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 - 2021
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.
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 Feedback
One of the best aspects was the research knowledge I learned and how to find journal articles specific to my task.
To continue to provide resources that help students to identify, locate, and appraise journal articles.
Feedback from SUTE Feedback
I enjoyed the written assessment tasks, the topic choices were relevant to my learning.
To continue to provide interesting and relevant assessment tasks.
Feedback from SUTE Feedback
One of the best aspects was that the study guides and the easy explanation of research principles
To continue to provide weekly study guides that provide an easy to understand explanation of research principles.
Feedback from SUTE Feedback
This is an area that I have never been fully confident in. This unit has helped me to expand my existing knowledge and feel that I have gained valuable skills in gathering information and not accepting literature at face value.
To continue to ensure the unit content and resources are appropriate and useful for students that are required to access and critique information for application to contemporary midwifery practice.
Feedback from SUTE Feedback
This subject was a little bit dry and difficult to follow at times.
To check that the unit topics flow from one concept to the next in a coherent way to aid understanding.
- 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
4th edition (2019)
Authors: Pairman, Pincombe, Thorogood & Tracy
Elsevier
Sydney, Sydney, , NSW , Australia
Binding: Paperback
Additional Textbook Information
If you prefer to study with a paper text, you can purchase one at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
t.capper@cqu.edu.au
Module/Topic
Introduction to Research
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Application of the Evidence to Midwifery Practice
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
PICO and Searching for Evidence
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Appraising the Evidence
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Quantitative Research
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Mixed Methods Research
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Randomised Controlled Trials (RCT's)
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Ethical and Legal Issues in Research
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Policies and Clinical Practice Guidelines
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Applying Research Knowledge to Practice
Chapter
Chapter 7 of: Midwifery Preparation for Practice, 4th Edition.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
Total weighting 30%
Objectives: This assessment relates to learning outcome one (1).
1. Identify the concepts that underpin the types of evidence informing current midwifery practice
Task Description
You are required to participate in an online group discussion via Moodle that will be directed by the Unit Coordinator. The online activities will require you to participate in a group discussion on set topics/questions/activities posed in your study guide. Marks will be awarded for your active online participation in the group discussion. You must not only post your own group discussion entries but also respond to your peers as per the marking rubric.
Group discussion subjects will be set for study weeks 3, 6, 9 & 12.
Contribution to the online discussion is to add to the question being posed in the study guide and to contribute to the discussion generated by your colleagues. Simply stating ‘yes I agree with previous statements’ will not be considered to be contributing to the discussion.
Your online submission is due by the Friday of the corresponding week at 11:45 pm AEST.
Length of Post/Discussion: 250-300 words
FINAL Assessment Due Date: Week 12 Friday 8th October 2021, 11:45 PM AEST
The unit coordinator will collate your responses and complete the final submission.
Week 12 Friday (8 Oct 2021) 11:55 pm AEST
Final submission to be compiled and submitted by unit coordinator for marking
Exam Week Friday (22 Oct 2021)
Via Moodle
|
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HD |
D |
C |
P |
F |
% |
|
COMPREHENSION OF TOPIC |
Comprehensively addresses all aspects of the task raised by the lecturer in relation to the online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. |
Extensively addresses the majority of the aspects of the task raised by the lecturer in the online lecture material/course resources and effectively comprehends relevance of content. |
Broadly addresses most aspects of the task raised by the lecturer in the online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. |
Content basically addresses aspects of the task raised by the lecturer in the online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. |
Content does not address all aspects of the task raised by the lecturer in the 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 as appropriate. 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 discussions as appropriate. Posts for every discussion topic. |
Other students are given the opportunity to respond as postings are made in a timely manner as appropriate. Postings largely respond directly to course content material and demonstrate a critical and thoughtful approach. Mindful connections are made to other student’s discussions in the majority of postings as appropriate. Posts for every discussion topic. |
Other students are given the opportunity to respond as postings are made in a timely manner as appropriate. 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 discussions in some of the postings as appropriate. Posts for every discussion topic. |
Other students are given the opportunity to respond as postings are made in a timely manner as appropriate. 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 discussions in the majority of postings as appropriate. Posts for every discussion topic. |
Other students are not given the opportunity to respond as postings are not made in a timely manner as appropriate. Postings in the majority of the time do not respond directly to course content material. Connections are not made to other student’s discussions in the majority of postings as appropriate. Fails to post for every discussion topic. |
30 |
- Identify the concepts that underpin the types of evidence informing current midwifery practice.
