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. 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. The clinical practicum component of this unit will require you to complete a minimum of 224 hours in addition to Continuity of Care Experiences (COCE).
Details
Pre-requisites or Co-requisites
Co-requisite: 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 - 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).
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 SUTE
Having a facilitator on site that understands how to do our roster, how our book works, how was are graded etc. would be hugely beneficial and perhaps is solely for CQU instead of shared between all unis.
Whilst there have been some changes in clinical facilitation at one facility, the unit coordinator should maintain open lines of communication via phone call and email with both students and the clinical facilitation team.
Feedback from SUTE
Not be so assignment heavy or just do fortnightly quizzes and assignment work is too full on with what already needs to be done for the practical side of this course.
This is a double-weighted unit which consists of a group assessment, an individual reflective portfolio, and clinical placement. In future offerings, the unit coordinator should clearly communicate to students that the assessments and clinical placements are appropriate for a double-weighted unit.
Feedback from SUTE
Streamlining the log book and reducing the number of skills and emphasis on the mandatory skills.
The logbook has been reduced in volume this year and the midiwfery team will continue to evaluate its format on a yearly basis.
Feedback from SUTE
The placement feedback tool was very long and a little repetitive to use. It hasn't sounded that easy to use when i was speaking with my clinical facilitator. It has been great learning from a clearly well informed teachers!
This is the first term where the AMSAT has been utilised electronically on Sonia. The AMSAT remains online but has been changed to make providing comments/feedback simpler. The AMSAT will remain in this format and the midwifery team will review on a term-by-term basis in collaboration with students and industry partners.
- 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.
- Critically reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice
- Demonstrate introductory level midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards of Practice (2018) requirements.
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 4: Student experience.
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 practice.
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
The Nursing and Midwifery Digital Health Framework
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Poster Sessions - 40% | ||||
| 2 - Portfolio - 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 - Poster Sessions - 40% | ||||||||||
| 2 - Portfolio - 60% | ||||||||||
| 3 - Professional Practice Placement - 0% | ||||||||||
Textbooks
Myles Textbook for Midwives
Edition: 17th (2020)
Authors: Marshall, Jayne & Raynor, Maureen
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780702076428
Binding: Hardcover
Midwifery: Preparation for Practice
Edition: 4th (2018)
Authors: Pairman, Sally, Tracy, Sally K, Dahlen, Hannah and Dixon, Lesley
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780729542678
Binding: Hardcover
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)
- Lap top or Computer with headphones or speaker, microphone and camera access
- Zoom for weekly meetings
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.
k.a.haynes@cqu.edu.au
Module/Topic
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Ongoing Clinical Placement
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Assessment 1 – Poster Sessions Due: Week 8 Friday (5 May 2023) 11:55 pm AEST
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Assessment 2 – Portfolio Due: Week 12 Friday (2 June 2023) 11:55 pm AEST
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Module/Topic
Chapter
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 Bachelor of Midwifery (Graduate Entry) Student Clinical Experience Record Book.
Events and Submissions/Topic
Professional Practice Placement Due: Exam Week Friday (16 June 2023) 11:55 pm AEST
1 Poster Sessions
Type: Individual written assessment & group poster design and presentation
Due date: 2355 (AEST) Friday 5th May 2023 - Week 8
Weighting: 40%
Length: Written assessment – 1500 words. Poster – no limit.
Unit Coordinator: Kelly Haynes
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 Assignment (20%)
Select one of your Continuity of Care Experience (COCE) women and complete the following with reference to the chosen woman:
1. Summarise the information gathered about the woman at her booking appointment. Please ensure all confidential information is de-identified.
2. Select a pregnancy-related education topic that has been discussed with your CoCE woman and, utilsing scholarly literature, reflect upon your learning with regards to the chosen pregnancy-related education topic.
Part two – Group Poster Design (10%)
Students will be required to work in groups to develop and provide a poster presentation on a pregnancy-related health promotional education topic with the target audience being women in their pregnancies. The unit coordinator will assign students to groups of 3 with a specific topic. This will be published on the Moodle discussion board and assessment page.
Within the content of the poster, students are required to:
1. Explain the rationale for the provision of the pregnancy-related education topic
2. Explore the recommended evidence-based recommendations
3. Outline the expected benefits of the recommendations
Part 3: Poster Presentation (10%)
Groups will be required to present their poster during the scheduled Zoom session on Friday 5th May 2023 at 10.00
Each group will have 5 minutes to explain their understanding of the chosen topic and the associated information presented on the poster.
