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 - 2020
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 feedback.
YouTube clips are beneficial to learning.
To continue to embed YouTube videos in the unit to further inform learning.
Feedback from Unit feedback.
Interesting assignments.
To continue to develop interesting assessment tasks that are relevant to clinical practice.
Feedback from Unit feedback.
Lectures could have been more concise, and not just read from the text.
To re-record lectures for the next offering.
- 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
17th edition (2020)
Authors: Marshall, J. & Raynor, M.
Churchill Livingstone
London London , England
ISBN: 9780702076428
Binding: Paperback
Additional Textbook Information
Either the 16th or 17th edition will be suitable. If you prefer to study with a paper copy, they are available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBooks are available at the publisher's website.
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 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
31 of Pairman (2019)
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, 31, 32, 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 - Written Assessment
Assessment Due date: 28/8/2020 (Week 6)
Weighting: 40%
Unit learning outcomes:
This assessment aligns with learning outcomes 1, 2, and 3.
On successful completion of this course, you will be able to:
1. Examine the complex factors that may present during the childbirth continuum and their impact on the woman, neonate, and family.
2. Describe the care provided to a woman experiencing complexity within the childbearing continuum.
3. Identify the role of the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of care.
Assessment Title Written Assessment – Case Study
Task Description
2,500-word (+ or – 10%) case study focusing on the topic of caring for women that engage in substance misuse.
Assessment: Case Study
You meet Jenny who is a 19-year-old G2P0 at her first booking appointment. Jenny tells you that this pregnancy was unplanned, and she enjoys an active social life that she does not plan to give up due to being pregnant. When you are undertaking the booking interview, Jenny discloses that she consumes 5-6 glasses of wine on a Friday and Saturday evening when out with her friends.
Consider the case study when answering the following questions. Ensure that you relate your answers to Jenny in the case study:
1. Explore the risks of alcohol use during pregnancy to both Jenny and her fetus.
2. As the booking midwife, explain the information and advice you would give to Jenny at this time surrounding her alcohol intake.
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 Jenny in order to optimise maternal and neonatal outcomes.
You must be able to demonstrate your understanding of the concepts learned 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 to date.
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 outline the key points of your case study. 3. The body of the case study will cover 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 include 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: double spaced; Font size: 12; Font type: Arial. |
Week 6 Friday (28 Aug 2020) 11:45 pm AEST
Week 8 Friday (11 Sept 2020)
| 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 no 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 use during pregnancy to both Jenny and her fetus. (20 %) | Insightful and well-developed exploration of the risks of alcohol use during pregnancy to both Jenny and her fetus. | A logical exploration of the risks of alcohol use during pregnancy to both Jenny and her fetus. | A disjointed exploration of the risks of alcohol use during pregnancy to both Jenny and her fetus. | An inadequate exploration of the risks of alcohol use during pregnancy to both Jenny and her fetus. | |
| Comprehensive explanation of the information and advice you would give to Jenny at this time surrounding her alcohol intake. (20%) | Well-developed explanation of the information and advice you would give to Jenny at this time surrounding her alcohol intake | Broad explanation of the information and advice you would give to Jenny at this time surrounding her alcohol intake. | Minimal analysis and disjointed explanation of the information and advice you would give to Jenny at this time surrounding her alcohol intake | Inadequate analysis and explanation of the information and advice you would give to Jenny at this time surrounding her alcohol intake | |
| Clear, coherent critical discussion surrounding the plan of care you would offer to Jenny 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 Jenny 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 Jenny 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 Jenny 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 Jenny 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. | 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
2 Oral Examination
Assessment 2: Viva
The assessment will take place in Week 13 (w/c 12th October)
Students will be allocated their timeslot and be sent a Zoom link via email.
Weighting: 60%
The Midwife standards for practice (standards 1, 2, 3, and 6) state that midwives should:
Standard 1: Promote evidence-based maternal health and wellbeing.
Standard 2: Engage in respectful partnerships and professional relationships.
Standard 3: Demonstrate the capability and accountability for midwifery practice.
Standard 6: Provide safe and quality midwifery practice.
In order to fulfill these standards, midwives must be able to demonstrate higher-level knowledge to identify complex factors that may present during the childbearing continuum. Midwives must be able 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'.
The following unit outcomes will be assessed:
1. Examine the complex factors that may present during the childbirth continuum and their impact on the woman, neonate, and family.
2. Describe the care provided to a woman experiencing complexity within the childbearing continuum.
3. Identify the role of the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to guide the management of care.
These outcomes will be assessed by an oral assessment in the form of a Viva where the student will be questioned by two examiners from an academic background with extensive midwifery experience and skills. The assessment will last around 30 minutes and will be recorded for marking and quality purposes. Your viva will relate to the provision of midwifery care to a woman experiencing a complex pregnancy/childbirth/postpartum period which will be selected at random on the day of the assessment. The topics for the Viva assessment are as follows:
· Complex pregnancy
· Complex labour and birth
· The complex postpartum period
· Challenges during lactation and breastfeeding
· The complex neonate.