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Weighting: 30%
Word Count 2000 words (+/- 10%)
Due Date: Friday 13th August 2021 (week 5 at 23.55 pm)
Objectives:
This assessment relates to learning outcomes 1, 2, 3, and 4.
1. Identify the concepts that underpin the types of evidence informing current midwifery practice.
2. Demonstrate the ability to analyse current evidence for best practice in midwifery
3. Critique current policy relevant to midwifery practice
4. Recommend appropriate midwifery care informed by current research and ethical decision making.
Assessment task:
Choose one of the below clinical scenarios (choose one):
1. Ashleigh is a 40-year-old woman that works part-time as a registered nurse. She is currently 24 weeks pregnant with her first baby. Ashleigh is currently 24 weeks pregnant and asks you about the safety of the COVID-19 vaccines during pregnancy.
2. 31-year-old Leesa is pregnant with her second baby. She had a primary postpartum haemorrhage of 1200 mls following the birth of her first baby 2 years ago. Leesa would like a physiological 3rd stage this time and asks you if this is safe.
You must now undertake a traditional review of the literature to identify evidence that you would use to inform your discussion with the woman outlined in the chosen case study above.
Write a brief background to the identified ‘problem’.
Describe the search strategy you would undertake to locate the relevant literature to address the ‘problem’ and inform your discussion.
Identify and present the papers to be included in the review (this can be in the form of a table).
Synthesise and discuss the review findings with application to the case study, whilst identifying how you would explain the recommendations to the woman.
Additional Information
Review the marking criteria rubric. Consider that your paper's grade will be derived from criteria outlined in that sheet and thus clear explanations of the expectations for varying grades are provided for both your direction and the assessment of your paper.
Your essay is to follow academic conventions of structure with a background, body, and conclusion.
· Double Line spacing throughout 2.0 (including reference list)
· Font size 12, easily readable style (e.g. Arial, Times Roman, Calibri)
· Word count must be within 10% plus or minus of the given word count. For this essay words in excess of 2200 cannot contribute to your mark. All words form part of the word count apart from the reference list.
· Provide a cover sheet that includes your name, student number, the unit code, the assessment item number and word count.
Referencing
Use a separate page for reference list and ensure it is APA 7th style also.
Use references that are from contemporary and valid sources such as peer-reviewed journals; or evidence-based websites (e.g. government bodies, professional organizations).
Week 5 Friday (13 Aug 2021) 11:55 pm AEST
Week 7 Friday (3 Sept 2021)
Via Moodle
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HD |
D |
C |
P |
F | |
|
Structure (15%) |
|
|
|
| |
|
Clear and succinct background that introduces the topic and outlines the direction of the paper. (5%) |
Clear and appropriate background that introduces the topic and outlines the direction of the paper |
Appropriate background that introduces the topic and outlines the direction of the paper |
Background is apparent and the topic is introduced but there is not clear direction to the paper |
No recognisable background-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 discussion to a logical close. (5%) |
Clear and appropriate conclusion that outlines the main points and brings the discussion 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 discussion 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 discourse proceeds logically and is within the set word limit. (10%) |
Content is relevant to the topic, the approach clearly answers the question in relation to current midwifery practice, and the discourse proceeds logically. Word count is within the set word limit. |
Content is appropriate and answers the question in relation to current midwifery practice and the discourse for the most part proceeds logically. Word count is within the set word limit. |
Content answers the question in relation to current midwifery practice but the discourse is at times repetitive or lacks cohesion. Word count is within the set word limit. |
Content is irrelevant and or does not answer the question in relation to current midwifery practice. The discourse 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 description of the search process you would undertake to locate the relevant literature to address the ‘problem’ and inform your discussion. (10%) | A well-developed description of the search process you would undertake to locate the relevant literature to address the 'problem' and inform your discussion. |
A logical description of the search process you would undertake to locate the relevant literature to address the 'problem' and inform your discussion. | A disjointed description of the search process you would undertake to locate the relevant literature to address the ‘problem’ and inform your discussion. |
An inadequate description of the search process you would undertake to locate the relevant literature to address the ‘problem’ and inform your discussion. | |
|
Clear and comprehensive identification and presentation of the papers to be included in the review. (15%) |
Clear identification and presentation of the papers to be included in the review. |
Logical and appropriate identification and presentation of the papers to be included in the review.
