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'.
Details
Pre-requisites or Co-requisites
Co-requisite: MDWF12004 Critical Inquiry and Midwifery Practice
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 - 2022
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
The best aspect of the unit is having sufficient contact with all of the lecturers. This has provided me with a supportive learning environment and they are always willing to help!
To continue to ensure that students have ease of access to the academic team.
Feedback from SUTE Feedback
I enjoyed the content. It is useful and has helped me to apply the theory to practice.
To continue to ensure the unit contents are strongly relevant to practice.
Feedback from SUTE Feedback
The information is always presented in a way to help our learning.
To continue to ensure that the content is always presented in a clear way to aim student learning.
Feedback from SUTE Feedback
I felt the rubric for assessment 1 didn't align with what was expected as such for e.g. pathophysiology. However, this was explained in the video for the assignment.
To ensure in the future that the rubric aligns with the task expectations.
- Interpret the complex factors that may present during the childbearing continuum and their impact on the woman, neonate and family
- Analyse the care required for a woman experiencing complexity within the childbearing continuum
- Apply the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to the management of maternity care.
The proposed changes to learning outcomes and the unit will meet the following:
The draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 5: Student assessment.
The Nursing and Midwifery Board of Australia (NMBA) Midwife Standards for Practice (2018).
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 a plan for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Midwives.
Principle 1. Legal compliance.
Principle 2. Woman-centred practice.
Principle 3. Cultural practice and respectful relationships.
Principle 4. Professional Behaviour.
Principle 7. Health and wellbeing.
The International Confederation of Midwives (ICM) International Code of Ethics for Midwives (2014).
1. Midwifery Relationships.
2. Practice of Midwifery.
3. The Professional Responsibilities of Midwives.
4. Advancement of Midwifery Knowledge and Practice.
National Safety and Quality Health Service Standards (2017).
Clinical Governance Standard.
Partnering with Consumers Standard.
Preventing and Controlling Healthcare-Associated Infection Standard.
Medication Safety Standard.
Comprehensive Care Standard.
Communicating for Safety Standard.
Blood management Standard.
Recognising and Responding to Acute Deterioration Standard.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Oral Examination - 50% | |||
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 - 50% | ||||||||||
| 2 - Oral Examination - 50% | ||||||||||
Textbooks
Myles Textbook for Midwives
17th edition (2020)
Authors: Marshall, J. & Raynor, M.
Churchill Livingstone
London London , England
ISBN: 9780702076428
Binding: Paperback
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
k.a.haynes@cqu.edu.au
Module/Topic
Module One: Risk Assessment and Complex Antenatal Care
- Assessing risk in pregnancy - Overview of maternal deaths (AIHW stats, regional)
- Early pregnancy: Bleeding and Hyperemesis
- Obesity
- Cardiac disease
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Australia Institute of Health and Welfare. (2021). Australia's Mothers and Babies.
Events and Submissions/Topic
Module/Topic
Module One: Complex Antenatal Care
- Gestational Diabetes
- Anaemia
- Haemoglobinopathies
- Rh and ABO Incompatibility
- Isoimmunisation
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module One: Complex Antenatal Care
- Hypertension and Pre-Eclampsia
- Pulmonary Diseases
- Obstetric Cholestasis
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module One: Complex Antenatal Care
- Antepartum Haemorrhage: Placenta Praevia and Placental Abruption
- Preterm Labour and PPROM/Incompetent Cervix
- Polyhydramnios/Oligohydramnios
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Two: Complex Intrapartum Care
- Reduced Fetal Movements, IUGR/SGA
- Postdates Pregnancy
- Safer Baby Bundle
- Induction of Labour, Epidural
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines.
