Overview
Informed practice is fundamental to safe midwifery care. To achieve this, you require research skills and the ability to critique the research in order to provide the best care. This unit will develop your ability to critically analyse research for the purpose of enhancing your midwifery practice and critique current policy.
Details
Pre-requisites or Co-requisites
Pre-req MDWF12001 Midwifery - Past and Present
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 2 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Identify the concepts that underpin the types of evidence informing current midwifery practice.
- Demonstrate the ability to analyse current evidence for best practice in midwifery.
- Critique current policy relevant to midwifery practice.
- Recommend appropriate midwifery care informed by current research and ethical decision making.
NMBA Midwife Standards for Practice
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 5: Develops plans for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 30% | ||||
| 2 - Written Assessment - 30% | ||||
| 3 - Written Assessment - 40% | ||||
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 - Group Discussion - 30% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Midwifery : Preparation for Practice
Edition: 3rd edn (2014)
Authors: Pairman, Pincombe, Thorogood & Tracy
Elsevier
Sydney Sydney , NSW , Australia
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.brookfield@cqu.edu.au
Module/Topic
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
PICO AND DATABASE SEARCHING
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
STATISTICS
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
RANDOMISED CONTROLLED TRIALS
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
APPRAISING RANDOMISED CONTROLLED TRIALS
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
ETHICS AND COHORT STUDIES
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
SYSTEMATIC REVIEWS
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
POLICIES AND CLINICAL PRACTICE GUIDELINES
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
IMPLEMENTATION
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Written Assessment Due: Week 11 Friday (29 Sept 2017) 11:45 pm AEST
Module/Topic
INFORMED CHOICE
Chapter
6 in:
S. Pairman, J. Pincombe, C. Thorogood, & S. Tracy (Eds.), Midwifery: preparation for practice (3rd ed.) Elsevier Churchill Livingstone, Sydney.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
This assessment item requires you to participate every week in our weekly Group Discussion Forum which will be posted online.
You are expected to make at least two meaningful contributions each week. One will be a paragraph or two answering the questions posed, and the second (or more) will be a response to the posts of your student colleagues.
Each Forum will close on the following Monday after each week.
Please post your answers in 100 - 150 words.
Week 11 Monday (25 Sept 2017) 11:45 pm AEST
Each online discussion entry is due by the Monday of the following week however the total assessment is due week 11.
Approximately three weeks after submission.
| HD | D | C | P | F | % | |
| COMPREHENSION OF TOPIC | Comprehensively addresses all aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. | Extensively addresses the majority of the aspects for the questions raised by the lecturer in the weekly online lecture material/course resources and effectively comprehends relevance of content. | Broadly addresses most aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. | Content basically addresses aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. | Content does not address all aspects of the questions raised by the lecturer in the weekly online lecture material/course resources Inadequate comprehension of required content. | 30 |
| CRITICAL THINKING | Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. | Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. | Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. | Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. | Discussion is poorly developed or absent. No or minimal evidence of critical thought. | 40 |
| Online posting | Postings are made in a timely manner providing other students with the opportunity to respond. Postings consistently respond directly to course content material and demonstrate a critical and thoughtful approach to the content. Critical and mindful connections are made to other student’s discussion. | Other students are given the opportunity to respond as postings are made in a timely manner. Postings largely respond directly to course content material and demonstrate a critical and thoughtful approach. Mindful connections are made to other student’s discussion in the majority of postings. | Other students are given the opportunity to respond as postings are made in a timely manner. Postings in the majority of the time respond directly to course content material and demonstrate a thoughtful approach. Connections are made to other student’s discussion in some of postings. | Other students are given the opportunity to respond as postings are made in a timely manner. Postings in the majority of the time respond directly to course content material. However could demonstrate a more thoughtful approach. Connections are made to other student’s discussion in the majority of postings. | Other students are not given the opportunity to respond as postings are not made in a timely manner. Postings in the majority of the time do not respond directly to course content material. Connections are not made to other student’s discussion in the majority of postings | 30 |
- Identify the concepts that underpin the types of evidence informing current midwifery practice.
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
The student will investigate a clinical procedure/practice/issue (eg. Hypertension, induction, gestational diabetes, postnatal depression), which arose during their case study’s pregnancy, birthing or parenting continuum. In the process of analysing the issue or practice, the student should find one quantitative article and one qualitative article, evaluate the quality of each article using the relevant CASP appraisal tool and relate this to current midwifery practice, making specific recommendations for change if appropriate.