In your discussion you are advised to follow the same format as when producing your poster:
1. Explain the rationale for providing the pregnancy-related education topic: why is important for women?
2. Explore the recommended evidence-based recommendations
3. Outline the expected benefits of the recommendations
As this is a group learning exercise, all students must be present for the duration of the scheduled Zoom session. You will need to make appropriate roster requests to ensure 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 Midwives.
Requirements
Written Assessment
- Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54 cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on the top right side of each page in a header.
- You may write in the first-person perspective for this assignment.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.
- The word count excludes the reference list but includes in-text citations (i.e., paraphrasing or direct quotations). Note. Paraphrasing is preferred.
Poster
· Your poster should be presented on one page.
· Use language appropriate to the target audience.
· There is no word count for the poster but ensure that you use a legible font size and text is clear and to the point.
· Use bullets, numbering, and headlines to make it easy to read.
· Main references should be included where necessary but kept to a minimum.
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: 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.
· 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 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. Critically reflect on clinical learning related to your continuity of care experiences (COCE) to enhance practice.
2. 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.
References
Nil.
Week 8 Friday (5 May 2023) 11:55 pm AEST
This will be the submission date of your written assignment. Your poster design will be presented via Zoom on Friday 5th May 2023 at 10.00
Week 10 Friday (19 May 2023)
Assessment 1: Written Assessment – individual (20%)
| HD 100-85% | D 75-84% | C 65-74% | P 50-64% | F 46-49% | Low Fail >45 % |
| Structure (10%) | |||||
| Content is very well organised. Consistently accurate with spelling, grammar, and punctuation. 10.00 - 8.41 (10%) | Content is well organised. Mostly accurate with spelling, grammar, and punctuation (1-2 errors). 8.40 - 7.41 | Content is adequately organised. Some inaccuracies in spelling, grammar, and punctuation (3-4 errors). 7.40 - 6.41 | Content is somewhat organised. A few inaccuracies with spelling, grammar, and punctuation (4-5 errors). 6.40 - 4.91 | Content is mostly disorganised. Many inaccuracies in spelling, grammar, and punctuation (>5 errors). 4.90 - 4.50 | Content is disorganised. Many inaccuracies in spelling, grammar, and punctuation (>6 errors. 4.49 - 0.00 |
| Approach & Argument (80%) | |||||
| 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 10.00 - 8.41 (10%) | Content is relevant to the topic; the approach clearly answers the question, and the argument proceeds logically and is within the set word limit. 8.40 - 7.41 | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit. 7.40 - 6.41 | 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). 6.40 - 4.91 | Content is frequently off topic and only partially answers the questions in relation to current midwifery practice. The discourse frequently lacks cohesion. The word limit has not been adhered to and is marginally over or under the 10% allowance. 4.90 - 4.50 | Content is irrelevant and or does not answer the questions and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. 4.49 - 0.00 |
| An articulate and comprehensive summary of the information gathered about the woman at her booking appointment. Confidential information is de-identified. 25-21.1 (30%) | Insightful and well-developed summary of the information gathered about the woman at her booking appointment. Confidential information is de-identified. 25.2-22.21 | A logical summary of the information gathered about the woman at her booking appointment. Confidential information is de-identified. 22.2-19.21 | A disjointed summary of the information gathered about the woman at her booking appointment. Confidential information is de-identified. 19.2-14.71 | An inadequate summary of the information gathered about the woman at her booking appointment. Confidential information is partially de-identified. 14.7-13.51 | No summary of the information gathered about the woman at her booking appointment. Confidential information is not de-identified. 13.5-0.00 |
