Unit Profile Correction added on 02-09-19
The Unit Profile states that the examination length is 15 minutes. Please note that this is incorrect. The examination length is 3 hours (180 minutes).
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 - 2019
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 Unit Evaluation
I really like the way that Tanya facilitated this unit the lectures and study guides are very informative and she always provides additional reading material to support my learning.
To continue offering the weekly lectures and reading materials to support the study guide content.
Feedback from Unit Evaluation
Tanya has a way of delivering her content in a way that is interesting and engaging. I always look forward to her lectures.
To continue offering interactive Zoom sessions and interactive learning materials.
Feedback from Unit Evaluation.
Too much content to learn.
The unit content is ANMAC approved and thus cannot be reduced. However, students are encouraged to access the Moodle page on a regular basis to keep on top of the work load. Students are prompted via Easiconnect if they are not accessing the Moodle page regularly.
- 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
16th Edition (2014)
Authors: Marshall, J. & Raynor, M.
Churchill Livingstone
London London , England
ISBN: 9780702051456
Binding: Paperback
Additional Textbook Information
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.
m.lovegrove@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; Pharmacokinetics; 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 1 Foundations of Midwifery 2
Task Description
This assessment aligns with learning outcomes 1, 2 and 3.
Assessment Title: Written Assessment – Case Study
A 2,500 word (+/ – 10%) Case Study focusing on the topic of caring for women that engage in alcohol consumption during their pregnancy.
Assessment: Case Study
Irene Geaney, is a 30 year-old G4P3, whom you meet at her booking-in appointment.
Whilst taking Irene’s health history, she discloses that she regularly consumes a glass of wine each evening and on occasions drinks to the point of ‘getting drunk’.
Consider the case study when answering the following questions. Ensure that you relate your answers to Irene in the case study:
1. Explore the risks of alcohol consumption during pregnancy to both Irene and her fetus.
2. As her booking midwife, explain the information and advice you would give to Irene at this time surrounding her alcohol consumption.
3. With reference to the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral’, critically discuss the plan of care you would offer to Irene in order to optimise maternal and neonatal outcomes.
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 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-todate.
Formatting according to academic conventions:
1. Your case study is to follow academic conventions of structure with an introduction, body and conclusion.
2. Your introduction will integrate the case study and signpost the reader as to what the paper will discuss.
3. The body of the paper will address each of the essay questions and include all the elements of your discussion.
4. Your conclusion will provide an overall summary of your main points with no new information or references.
Further information:
· Please ensure that you review the marking criteria sheet. 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.
· Use a separate page for the reference list.
· The quality of your references is what is important rather than the volume of references (use references that are from contemporary and valid sources such as peer reviewed journals; do not use websites that end in “.com.au” as academic sources; journal articles should ideally be less than five years old).
· Word counts includes in-text references, and headings, but not your reference list.
· Page numbers are only required for direct quotes but preferably use no direct quotes or keep these to a bare minimum.
· The cover sheet should include your name, student number, the unit code, the assessment item number and word count. · Line spacing: at least 1.5; Font size: 12; Font type: Arial.
Week 7 Friday (6 Sept 2019) 11:55 pm AEST
Week 9 Friday (20 Sept 2019)
|
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 just outside 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 exploration of the risks
of Alcohol consumption during pregnancy to both Irene and her fetus. (20 %) |
Insightful and well-developed exploration of the risks of Alcohol
consumption during pregnancy to both Irene and her fetus. |
A logical exploration of the risks of
Alcohol consumption during pregnancy to both Irene and her fetus. |
A disjointed exploration of the risks of
Alcohol consumption during pregnancy to both Irene and her fetus. |
An inadequate exploration
of the risks of Alcohol consumption during pregnancy to both Irene and her
fetus. |
|
Comprehensive explanation of the information and advice
you would give to Irene at the time of booking surrounding her alcohol
consumption. (20%) |
Well-developed explanation
of the information and advice you would give to Irene at the time of booking
surrounding her alcohol consumption |
Broad explanation
of the information and advice you would give to Irene at the time of booking
surrounding her alcohol consumption. |
Minimal analysis and
disjointed explanation of the information and advice
you would give to Irene at the time of booking surrounding her alcohol
consumption |
Inadequate analysis and explanation of the information and advice you
would give to Irene at the time of booking surrounding her alcohol
consumption. |
|
Clear,
coherent critical discussion surrounding the plan of care you would off the
Irene with reference to the Australian College of Midwives ‘National
Midwifery Guidelines for Consultation and Referral’ (25%) |
A clear and
relevant critical discussion surrounding the plan of care you would offer to Irene
with reference
to the Australian College of Midwives 'National
Midwifery Guidelines for Consultation and Referral’. |
A logical but
broad critical discussion surrounding the plan of care you would offer to Irene
with reference
to the Australian College of Midwives 'National
Midwifery Guidelines for Consultation and Referral’. |
Satisfactory critical discussion surrounding the plan of care you would offer to Irene
with reference
to the Australian College of Midwives 'National
Midwifery Guidelines for Consultation and Referral’. |
Poor understanding of the topic. Content does not critically discuss the plan
of care you would offer to Irene with reference to the Australian College of Midwives 'National Midwifery Guidelines for
Consultation and Referral’. |
|
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. |
5 or 6 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
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?