Stillbirth Research Centre of Research Excellence. Safer Baby Bundle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module Two: Complex Intrapartum Care
- Dystocia of Labour
- Malposition / CPD
- Obstructed Labour
- CTG
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Ranzcog. (2019). Clinical Guideline: Intrapartum Fetal Surveillance.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Two: Complex Intrapartum Care
- VBAC
- Assisted Birth / FBS
- Episiotomy
- Cord Blood Sampling
- Caesarean Section
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Two: Complex Intrapartum Care
- Malpresentation ECV/Breech Birth
- Shoulder Dystocia
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Two: Complex Intrapartum Care
- Cord Prolapse
- Postpartum Haemorrhage
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Three: Complex Postpartum and Neonatal Care
- Neonatal Resuscitation
- The Pre-Term Infant
- The GDM Infant
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Three: Complex Postpartum and Neonatal Care
- Neonatal Stabilisation and Referral
- Respiratory Distress / Meconium Aspiration
- Neonatal Hypoglycaemia
- Neonatal Hyperbilirubinanaemia and Hypothermia
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Module Three: Complex Postpartum and Neonatal Care
- The Low Birth Weight Infant
- Hypotonia
- Congenital Abnormalities
- Neonatal INfections
- Neonatal Bleeding
- Neonatal Abstinence Syndrome
- Neonatal Alcohol Syndrome
- Vaccination and Immunisation
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Marshall, J. E., & Raynor, M. D. (2014). Myles Textbook for Midwives (16th ed.). Elsevier.
Pairman, S., Tracy, S., Dahlen, H C., & Dixon, L. (2018). Midwifery: Preparation for Practice (4th ed.). Elsevier.
Queensland Health State-Wide Maternal and Neonatal Clinical Guidelines
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1
Type: Written assessment: Complications in Pregnancy
Due date: 23:55hrs (AEST) Friday 26th August 2022 (Week 6)
Weighting: 50%
Length: 2500 words (+ or – 10%)
Unit Coordinator: Kelly Haynes and Tanya Capper
Aim
The aim of this assessment is to demonstrate your understanding of the concepts learnt so far around complications that occur for both the woman and her fetus/neonate during the antenatal period. 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. You are required to read widely and analyse the information that you gather, ensuring that it is applicable, evidence-based and up-to-date. This should include becoming familiar with and utilising the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral.
Learning Outcomes Assessed
1. Interpret the complex factors that may present during the childbearing continuum and their impact on the woman, neonate, and family.
2. Analyse the midwifery care required for a woman experiencing complexity within the childbearing continuum.
3. Apply the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral to the management of maternity care.
Task Instructions
You will write a 2,500-word (+ or – 10%) academic paper based on ONE of the 3 case studies below. You will use your literature searching skills to search and identify the literature pertaining to the pregnancy complication being experienced by the woman in the case study. Read widely and address each of the essay questions on your chosen case study.
Case Study 1
You meet Cathy, G9/P8 woman who has been referred by her GP to maternity services after a routine antenatal assessment at 32/40. The referral states that Cathy’s blood pressure has been taken twice electronically with readings of 140/94mmHg and 142/92mmHg. Upon reading her history you notice that Cathy is 38 years of age and has a BMI of 42. When asked, she is currently feeling well and is unsure why she has been referred.
Case Study 2
You meet Rebecca at a routine 32/40 midwifery appointment. She is G1P0 and is pregnant through IVF. She is 40 years old, suffers from anxiety and has been working long hours at work. She is complaining of itching over the past week which started on the soles of her feet and palms and has spread onto her arms and legs. The itching is worse at night and disturbs Rebecca’s sleep, so she is exhausted during the day at work.
Case Study 3
You meet Elise at her Private Practice midwife appointment. She is a part time university student and has just deferred her studies for a year. Her BMI at booking was 18, she is G2P1 and is 35/40. Her routine blood tests at 28/40 highlighted a haemoglobin concentration of 9.7 mg/dL. Her full blood count was repeated at 34/40 after iron supplementation and the results are 9.8mg/dL. Elise informs you she is a vegetarian and cannot tolerate the iron supplements so has not taken many. She states that she has not been eating well due to the pressure of her studies and reduced income and has been very tired recently. She reiterates that she previously had a home birth last and wants the same this time.