| A comprehensive reflection on a pregnancy-related education topic that has been discussed with your CoCE woman. The discussion includes: A description, An interpretation ,An outcome - what was learnt. 40.00 – 33.80 (40%) | A well-developed reflection on a pregnancy-related education topic that has been discussed with your CoCE woman. The discussion includes: A description, An interpretation, An outcome - what was learnt. 33.79 – 29.80 | A broad reflection on a pregnancy-related education topic that has been discussed with your CoCE woman. The discussion includes: A description, An interpretation, An outcome - what was learnt. 29.79 – 25.80 | A limited reflection on a pregnancy-related education topic that has been discussed with your CoCE woman. The discussion includes some of the following: A description, An interpretation, An outcome - what was learnt. 25.79 – 19.80 | A minimal reflection on a pregnancy-related education topic that has been discussed with your CoCE woman. The discussion does not include: A description, An interpretation, An outcome - what was learnt . 19.79 – 18.00 | An inadequate reflection on a pregnancy-related education topic that has been discussed with your CoCE woman. The discussion does not include: A description, An interpretation, An outcome - what was learnt. 17.99 – 0.00 |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, information, and quotations. 5.00 - 4.23 (5%) | Generally, integrates up-to-date references to support and reflect ideas, information, and quotations, with 1 or 2 exceptions. 4.22 - 3.73 | Frequently integrates up-to-date references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. 3.72 - 3.23 | Occasionally integrates up-to-date references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. 3.22 - 2.48 | Infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. 2.47 - 2.26 | Failure to integrate up-to-date references to support and reflect ideas, factual information and quotations. Warrants academic misconduct referral. 2.25 - 0.00 |
| Consistently accurate with referencing. A minimum of 5 references used including journal articles and relevant websites. 5.00 - 4.23 (5%) | 1 or 2 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 4.22 - 3.73 | 3 or 4 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 3.72 - 3.23 | 3 or 4 inconsistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 3.22 - 2.48 | Many inaccuracies with referencing (5-6). A minimum of 10 references used. Less than 3 journal articles not sourced. Relevant websites included. 2.47 - 2.26 | Many inaccuracies with referencing (>6). Less than 10 references used. Less than 2 journal articles not sourced. Relevant websites not included. 2.25 - 0.00 |
Comments: /100 Percentage for written assessment /20% |
|||||
Poster Sessions – group (20%)
POSTER: 10%
|
HD 100-85% |
D 75-84% |
C 65-74% |
P 50-64% |
F 46-49% |
Low Fail (<45%) |
|
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. 20-16.81 (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). 16.8-14.81
|
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). 14.8-12.81
|
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). 12.8-9.90
|
Organisation of content is limited and in parts is unengaging, and not aesthetically appealing. Images in some areas are of limited quality and/or not relevant to the content.
Language is partially inappropriate for the target audience (pregnant women). Many inaccuracies with spelling, grammar, and punctuation (>5 errors). 9.89-9.0
|
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 (>6 errors). 8.99-0
|
|
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. 10.00 - 8.41 (10%) |
Content is relevant to the topic; the approach clearly answers the question, and the argument proceeds logically. The chosen topic is clearly identifiable. 8.40 - 7.41
|
Content is appropriate and addresses the topic for the most part proceeds logically. The chosen topic is identifiable. 7.40 - 6.41
|
Content addresses the topic but is at times, repetitive or lacks cohesion. The chosen topic is somewhat clear. 6.40 - 4.91
|
Content is frequently off-topic relevant and partially addresses the topic. The script mostly lacks cohesion. The chosen topic is predominantly not clear. 4.90 - 4.50
|
Content is irrelevant and or does not address the topic, and the script lacks cohesion. The chosen topic is not clear. 4.49 - 0.00 |
|
An articulate, succinct, and comprehensive explanation of the rationale for the provision of the pregnancy-related health promotional education topic. 20-16.81 (20%)
|
A well-developed explanation of the rationale for the provision of the pregnancy-related health promotional education topic.
16.8-14.81
|
A logical explanation of the rationale for the provision of the pregnancy-related health promotional education topic.
14.8-12.81
|
A disjointed and limited explanation of the rationale for the provision of the pregnancy-related health promotional education topic. 12.8-9.90
|
An inadequate explanation of the rationale for the provision of the pregnancy-related health promotional education topic. 9.89-9.0
|
No explanation of the rationale for the provision of the pregnancy-related health promotional education topic. 8.99-0.00 |
|
A comprehensive and insightful exploration of the evidence-based recommendations for the pregnancy-related education topic. 20-16.81 (20%) |
A well-developed and thoughtful exploration of the evidence-based recommendations for the pregnancy-related education topic.
16.8-14.81
|
A broad exploration of the evidence-based recommendations for the pregnancy-related education topic.
14.8-12.81
|
A minimal and/or limited exploration of the evidence-based recommendations for the pregnancy-related education topic.