|
Disjointed and limited identification and presentation of the papers to be included in the review. |
Inadequate identification and presentation of the papers to be included in the review. | |
|
Clear and comprehensive synthesis and discussion around the review findings with application to the case study, whilst identifying how you would explain the recommendations to the woman. (40%) |
A clear and articulate synthesis and discussion around the review findings with application to the case study, whilst identifying how you would explain the recommendations to the woman. |
A broad synthesis and discussion around the review findings with application to the case study, whilst identifying how you would explain the recommendations to the woman. |
A disjointed synthesis and discussion around the review findings with application to the case study, whilst identifying how you would explain the recommendations to the woman. |
Inadequate synthesis and discussion around the review findings with application to the case study, whilst identifying how you would explain the recommendations to the woman.
| |
|
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 websites. (5%) |
1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. |
3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. |
3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. |
Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites 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
Weighting 40%
Word Count 2500 words (+/- 10%)
Due Date Friday 1st October 2021 (week 11) at 23:45 pm.
Objectives:
This assessment relates to learning outcomes 2, 3, and 4.
2. Demonstrate the ability to analyse current evidence for best practice in midwifery
3. Critique current policy relevant to midwifery practice.
4. Recommend appropriate midwifery care informed by current research and ethical decision making.
Assessment Task:
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. Please choose from the options below:
2. You should make a recommendation on whether a change to current practice should occur based upon this evidence. 3. Provide a rationale for the recommendation in the context of an Evidence-Based approach (integrating the available evidence, woman-centered midwifery philosophy, and available resources). |
Additional Information
Review the marking criteria rubric. Consider that your paper's grade will be derived from criteria outlined in that sheet and thus clear explanations of the expectations for varying grades are provided for both your direction and the assessment of your paper.
Presentation Requirements
Your essay is to follow academic conventions of structure with an introduction, body and conclusion.
Double Line spacing throughout 2.0 (including reference list)
Font size 12, easily readable style (e.g. Arial, Times Roman, Calibri)
Word count must be within 10% plus or minus of the given word count. For this essay words in excess of 2750 cannot contribute to your mark.
Use quotations sparingly and only to illustrate a point that cannot be made with equal impact in your own words – if used, give page numbers.
Provide a cover sheet that includes your name, student number, the unit code, the assessment item number, and word count.
Referencing
APA 7th Style
Use a separate page for the reference list and ensure it is APA style also.
Use references that are from contemporary and valid sources such as peer-reviewed journals; or evidence-based websites (e.g. government bodies, professional organisations).
Week 11 Friday (1 Oct 2021) 11:45 pm AEST
Review/Exam Week Friday (15 Oct 2021)
Via Moodle
|
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 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 that outlines and evaluates the research evidence that relates to the chosen aspect of clinical practice. (35%) | An 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 supports the recommendation of whether a change to current practice should occur, based upon this evidence. (15%) |
Well-developed analysis and discussion that supports the recommendation of whether a change to current practice should occur, based upon this evidence. |
Broad discussion that supports the recommendation of whether a change to current practice should occur, based upon this evidence.
|
Minimal analysis and disjointed discussion that supports the recommendation of whether a change to current practice should occur, based upon this evidence. |
Inadequate analysis and discussion (which at times is repetitive) that does not support the recommendation of whether a change to current practice should occur, based upon this evidence. | |
| Clear, coherent discussion that critically outlines an evidence-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 websites. (5%) |
1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. |
3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. |
3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. |
Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites 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?