Consider your chosen case study and ensure that you relate your answers to this specifically when answering the following questions:
Discuss how you define the complication within the case study and highlight the predisposing risk factors of this condition.
Briefly explore the pathophysiology and risks of the condition to the mother and fetus.
Discuss what further midwifery assessments you would provide during this episode of care. With reference to the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral and other evidence, analyse the plan of ongoing care you would offer to optimise maternal and neonatal outcomes.
Explain how you would give the woman this information whilst focussing on woman-centred care.
Knowing The Assessment Task
Read and re-read the assessment task carefully. Take care not to miss any section of the essay questions. This should consist of 6 parts:
Introduction
Briefly explore the definitions of the condition, predisposing risk factors and relevant pathophysiology. Discuss the risks to both the woman and her fetus, using appropriate evidence sources.
Discuss what midwifery screening/ assessment/ treatment you would undertake at this stage and the rationale. Analyse the plan for future care and referral you would offer to the woman to optimise maternal and neonatal outcomes using sources such as the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral’.
Discuss how you would communicate and engage with the woman to provide her evidence-based information, whilst ensuring that she can make decisions about her care. Consider her personal circumstances and individualised care.
Conclusion
References
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a footer.
Write in the third-person perspective.
Use formal academic language.
Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
You can use unit provided materials and other credible sources (e.g. Clinical Guidelines, journal articles, books) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the MDWF12005 Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 6 Friday (26 Aug 2022) 11:55 pm AEST
Week 8 Friday (9 Sept 2022)
| HD | D | C | P | F | Low Fail | |
| Structure (15%) | ||||||
Clear and succinct background that introduces the topic and outlines the direction of the paper. (5%) 5.00 - 4.23 |
Clear and appropriate background that introduces the topic and outlines the direction of the paper. 4.22 - 3.73 |
Appropriate background that introduces the topic and outlines the direction of the paper. 3.72 - 3.23 |
Background is apparent and the topic is introduced but there is not clear direction to the paper. 3.22 - 2.48 |
Barely recognisable background-the topic is not clearly introduced and/or there is no clear direction of the paper 2.26 - 2.47 |
No recognisable background -the topic is not introduced and/or there is no direction of the paper. 2.25 - 0.00 |
|
Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) 5.00 - 4.23 |
Clear and appropriate conclusion that outlines the main points and brings the argument to a close. 4.22 - 3.73 |
Conclusion outlines most of the main points and brings some sense of closure 3.72 - 3.23 |
Conclusion apparent outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity. 3.22 - 2.48 |
Barely recognisable conclusion-little reference to the main points and no clear conclusion to the paper. 2.26 - 2.47 |
No recognisable conclusion-little reference to the main points and no conclusion to the paper. 2.25 - 0.00 | |
Excellent presentation of assignment double spaced with 12-point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) 5.00 - 4.23
|
Well-presented assignment double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. 4.22 - 3.73 |
Well-presented assignment double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. 3.72 - 3.23 |
Well-presented assignment double spaced with 12-point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure. 3.22 - 2.48 |
Inconsistently presented assignment. Double spacing not used. 12-point font not used. 5-6 inaccuracies with spelling, grammar, and paragraph structure. 2.26 - 2.47 |
Poorly presented assignment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar, and paragraph structure. (> 7 errors). 2.25 - 0.00 | |
| Approach & Argument (75%) | ||||||
Content is clearly relevant to the topic; the approach comprehensively answers the question. The argument proceeds logically and is within the set word limit. (10%) 10.00 - 8.45 |
Content is relevant to the topic; the approach clearly answers the question. The argument proceeds logically and is within the set word limit. 8.44 - 7.45 |
Content is appropriate and answers the question. The argument for the most part proceeds logically and is within the set word limit. 7.44 - 6.45 | Content answers the question. The argument is at times repetitive or lacks cohesion and is within the set word limit. 6.44 - 4.95 |
Content is frequently off topic and only partially answers the question. The argument lacks cohesion. The word limit has not been adhered to and is marginally over or under the 10% allowance. 4.94 - 4.50 |
