Overview
This unit will build on your knowledge acquired throughout the course and demonstrate higher-level learning to identify complex factors that may present during the childbearing continuum. This unit will provide the theory to understand the complex factors that may impact on the childbearing continuum and the care required utilising the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'. This unit is to be taken in conjunction with the clinical unit Midwifery Practice 2.
Details
Pre-requisites or Co-requisites
Co-req MDWF12006 Midwifery Practice 2 Pre-Req MDWF12002 Foundations of Midwifery 1 MDWF12003 Midwifery Practice 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 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.
- Examine the complex factors that may present during the childbirth continuum and their impact on the woman, neonate and family.
- Describe the care provided to a woman experiencing complexity within the childbearing continuum.
- Identify the role of the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of care.
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 4: Undertakes comprehensive assessments.
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 | |
| 1 - Written Assessment - 40% | |||
| 2 - Examination - 60% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 - Written Assessment - 40% | ||||||||||
| 2 - Examination - 60% | ||||||||||
Textbooks
Myles Textbook for Midwives
Edition: 16th (2014)
Authors: Marshall, J & Raynor, M
Churchill Livingstone
London London , England
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.
t.capper@cqu.edu.au
Module/Topic
Introduction to MDWF12005- Foundations of Midwifery 2:
Complexities of a Childbearing Woman:
Ascertaining Risk, Psychosocial Considerations and Substance use in Pregnancy.
Chapter
10
Events and Submissions/Topic
Module/Topic
Medical Conditions of Significance to Midwifery Practice:
Gestational Diabetes, Anaemia, Haemoglobinopathies; Rh and ABO Incompatibility and Isoimmunisation.
Chapter
13, 33
Events and Submissions/Topic
Module/Topic
Medical Conditions of Significance to Midwifery Practice:
Hypertension, HELLP Syndrome, Intrauterine Growth Restriction (IUGR).
Chapter
13, 30
Events and Submissions/Topic
Module/Topic
Problems Associated with Early and Advanced Pregnancy:
Polyhydramnios, Oligohydramnios; Antepartum Haemorrhage.
Chapter
12
Events and Submissions/Topic
Module/Topic
Midwifery/Obstetric Intervention:
Caesarean Birth and Vaginal Birth after Caesarean Section (VBAC).
Chapter
21
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Midwifery/Obstetric Intervention:
Active Management of Labour (IOL), Post Term Pregnancy, Malposition, Malpresentation, Breech and Assisted Vaginal Births.
Chapter
16, 19, 20, 21
Events and Submissions/Topic
Module/Topic
Midwifery/Obstetric Emergencies:
Maternal Collapse, Obstructed Labour, Cord Prolapse, Shoulder Dystocia, Postpartum Haemorrhage.
Chapter
22
Events and Submissions/Topic
Module/Topic
Pharmacology in Midwifery:
Pharmacodynamics; Pharmacokinetic; Pharmacology in Utero and Breastfeeding.
Chapter
35 of Pairman (2015)
Events and Submissions/Topic
Module/Topic
The Compromised Mother and/or Neonate:
Maternal and Neonatal Resuscitation.
Chapter
22, 29, 31
Events and Submissions/Topic
Module/Topic
The Compromised Neonate:
Neonatal Stabilisation and Referral; Care of the Preterm Infant; Congenital Abnormalities; Vitamin K Deficiency Bleeding, Immunisation.
Chapter
30, 33
Events and Submissions/Topic
Module/Topic
Maternal and Neonatal Mortality and Morbidity:
Grief and Loss, Coping Strategies, Practical and Emotional Support.
Chapter
26
Events and Submissions/Topic
Module/Topic
Women’s Health Complexities:
Perineal Repair, Urinary Incontinence, Sexual Health.
Chapter
15, 25, 27
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment One: Case Study
Due Date: 25/08/2017 (Week 6)
Assessment Weighting: 40%
Length: 2200 word maximum
Objectives:
This assessment item relates to learning outcomes one (1), two (2) and three (3).
Instructions to students:
You must be able to demonstrate your understanding of the concepts learnt throughout this course. You are expected to use an academic approach to answer all components of this assessment. Using this approach, you a will need to demonstrate that you have researched the relevant issues present. You are required to read widely and analyse the information that you gather, ensuring that it is applicable, evidence-based and up-to-date.
Note: The following questions must be answered from the point-of-view of the midwife. Although at times medical interventions will be necessary, in this care you must clearly show where appropriate the midwife's role and responsibilities in the multidisciplinary management of this woman.
Assessment: Case Study
Rosie is a 26 year-old G2 P1 who has a 6 year old daughter who was born by emergency lower segment caesarean section (LSCS). Rosie is now 28 weeks into her second pregnancy and is keen to have a vaginal birth after caesarean section (VBAC).
Consider the case study when answering the following questions. Ensure that you relate your answers to Rosie in the case study:
1. To assist Rosie in making an informed decision, explain the benefits and risks of both a normal vaginal delivery and a LSCS in this scenario.
Following discussion with her partner, Rosie opts for a VBAC
2. Critically explore how you should you work with Rosie during pregnancy and upon admission to Birth Suite once labour begins?
3. Critically outline how you should work with Rosie during labour?
Rosie progresses to full dilation and births a healthy baby girl vaginally
Week 6 Friday (25 Aug 2017) 11:45 pm AEST
Week 9 Friday (15 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 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 explains the benefits and risks of both a normal vaginal delivery and a LSCS in the case study scenario. (25%) | Insightful and well-developed discussion that explains the benefits and risks of both a normal vaginal delivery and a LSCS in the case study scenario. | A logical discussion that demonstrates a competent explanation of the benefits and risks of both a normal vaginal delivery and a LSCS in the case study scenario. | A disjointed discussion that demonstrates a generalised explanation of the benefits and risks of both a normal vaginal delivery and a LSCS in the case study scenario. | An inadequate discussion which demonstrates a poor explanation of the benefits and risks of both a normal vaginal delivery and a LSCS in the case study scenario. | |
| Comprehensive discussion that critically explores how you should you work with Rosie during pregnancy and upon admission to Birth Suite once labour begins. (20%) | Well-developed analysis and discussion that explores how you should you work with Rosie during pregnancy and upon admission to Birth Suite once labour begins. | Broad discussion that explores how you should you work with Rosie during pregnancy and upon admission to Birth Suite once labour begins. | Minimal analysis and disjointed discussion that explores how you should you work with Rosie during pregnancy and upon admission to Birth Suite once labour begins. | Inadequate analysis and discussion (which at times is repetitive) that explores how you should you work with Rosie during pregnancy and upon admission to Birth Suite once labour begins. | |
| Clear, coherent discussion that critically outlines how you should work with Rosie during labour. (20%) | A clear and relevant discussion that outlines how you should work with Rosie during labour. | A logical discussion which broadly outlines how you should work with Rosie during labour. | Satisfactory exploration that shows a limited discussion that can be repetitive at times regarding how you should work with Rosie during labour. | Poor understanding of the topic. Content does not outline how you should work with Rosie during labour. | |
| 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 exctions. | 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. | |
- Examine the complex factors that may present during the childbirth continuum and their impact on the woman, neonate and family.
- Describe the care provided to a woman experiencing complexity within the childbearing continuum.
- Identify the role of the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of care.
- Communication
- Critical Thinking
- Information Literacy
- Ethical practice
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
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.
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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?