You will be given a brief case history relating to your scenario. You must be prepared to answer questions relating to your case and discuss your course of action in relation to the midwifery care of your woman/neonate, this will require you to be ‘present’ in the scenario (verbalising what you would do if faced with this scenario in practice). You will be assessed on your communication skills as well as your clinical midwifery knowledge. Please see the assessment rubric for a detailed description of the assessed criteria.
Scenarios are confidential and we ask that you do not share them with your student peers.
Review/Exam Week Friday (16 Oct 2020) 11:45 pm AEST
The assessment will take place over Week 13. Students will be allocated their timeslot and be sent a Zoom link via email.
Exam Week Friday (23 Oct 2020)
Via Moodle
| Qualities & Criteria | High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail >50% |
| Communication Skills 10% | |||||
| Verbal & non-verbal · Use of language · Fluency & Pronunciation · Engagement · Eye Contact 10% | Utilises an extensive and rich vocabulary appropriate to topic. Speaks clearly with a natural speaking pace Strongly and positively engaged in topic during discussion Consistently holds attention of panel/questioner with the use of direct eye contact | Utilises a wide and appropriate vocabulary appropriate to topic Speaks clearly with minimal pauses or hesitation Demonstrates good and mostly positive engagement with topic during discussion Mostly consistent use of direct eye contact with panel/questioner | Utilises acceptable vocabulary which is appropriate to topic. Speech mostly clear but noticeable pauses and/or speaks too fast occasionally Demonstrates acceptable engagement with topic during discussion Adequate eye contact made with panel/questioner | Utilises adequate vocabulary appropriate to topic Speech is low and/or unclear at times. Multiple pauses and/or speaks too fast on numerous occasions. Demonstrates limited engagement with topic during discussion Minimal eye contact made with panel/questioner | Utilises limited or inadequate vocabulary which is not appropriate to the topic. Students mumbles is incoherent and speaks too quietly for panel to hear. Shows no engagement and/or negativity towards topic during discussion. No eye contact made with panel/questioner |
Mastery of Maternity Care Scenario 90% (Knowledge and comprehension, application, analysis and synthesis of information) |
|||||
| Overall understanding 20% | Shows a deep/robust understanding of the scenario with fully accurate information Answers all questions with explanation and elaboration | Shows a good understanding of the scenario with accurate information Answers most questions with ease though sometimes requires further elaboration | Shows acceptable understanding of scenario with mostly accurate information Ability to answer some questions but answers lack complexity | Shows superficial understanding of scenario with some inaccurate information Is only able to answer rudimentary questions on topic. | Shows limited or no understanding of scenario. Information mostly inaccurate. Has no grasp of the information and is unable to answer questions. |
| Articulation of thoughts 10% | Clearly articulates position and thoughts are extensively expressed | Articulates position and thoughts expressed clearly | Articulates a position that is incomplete or lacks complexity. Expression of thoughts mostly clear | Articulates a position that is unfocused at times. Expression of thoughts sometimes unclear and/or ambiguous | Limited or no ability to articulate a position. Limited ability to express any thoughts, those expressed are unclear. |
| Evidence 20% | Presents evidence that is relevant and accurate to scenario discussion | Presents evidence that is mostly relevant and accurate to scenario discussion | Presents evidence that has some relevance to scenario discussion. Mostly accurate. | Presents evidence that has limited relevance to the scenario. Evidence somewhat inaccurate. | Does not present any evidence of relevance to scenario or presents highly inaccurate or evidence. |
| Implications 10% | Fully explores the major implications of proposed plan of care | Appropriate discussion of the major implications of the proposed plan of care. | Acceptable discussion of the major implications of the proposed plan of care. | Limited discussion of the major implications of the proposed plan of care. | No discussion of any implications for a proposed plan of care |
| Structure and organisation 10% | Presents information/ideas logically | Present information in a mostly logical sequence | A few areas of disjointedness /lack of logical progression. | Ideas are somewhat disjointed and do not always flow logically | Ideas very disjointed with no logical flow making.it difficult to follow. |
| Prompting 10% | Does not require prompting with probing questions | Minimal prompting required (1-2 probing question) | Some prompting required (3 probing questions) | Required frequent prompting (4 probing questions) | Requires extensive prompting (5 or more questions) |
| Demonstration of Woman Centred Care 10% | Comprehensively considers the needs of the woman and her family in relation to the complex issue and analyses how they can be best integrated into her plan of care | Sound ability to consider the needs of the woman and her family in relation to the complex issue and analyses how they can be best integrated into her plan of care | Acceptable ability to consider the needs of the woman and her family in relation to the complex issue and analyses how they can be best integrated into her plan of care | Consideration of the needs of the woman and her family in relation to the complex issue are mostly superficial. Some ability to form a plan of care but lacks integration and is unclear at times | Limited or no consideration of the needs of the woman and her family in relation to the complex issue. Little or no evidence of any ability to form a plan of care. |
- 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
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?