Content is irrelevant and/or does not answer the question. The argument lacks cohesion. The word limit has not been adhered to and is well over or under the 10% allowance. 4.49 - 0.00 |
|
An articulate and comprehensive description of the definition of the complication, pathophysiology, and predisposing factors. Extensive exploration of the potential risks to the mother and fetus arising from the condition. (25%) (25-21.25) |
Insightful and well-developed discussion of the definition of the complication, pathophysiology, and predisposing factors. Broad exploration and discussion of the potential risks to the mother and fetus arising from the condition. (21-18.75) |
A logical and adequate discussion surrounding the definition of the complication, pathophysiology, and predisposing factors. General discussion of the potential risks to the mother and fetus arising from the condition. (18.5-16.5) |
A disjointed and limited discussion surrounding the definition of the complication, pathophysiology, and predisposing factors. Some exploration and discussion of the potential risks to the mother and fetus arising from the condition. (16-12.5) |
An inadequate discussion surrounding the definition of the complication, pathophysiology, and predisposing factors. Limited and/or absent exploration and discussion of potential risks to the mother and fetus arising from the condition. 12.4-11.25 |
No description of the search process you would undertake to locate the relevant literature to address the ‘problem’ and inform your discussion. 11.24 - 0.00 |
|
Comprehensive and exhaustive exploration of midwifery assessments and plan of care related to the complication. (25%) (25-21.25)
|
Well-developed exploration of the midwifery assessments and plan of care related to the complication. (21-18.75) |
Broad exploration of the midwifery assessments and plan of care related to the complication. (18.5-16.5) |
Minimal analysis and disjointed exploration of the midwifery assessments and plan of care related to the complication. (16-12.5) |
Inadequate exploration of the midwifery assessments and plan of care related to the complication. (12.4-11.25) |
No exploration of the midwifery assessments and plan of care related to the complication 11.24 - 0.00 |
|
Clear, coherent discussion that critically outlines how you would communicate with the woman ensuring informed decision-making and maintaining woman-centred care throughout. (15%) 15.00 – 12.68
|
A clear and relevant discussion that outlines how you would communicate with the woman ensuring informed decision-making and maintaining woman-centred care throughout. 12.67 – 11.18 | A logical discussion which broadly outlines how you would communicate with the woman and ensure informed decision-making and partially maintaining woman-centred care. 11.17 – 9.68 |
Satisfactory exploration that shows a limited discussion on how you would communicate with the woman and ensure informed decision-making and little woman-centred care. 9.67 – 7.43 |
Poor understanding of the topic. Inadequate discussion on how you would communicate with the woman ensuring informed decision-making and poor woman-centred care. 7.42 – 6.75 |
No discussion on how you would communicate with the woman ensuring informed decision-making and poor woman-centred care. 6.74 – 0.00 |
|
| Referencing (10%) | ||||||
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) 5.00 - 4.23 |
Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. 4.22 - 3.73 |
Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. 3.72 - 3.23 |
Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. 3.22 - 2.48 |
Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. 2.26 - 2.47 | Failure to integrate up-to-date references to support and reflect ideas, factual information and quotations. Warrants academic misconduct referral. 2.25 - 0.00 |
|
Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant websites. (5%) 5.00 - 4.23 |
1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. 4.22 - 3.73 |
3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. 3.72 - 3.23 |
3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. 3.22 - 2.48 |
Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles sourced. Relevant websites not included. 2.26 - 2.47 |
Many inaccuracies with referencing (>6). Less than 10 references used. Less than 2 journal articles sourced. Relevant websites not included. 2.25 - 0.00 |
|
- Interpret the complex factors that may present during the childbearing continuum and their impact on the woman, neonate and family
- Analyse the care required for a woman experiencing complexity within the childbearing continuum
- Apply the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to the management of maternity care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Oral Examination
Assessment 2: Oral Viva Exam
Due date: Exam Week 13 (10th-14th October 2022) Students will be allocated their timeslot and be sent a Zoom link via email.
