the expected benefits of the identified health promotional intervention which demonstrates and substantial understanding of the topic. | A logical outline of the expected benefits of the identified health promotional intervention which demonstrates adequate understanding of the topic. | Satisfactory but limited outline of the expected benefits of the identified health promotional intervention which somewhat demonstrates understanding of the topic. | An inadequate outline of the expected benefits of the identified health promotional intervention. Understanding of the topic is poorly demonstrated. |
| Referencing (10%) | ||||
| Consistently integrates up-to-date references to support and reflect all ideas, information, and quotations. (5%) | Generally, integrates up-to-date references to support and reflect ideas, information, and quotations, with 1 or 2 exceptions. | Frequently integrates up-to-date references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, 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, information, and quotations. |
| Consistently accurate with referencing. A minimum of 5 references used including journal articles and relevant websites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. | 3 or 4 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. | 3 or 4 inconsistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. | Many inaccuracies with referencing (>5). Less than 5 references used. Journal articles not sourced. Relevant websites not included. |
| Comments: /100 Percentage for poster: /20% | ||||
PRESENTATION - 10%
| Presentation (10%) | ||||
| A concise, yet comprehensive description of the continuity of care experience which inspired the choice of topic. The explanation insightfully extends upon the information presented on the poster. The poster is referred to when explaining the topic. (10%) | A clear and relevant description of the continuity of care experience which inspired the choice of topic. The explanation extends upon to the information presented on the poster. The poster is referred to when explaining the topic. | A general description of the continuity of care experience which inspired the choice of topic. The explanation somewhat extends upon to the information presented on the poster. The poster is referred to when explaining the topic. | A description of the continuity of care experience which inspired the choice of topic. Lacks depth and detail. The explanation pertains only to the information presented on the poster. The poster is inconsistently referred to when explaining the topic. | An inadequate or absent description of the continuity of care experience which inspired the choice of topic The explanation is inadequate or absent. The poster is not referred to when explaining the topic. |
| Comments: /10 Percentage for poster presentation: /10% | ||||
Assessment is worth 40% of overall total.
|
- Demonstrate beginning midwifery practice skills, including the use of digital health and emerging technologies related to the care of women and the neonate across the normal childbearing continuum.
- Critically reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Portfolio
Assessment 2 – Portfolio
Type: Reflective journals
Due date: 23:00 (AEST) Friday 3rd June 2022, Week 12
Weighting: 60%
Length: N/A. Each journal entry should be approximately 400 words however labour and birth reflections can be longer.
Unit Coordinator: Rachelle Chee
Aim
The aim of this assessment is to allow you to demonstrate reflective practice.
Reflective practice is a key element that contributes to the Nurses and Midwives’ Board of Australia’s Midwife Standards for Practice (2018). It is through reflective processes that both students and registered midwives can identify and explore diverse values, beliefs, learning needs, and sociocultural structures.
Instructions
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 recruited in term 1.
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 learned 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 midwifery student, 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. Reflective writing is more personal than other kinds of academic writing and is an exploration of events not just a description of them.
Please use the framework below to structure each reflective journal entry.
1. Description:
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?
Please note that you must use the template provided on the MDWF12003 Moodle page.
Literature and references
In this assessment, there is no minimum requirement for the number of references. Where references are used to support your discussion, they should be contemporary references (<5 years). 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 Nursing or the Australian Association of Social Workers.
Requirements
Each COCE woman must have their own individual journal in Word Document format, which is to be uploaded as individual files to the Record of Clinical Hours form via the SONIA platform.
Each COCE woman must be de-identified within the journal.
Each journal entry in the portfolio must adhere to the template provided on the MDWF12003 Moodle page
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a footer.
You may write in the first-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.
Resources
You can use the 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: the Nursing and Midwifery Guide; Social Work and Community Services 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 SONIA Record of Clinical Hours form.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
1 - Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
2 - Demonstrate beginning midwifery practice skills related to assessment and care of women and the neonate across the continuum of normal childbearing.
3 - Reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice.
References
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Week 12 Friday (3 June 2022) 11:00 pm AEST
Each COCE woman must have their own individual journal in Word Document format, which are to be uploaded as individual files to the Record of Clinical Hours form via the SONIA platform.