12.8-9.90
|
An inadequate exploration of the evidence-based recommendations for the pregnancy-related education topic. Understanding of the topic is limited. 9.89-9.0
|
No exploration of the evidence-based recommendations for the pregnancy-related education topic. Understanding of the topic is poorly demonstrated. 8.99-0.00 |
|
A comprehensive and concise outline of the expected benefits of the recommendations for the pregnancy-related education topic. 20-16.81 (20%) |
A clear and relevant outline of the expected benefits of the recommendations for the pregnancy-related education topic. 16.8-14.81
|
A logical outline of the expected benefits of the recommendations for the pregnancy-related education topic. 14.8-12.81
|
Satisfactory but limited outline of the expected benefits of the recommendations for the pregnancy-related education topic. 12.8-9.90
|
An inadequate outline of the expected benefits of the recommendations for the pregnancy-related education topic. Understanding of the topic is limited. 9.89-9.0
|
No outline of the expected benefits of the recommendations for the pregnancy-related education topic. Understanding of the topic is poorly demonstrated. 8.99-0.00 |
|
Referencing (10%) |
|
||||
|
Consistently integrates up-to-date references to support and reflect all ideas, information, and quotations. 5.00 - 4.23 (5%) |
Generally, integrates up-to-date references to support and reflect ideas, information, and quotations, with 1 or 2 exceptions. 4.22 - 3.73
|
Frequently integrates up-to-date references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. 3.72 - 3.23 |
Occasionally integrates up-to-date references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. 3.22 - 2.48 |
Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, information, and quotations. 2.47- 2.26 |
Failure to integrate up-to-date references to support and reflect ideas, factual information and quotations. Warrants academic misconduct referral. 2.25 - 0.00
|
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Consistently accurate with referencing. A minimum of 5 references used including journal articles and relevant websites. 5.00 - 4.23 (5%) |
1 or 2 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 4.22 - 3.73 |
3 or 4 consistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 3.72 - 3.23
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3 or 4 inconsistent referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 3.22 - 2.48 |
Many inaccuracies with referencing (>5). Less than 5 references used. Journal articles not sourced. Relevant websites not included. 2.47 -2.26 |
Many inaccuracies with referencing (>6). Less than 10 references used. Less than 2 journal articles sourced. Relevant websites not included. 2.25 - 0.00
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Comments: /100 Percentage for poster: /10% |
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PRESENTATION - 10%
| A concise, yet comprehensive explanation of the poster’s subject matter. The explanation insightfully extends upon the information presented on the poster. The poster is referred to when explaining the topic. 10.00 - 8.41 (10%) | A clear and relevant explanation of the poster’s subject matter. The explanation extends to the information presented on the poster. The poster is referred to when explaining the topic. 8.40 - 7.41 | A general explanation of the poster’s subject matter. The explanation somewhat extends to the information presented on the poster. The poster is referred to when explaining the topic. 7.40 - 6.41 | An explanation of the poster’s subject matter is provided. 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. 6.40 - 4.91 | The explanation of the poster’s subject matter is inadequate. The explanation is limited when discussing the information presented on the poster. The poster is rarely referred to when explaining the topic. 4.90 - 4.50 | The explanation of the poster’s subject matter is absent. The explanation is absent and does not discuss information presented on the poster. The poster is not referred to when explaining the topic. 4.99 - 0.00 |
Comments: /10 Percentage for poster presentation: /10% |
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- 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
Type: Reflective Journals
Due date: 2355 (AEST) 2nd June 2023, 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: Kelly Haynes
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). Through reflective processes, 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' (COCE) women you recruited in term 1.
A reflective journal is a critical and analytical way of thinking 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 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. 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.
Requirements
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- Each COCE woman must have their own individual journal in Word Document format, which are to be uploaded as individual files to the relevant Moodle assessment page.
- 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
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- Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
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- Include page numbers on the top right side of each page in a header.
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- You may write in the first-person perspective.
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- Use formal academic language.
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- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide
Literature and references
In this assessment there is no minimum requirement for 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 Midwives or the Royal Australian and New Zealand College of Obstetricians and Gynaecologists.
Resources
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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.
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We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
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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.
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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.
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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 relevant Moodle assessment page.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
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- Apply the concepts and principles underpinning the frameworks of midwifery to beginning midwifery practice.