Weighting: 50%
Length: 10 mins (scenario provided to reflect on and prepare)
20 mins (question & answer time)
30 mins in total
Unit Coordinator: Kelly Haynes and Tanya Capper
Aim
The aim of this assessment is to demonstrate your understanding of complex factors that may present during the childbearing continuum. This will provide you with an opportunity to identify the role of the midwife in promoting quality evidence-based care in complex situations whilst providing woman-centred partnerships. You will also identify how you would utilise the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral during complex situations.
Learning Outcomes
Examine the complex factors that may present during the childbirth continuum and their impact on the woman, fetus/ 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.
Task Instructions
Students will attend an oral Viva examination via an online Zoom meeting. Each student will be allocated an individual meeting link on a particular day and time during Exam Week, Term 2, 2022. It is compulsory to attend this examination.
Students will be given a handover relating to a specific clinical scenario. You will then have some reflection and thinking time.
After 10mins, you will be asked exam questions related to the scenario that you have been given.
You will be questioned by two examiners from the midwifery academic team. The assessment question and answer time is scheduled for 20 minutes and will be recorded for marking and quality purposes. Your Viva will relate to the provision of midwifery care for 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
- The complex neonate
Important Considerations
Students will be allocated their timeslot by the unit coordinator and sent a Zoom link via email. You must reply to this email confirming: 1) receipt of the Zoom meeting link and 2) confirmation of attendance at the allocated time.
In the Viva exam, be prepared to answer questions relating to your scenario 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).
When answering the exam questions, consider The Midwife Standards for Practice (standards 1, 2, 3 and 6) which 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.
When answering the exam questions discuss how you would utilise the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral within the scenario.
You will be assessed on your communications 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.
View the University's policy on examination in the Assessment of Coursework Policy at:
Review/Exam Week Friday (14 Oct 2022) 11:55 am AEST
An allocated Zoom time slot between 9-5 Mon-Friday in week 13 will be provided to each student earlier in the term.
Exam Week Friday (21 Oct 2022)
| Qualities & Criteria | High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail 49-46% | Low Fail >45% |
| Communication Skills 10% | ||||||
| Verbal & non-verbal Use of language Fluency & Pronunciation Engagement EyeContact 20% | 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 20-16.9 | 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 16.9-14.9 | 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 14.9-12.9 | 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 Reduced eye contact made with panel/questioner 12.9-9.90 | Utilises limited vocabulary and is a partially appropriate to the topic. Student mumbles and speaks quietly and panel struggle to hear. Shows limited engagement and/or some negativity towards topic during discussion. Limited eye contact made with panel/questioner 9.90-9.0 | Utilises poor vocabulary and discussion is not appropriate to the topic. Student 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 8.99-0 |
| 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. 20-16.9 | Shows an extended understanding of the scenario with accurate information Answers most questions with ease though sometimes requires further elaboration. 16.9-14.9 | Shows good understanding of scenario with mostly accurate information Ability to answer some questions but answers lack complexity. 14.9-12.9 | Shows satisfactory understanding of scenario with some inaccurate information Is only able to answer rudimentary questions on topic. 12.9-9.90 | Shows limited or no understanding of scenario. Information mostly inaccurate. Has limited grasp of the information and is unable to answer some questions. 9.90-9.0 | Shows no understanding of scenario. Information completely inaccurate. Has no grasp of the information and is unable to answer questions. 8.99-0 | |