Exam Week Friday (17 June 2022)
Please allow two weeks from the due date for return of grades.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F <50% |
| Structure (10%) | ||||
| Excellent presentation of portfolio. Reflective journals are set out as per the template. Consistently accurate with spelling, grammar, and paragraph structure. (10%) | Well-presented portfolio, Reflective journals set out as per template. 1 or 2 errors in spelling, grammar, and paragraph structure. | Well-presented portfolio. Reflective journals set out as per provided template. 2 or 3 consistent errors with spelling, grammar, and paragraph structure. | Well-presented portfolio, reflective journals set out per provided template. 3 or 4 inconsistent errors with spelling, grammar, and paragraph structure | Poorly presented portfolio. 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 learned. (45 %) | Insightful and well-developed reflective journals that explore and identify gaps in knowledge. Each reflective journal provides. - A description - An Interpretation - An outcome – what was learned | Provides logical and broadly reflective journals that explore and identify gaps in knowledge. Each reflective journal provides. - A description - An Interpretation - An outcome – what was learned | Disjointed reflective journals that explore and identify some gaps in knowledge. Each reflective journal provides some of the following: - A description - An Interpretation - An outcome – what was learned | 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 learned |
| 3 Comprehensive reflective journals that include: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits - Face to Face/Telehealth visits (45 %) | 3 Well-developed reflective journals that include: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits - Face to face/Telehealth visits | 3 reflective journals that include: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits - Face to face/Telehealth visits | 3 disjointed reflective journals that include: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits - Face to face/Telehealth visits | 3 or less inadequate reflective journals that do not meet the expected requirements of: - 4 antenatal visits - +/- the labour (Intrapartum Visits) - 2 postnatal visits - Face to face/Telehealth visit |
This assignment is worth 60 % 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
- Critically reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
3 Professional Practice Placement
Assessment 3 – Professional Practice Placement
Type: AMSAT & Record of Clinical Hours submission
Due date: 2300 (AEST) Friday 3rd June 2022, Week 12 Weighting: Pass/Fail
Length: No word count
Unit Coordinator: Rachelle Chee
Aim
The aim of this assessment is to aid you in consolidating your midwifery knowledge and the application of theory to practice for ensuring safe and effective care is received by the women and infants in your care. This assessment aims to provide you with the opportunity to demonstrate competent midwifery clinical practice that meets the requirements of the Nursing and Midwifery Board of Australia’s Midwife Standards for Practice (2018).
Instructions
A minimum of 224 hours of clinical practice experience is required for the completion of this unit. This clinical experience will allow you to consolidate knowledge and skills acquired throughout the unit. You are required to meet the clinical requirements listed below and these requirements need to be documented within your Student Clinical Experience Record Book. Please note that successful completion of this unit is not merely completing requisite clinical hours and skills but also demonstrating midwifery novice competency based upon the NMBA requirements and professional behaviour as per relevant CQUniversity policies.
Please follow the steps below to complete your assessment task:
1. Recruit three Continuity of Care Experience (COCE) women and attend episodes of antenatal care with the women. You may or may not have participated in the experience of your COCEs’ births and postnatal care.
2. Complete 224 hours of clinical practice experience plus COCE hours.
3. Complete the term 1 formative AMSAT with your preceptor/facilitator/educator during week 6 and submit via the SONIA platform by Friday 22nd April 2022 at 2300.
4. Complete the term 1 summative AMSAT and the Record of Clinical Hours with your preceptor/facilitator/educator during week 12 and submit via the SONIA platform by Friday 3rd June 2022 at 2300.
Submission
Submit your documents via the SONIA platform.
Marking Criteria
The required clinical experience will be reviewed by the midwifery educator/manager in conjunction with the unit coordinator.
Learning Outcomes Assessed
1 - Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice
2 - Demonstrate beginning midwifery practice skills related to assessment and care of women and the neonate across the continuum of normal childbearing
3 - Reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice.
4 - Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards for Practice (2018) requirements.
References
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Week 12 Friday (3 June 2022) 11:00 pm AEST
Please complete and submit all documents via the SONIA platform.
Exam Week Friday (17 June 2022)
Please allow up to two weeks from the due date for return of grades.
The required clinical experience will be reviewed by the midwifery educator/manager in conjunction with the unit coordinator.
- Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice
- Demonstrate beginning midwifery practice skills, including the use of digital health and emerging technologies related to the care of women and the neonate across the normal childbearing continuum.
- Demonstrate introductory level midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards of Practice (2018) requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- 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?