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- Critically 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 (2 June 2023) 11:55 pm AEST
Upload the Reflective Portfolio documents to the Moodle assessment page and your CoC record (grid, p.38) to SONIA
Exam Week Friday (16 June 2023)
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F 50-46 % | Low Fail <45 - % | |
| Structure (10%) | ||||||
| Excellent presentation of portfolio. Reflective journals set out as per template. Consistently accurate with spelling, grammar, and paragraph structure. 10.00 - 8.45 (10%) | Well-presented portfolio, Reflective journals set out as per template. 1 or 2 errors spelling, grammar and paragraph structure. 8.44 - 7.45 | Well-presented portfolio. Reflective journals set out as per provided template. 2 or 3 consistent errors with spelling, grammar, and paragraph structure. 7.44 - 6.45 | Well-presented portfolio, reflective journals set out per provided template. 3 or 4 inconsistent errors with spelling, grammar, and paragraph structure 6.44 - 4.95 | Poorly presented portfolio. Provided template not utilized. Many inaccuracies with spelling, grammar, and paragraph structure (> 5 errors). 4.94 - 4.50 | Poorly presented portfolio. Provided template not utilized. Many inaccuracies with spelling, grammar, and paragraph structure (> 6 errors). 4.49 - 0.00 | |
| Approach & Argument (80%) 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. 40.00 – 33.80 - - (40%) | 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 learnt 33.79 – 29.80 | Provides logical and broadly reflective journals that explore and identify gaps in knowledge. Each reflective journal provides: description, an interpretation, an outcome – what was learnt 29.79 – 25.80 | 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 learnt 25.79 – 19.80 | 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 19.79 – 18.00 | 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 17.99 – 0.00 | |
| 3 comprehensive reflective journals that include: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits - Face to face/ telehealth visits (40%) 40.00 – 33.80 | 3 well-developed reflective journals that include: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits - Face to face/ telehealth visits 33.79 – 29.80 | 3 reflective journals that include: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits - Face to face/ telehealth visits 29.79 – 25.80 | 3 disjointed reflective journals that include: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits - Face to face/ telehealth visits 25.79 – 19.80 | 3 or less inadequate reflective journals that in some cases do not meet the expected requirements of: - 4 antenatal visits - +/- the labour (Intrapartum visits) - 2 postnatal visits - Face to face/telehealth visits 19.79 – 18.00 | 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 visits 17.99 – 0.00 |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, information, and quotations. (5%) 5.00 - 4.23 | Generally, integrates up-to-date references to support and reflect ideas, information, and quotations, with 1/ 2 exceptions. 4.22 - 3.73 | Frequently integrates up-to-date references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. 3.72 - 3.23 | Occasionally integrates up-to-date references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. 3.22 - 2.48 | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, information, and quotations. 2.47 - 2.26 | Failure to integrate up-to-date references to support and reflect ideas, factual information and quotations. Warrants academic misconduct referral. 2.25 - 0.00 |
| Consistently accurate with referencing. A minimum of 1 reference used for each journal entry, including journal articles and relevant websites. (5%) 5.00 - 4.23 | 1 or 2 consistent referencing errors identified. 1 or 2 journal entries missing a reference. Journal articles and relevant websites included. 4.22 - 3.73 | 3 or 4 consistent referencing errors identified. 3 or 4 journal entries missing a reference. Journal articles and relevant websites included. 3.72 - 3.23 | 5 or 6 inconsistent referencing errors identified. 5 or 6 journal entries missing a reference. Journal articles and relevant websites included. 3.22 - 2.48 | Many inaccuracies with referencing (>6). Many journal entries lack a minimum of 1 reference. Journal articles not sourced. Relevant websites not included. 2.47 - 2.26 | Many inaccuracies with referencing (>7). All journal entries lacking the minimum of 1 reference. Journal articles not sourced. Relevant websites not included. 2.25 - 0.00 |
This assignment is worth 60% of the total assessment for this subject.
- 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
MDWF12003
MIDWIFERY PRACTICE 1
Assessment 3 – Professional Practice
Type: AMSAT & Record of Clinical Hours submission
Due date: 2355 (AEST) Formative AMSAT 21st April - Week 6, Summative AMSAT and Record of Clinical Hours 16th June - Week 14
Weighting: Pass/Fail
Length: No word count
Unit Coordinator: Kelly Haynes
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 to complete 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 successfully completing 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:
- 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.
- Complete 224 hours of clinical practice experience plus COCE hours. Complete the term 1 formative AMSAT with your preceptor/facilitator/educator during week 6 and submit via the SONIA platform by Friday 21st April at 2355. Complete the term 1 summative AMSAT and the Record of Clinical Hours with your preceptor/facilitator/educator during week 14 and submit via the SONIA platform by Friday 16th June at 2355.
Submission
Submit your documents via the SONIA platform.
Marking Criteria
The midwifery educator/manager will review the required clinical experience in conjunction with the Unit Coordinator.
Learning Outcomes Assessed
- 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.
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
Exam Week Friday (16 June 2023) 11:55 pm AEST
Please allow up to two weeks post due date for the return of marked assessments.
No Assessment Criteria
- 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?