| Articulation of thoughts 10% | Clearly articulates position and thoughts are extensively expressed. 10.00 - 8.45 | Articulates position and thoughts expressed clearly. 8.44 - 7.45 | Articulates a position that is incomplete or lacks complexity. Expression of thoughts mostly clear 7.44 - 6.45 | Articulates a position that is unfocused at times. Expression of thoughts sometimes unclear and/or ambiguous. 6.44 - 4.95 | Limited ability to articulate a position. Limited ability to express any thoughts, some of those expressed are unclear. 4.94 - 4.50 | No ability to articulate a position. No ability to express any thoughts, those expressed are unclear. 4.49 - 0.00 | |
| Evidence 10% | All evidence is highly relevant and specific to the scenario discussion. 10.00 - 8.45 | Presents relevant evidence that is accurate to the scenario discussion. 8.44 - 7.45 | Presents mostly relevant evidence that links to the scenario discussion. Mostly accurate. 7.44 - 6.45 | Presents evidence that often links to the scenario, but evidence is somewhat inaccurate. 6.44 - 4.95 | Presents limited evidence of relevance to scenario or presents inaccurate evidence. 4.94 - 4.50 | Fails to present any evidence of relevance to scenario or presents highly inaccurate evidence. 4.49 - 0.00 | |
| Implications 10% | Comprehensive and fully explores the major implications of proposed plan of care. 10.00 - 8.45 | Relevant and accurate discussion of the major implications of the proposed plan of care. 8.44 - 7.45 | Acceptable and mostly relevant discussion of the major implications of the proposed plan of care. 7.44 - 6.45 | Satisfactory discussion of the major implications of the proposed plan of care. 6.44 - 4.95 | Limited discussion of any implications for a proposed plan of care 4.94 - 4.50 | No discussion of any implications for a proposed plan of care 4.49 - 0.00 | |
| Structure and organisation 10% | Presents information/ideas logically. 10.00 - 8.45 | Present information in a mostly logical sequence. 8.44 - 7.45 | A few areas of disjointedness /lack of logical progression. 7.44 - 6.45 | Ideas are presented in a partly logical way but disjointed and do not always flow logically. 6.44 - 4.95 | Ideas are partially illogical and are disjointed with limited logical flow making it more difficult to follow. 4.94 - 4.50 | Ideas are illogical and very disjointed with no logical flow making.it difficult to follow. 4.49 - 0.00 | |
| Prompting 10% | Does not require prompting with probing questions. 10.00 - 8.45 | Minimal prompting required (1-2 probing questions). 8.44 - 7.45 | Some prompting required (3 probing questions). 7.44 - 6.45 | Required frequent prompting (4 probing questions). 6.44 - 4.95 | Requires extensive prompting (5 or more questions). 4.94 - 4.50 | Requires constant prompting (6 or more questions). 4.49 - 0.00 | |
| Demonstration of Woman Centred Care 10% | Comprehensively considers the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care. 10.00 - 8.45 | Sound ability to consider the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care. 8.44 - 7.45 | Acceptable ability to consider the needs of the woman and her family in relation to the issue and analyses how they can be best integrated into her plan of care. 7.44 - 6.45 | Consideration of the needs of the woman and her family in relation to the issue are basic. Some ability to form a plan of care but lacks integration and is unclear at times. 6.44 - 4.95 | Limited consideration of the needs of the woman and her family in relation to the issue. Little evidence of any ability to form a plan of care. 4.94 - 4.50 | No consideration of the needs of the woman and her family in relation to the issue. No evidence of any ability to form a plan of care. 4.49 - 0.00 | |
Mark for this assessment: /100
Grade Awarded: HD D C P F Signature:
- Interpret the complex factors that may present during the childbearing continuum and their impact on the woman, neonate and family
- Analyse the care required for a woman experiencing complexity within the childbearing continuum
- Apply the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral' to the management of maternity care.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Information Technology Competence
- Ethical practice
- Social Innovation
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?