Week 5 Friday (11 Aug 2017) 11:45 pm AEST
Week 8 Friday (8 Sept 2017)
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper | Appropriate introduction that introduces the topic and outlines the direction of the paper | Introduction is apparent and the topic is introduced but there is not clear direction to the paper | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close | Conclusion outlines most of the main points and brings some sense of closure | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic, the approach comprehensively answers the question in relation to current midwifery practice and the argument proceeds logically. Specific recommendations for change have been made if appropriate, or specific reference to current evidence based practice has been made. Word count is within the set word limit. (20%) | Content is relevant to the topic, the approach clearly answers the question in relation to current midwifery practice and the argument proceeds logically. Recommendations for change have been made if appropriate, or current evidence based practice has been acknowledged. Word count is within the set word limit. | Content is appropriate and answers the question in relation to current midwifery practice and the argument for the most part proceeds logically. Recommendations for change have been made if appropriate, or current evidence based practice has been acknowledged. Word count is within the set word limit. | Content answers the question in relation to current midwifery practice but the argument is at times repetitive or lacks cohesion. Recommendations for change have been not made in specific terms, or current evidence based practice has not been acknowledged with clarity. Word count is within the set word limit with a 10% allowance (under or over the set limit). | Content is irrelevant and or does not answer the question in relation to current midwifery practice. The argument lacks cohesion. Recommendations for change have been not made. Current practice has not been acknowledged. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. | |
| An articulate and comprehensive investigation and analysis of a clinical example taken from the pregnancy, birthing or parenting continuum experience of the student’s case study. (25%) | A well-developed discussion that outlines and evaluates a clinical example taken from the pregnancy, birthing or parenting continuum experience of the student’s case study. | A logical discussion that demonstrates a competent outline and evaluation of a clinical example taken from the pregnancy, birthing or parenting continuum experience of the student’s case study. | A disjointed discussion that demonstrates a generalised or limited outline and evaluation of a clinical example taken from the pregnancy, birthing or parenting continuum experience of the student’s case study. | An inadequate discussion of the clinical example taken from the pregnancy, birthing or parenting continuum experience of the student’s case study. | |
| Comprehensive discussion that critically evaluates the quality of one quantitative article using the relevant CASP appraisal tool. (15%) | Well-developed analysis and discussion that explores current practice in relation to the chosen clinical aspect of midwifery. | Broad discussion that explores current practice in relation to the chosen clinical aspect of midwifery. | Minimal analysis and disjointed discussion that explores current practice in relation to the chosen clinical aspect of midwifery. | Inadequate analysis and discussion (which at times is repetitive) of the current practice in relation to the chosen clinical aspect of midwifery. | |
| Comprehensive discussion that critically evaluates the quality of one qualitative article using the relevant CASP appraisal tool. (15%) | A clear and relevant discussion that outlines an evidenced based recommendation on whether a change to current practice should occur. | A logical discussion which broadly outlines an evidenced based recommendation on whether a change to current practice should occur. | Satisfactory exploration that shows a limited discussion that can be repetitive at times regarding an evidenced based recommendation on whether a change to current practice should occur. | Poor understanding of the topic. Content does not outline the evidenced based recommendation on whether a change to current practice should occur. | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant web-sites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant web-sites not included. | |
- Identify the concepts that underpin the types of evidence informing current midwifery practice.
- Demonstrate the ability to analyse current evidence for best practice in midwifery.
- Critique current policy relevant to midwifery practice.
- Recommend appropriate midwifery care informed by current research and ethical decision making.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
3 Written Assessment
This assignment task requires the student to outline and evaluate the research evidence that relates to one aspect of clinical practice relating to normal pregnancy, labour, birth, or the postnatal period (for example, routine ultrasound, screening for gestational diabetes, water immersion during labour, continuous support in labour, immediate skin to skin contact after birth or similar). The student should discuss the current practice and make a recommendation on whether a change to current practice should occur. The student is to provide a rationale for the recommendation in the context of an Evidence Based approach (integrating the available evidence, woman-centred midwifery philosophy and available resources).
Week 11 Friday (29 Sept 2017) 11:45 pm AEST
Exam Week Friday (20 Oct 2017)
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper | Appropriate introduction that introduces the topic and outlines the direction of the paper | Introduction is apparent and the topic is introduced but there is not clear direction to the paper | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close | Conclusion outlines most of the main points and brings some sense of closure | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic, the approach comprehensively answers the question and the argument proceeds logically and is within the set word limit. (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. | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit | Content answers the question the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Content is irrelevant and or does not answer the question and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
| An articulate and comprehensive discussion which outlines and evaluates the research evidence that relates to the chosen aspect of clinical practice. (35%) | Insightful and well-developed discussion that outlines and evaluates the research evidence that relates to the chosen aspect of clinical practice. | A logical discussion that demonstrates a competent outline and evaluation of the research evidence that relates to the chosen aspect of clinical practice. | A disjointed discussion that demonstrates a generalised or limited outline and evaluation of the research evidence that relates to the chosen aspect of clinical practice. | An inadequate discussion of the chosen aspect of clinical practice. Evaluation of the research evidence is limited or missing. | |
| Comprehensive discussion that critically discusses current practice in relation to the chosen clinical aspect of midwifery. (15%) | Well-developed analysis and discussion that explores current practice in relation to the chosen clinical aspect of midwifery. | Broad discussion that explores current practice in relation to the chosen clinical aspect of midwifery. | Minimal analysis and disjointed discussion that explores current practice in relation to the chosen clinical aspect of midwifery. | Inadequate analysis and discussion (which at times is repetitive) of the current practice in relation to the chosen clinical aspect of midwifery. | |
| Clear, coherent discussion that critically outlines an evidenced based recommendation on whether a change to current practice should occur. (15%) | A clear and relevant discussion that outlines an evidenced based recommendation on whether a change to current practice should occur. | A logical discussion which broadly outlines an evidenced based recommendation on whether a change to current practice should occur. | Satisfactory exploration that shows a limited discussion that can be repetitive at times regarding an evidenced based recommendation on whether a change to current practice should occur. | Poor understanding of the topic. Content does not outline the evidenced based recommendation on whether a change to current practice should occur. | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant web-sites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant web-sites not included. | |
- Demonstrate the ability to analyse current evidence for best practice in midwifery.
- Critique current policy relevant to midwifery practice.
- Recommend appropriate midwifery care informed by current research and ethical decision making.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- 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?
