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 - 2023
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
Sometimes the videos used are older and talk about assessments/events that haven't occurred in this cohort
All lectures will be updated for the 2023 offering.
Feedback from SUTE Feedback
I found it really difficult to do the online exam because I could not write down notes to prepare my answers. I feel that if I could do that, I would be able to provide more logical answers, as speaking of any type is not my forte.
The oral exam is part of the course structure which was externally accredited by the Australian Nursing and Midwifery Accreditation Council (ANMAC) in 2021. In the future, students will be provided with additional support to prepare for and practice the oral viva assessment.
Feedback from SUTE Feedback.
2,500 world limits I find hard to achieve. Could be more successful in reducing the word count a little.
Due to the 50% weighting of the two assessment tasks for this unit, a word count of 2500 was deemed appropriate. For future offerings, additional complexity will be added to each of the assessment one case study options, enabling further exploration.
- 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: Jayne Marshall; Maureen Raynor
Elsevier
Edinburgh Edinburgh , United Kingdom
ISBN: 978-0-7020-7642-8
Binding: Paperback
Midwifery:Preparation for Practice
4th edition (2019)
Authors: Pairman, S., Tracy, S., Dahlen, H., Dixon, L.
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 978-0-7295-4314-9
Binding: Paperback
Additional Textbook Information
Online e-copies of the Myles Textbook for Midwives 16th edition 2014 are available from the CQU library
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to printer and scanner
- Camera and microphone for attending Zoom tutorials
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.
b.ferguson@cqu.edu.au
k.a.haynes@cqu.edu.au
r.chee@cqu.edu.au
t.capper@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
All students must remain subscribed to the online forums for the duration of term 2: Discussion Forum, Q & A, and News Forum.
1 Written Assessment
Assessment 1 Written Assessment
Type: Written assessment on complications in pregnancy
Due date: Friday 25th of August (Week 6) at 23:55 hrs. (AEST)
Weighting: 50%
Length: 2500 words (+ or – 10%)
Unit Coordinator: Bridget Ferguson
Aim:
The aim of this assessment is to demonstrate your understanding of the concepts regarding complications that occur for both the woman and her fetus/neonate during the childbearing continuum. You are expected to use an academic approach to answer all components of this assessment and 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 three 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 Michaela, a 20-year-old G1/P0 Torres Strait Islander woman, who has been referred by her GP to maternity services at 22 weeks' gestation. The referral states that Michaela has a history of childhood rheumatic fever. When undertaking your routine physical assessment of Michaela, you notice she has exertional dyspnoea, syncope and a diastolic murmur. When asked, she says she is currently feeling well but fatigued and is unsure why she has been referred.
Case Study 2
You meet Lara at a routine 18/40 midwifery appointment. She is G1P0 and is experiencing persistent nausea and vomiting. She is 32 years old, suffers from anxiety and has been working long hours at work. She is complaining of an inability to tolerate food and fluids and states she is losing weight. She tells you her nausea and vomiting are unrelieved by ginger tea or Vitamin B6 tablets that she got from her local pharmacy.
Case Study 3
You meet Ellie a G2P1, at her 20-week midwife-led antenatal appointment and she tells you that 2 days ago she fell over onto her abdomen. You note that her blood group is A negative and ask if she had Anti-D in her first pregnancy. She says that she declined Anti-D prophylaxis in her first pregnancy and her child is healthy, so she is unsure why this is required.
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 focusing 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 Midwives or the Australian Association of Social Workers.
Requirements
• Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on the top right side of each page in a header.
• You may write in the first-person perspective (I, my) for reflective writing tasks, or as directed by your lecturer.
• Use formal academic language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.
• The word count excludes the reference list but includes in-text citations (i.e., paraphrasing, or direct quotations). Note. Paraphrasing is preferred
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.
Week 6 Friday (25 Aug 2023) 11:55 pm AEST
Please upload your assessment to the Moodle unit assessment upload zone by the due date.
Week 8 Friday (8 Sept 2023)
Please allow two weeks for marking to be completed and the return of your marked assessment.
| 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 2.47 - 2.26 | 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. 2.47 - 2.26 | 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. 2.47 - 2.26 | 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. 2.47 - 2.26 | 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 3 journal articles sourced. Relevant websites not included. 2.47 - 2.26 | 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 Viva Voce Exam
Due date: Exam Week 13
(9th-13th October 2023) Students will be allocated their timeslot and be sent a Zoom link via email.
Weighting: 50%
Length: 30 minutes
Objectives:
This assessment item relates to the learning outcomes one (1), two (2), and three (3).
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.
Assessment Mapping to The Midwife Standards for Practice (2018):
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 4: Undertakes comprehensive assessments.
Standard 5: Develops a plan for midwifery practice
Standard 6: Provide safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
Aim:
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 the childbearing continuum and the care required utilising the Australian College of Midwives 'National Midwifery Guidelines for Consultation and Referral'.
The following learning outcomes will be 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 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.
Your achievement of the above learning outcomes will be assessed by undertaking an oral assessment in the form of a Viva. The viva will be conducted 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 for a mother or infant experiencing complexities during the pregnancy/labour and birth/postpartum period. Your scenario will be selected at random on the day of the assessment by the examiners.
Topics for the Viva Voce assessment are as follows:
Complex pregnancy
Complex labour and birth
The complex postpartum period
Challenges during lactation and breastfeeding
The complex neonate
The Task:
You will be provided with a brief case history relating to your scenario and will then be asked a series of questions. You must be prepared to answer questions relating to your case study and discuss your course of action in relation to the midwifery care you would provide to the woman and/or her 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 (13 Oct 2023) 12:00 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 (20 Oct 2023)
Students will be provided with their marks as soon as possible and no later than week 14.
| Qualities & Criteria | High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail <50% |
| Communication Skills 30% | |||||
| Verbal & non-verbal · Use of language · Fluency & Pronunciation · Engagement · Eye Contact 10% | Uses 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 (10-8.5) | Uses 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 (8.4-7.5) | Uses 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 (7.4-6.5) | Uses adequate vocabulary appropriate to topic Speech is low and/or unclear at times. Multiple pauses and/or speaks too fast on numerous occasions. Demonstrates adequate engagement with topic during discussion Minimal eye contact made with panel/questioner (6.4-5) | Uses limited or inadequate vocabulary which is not appropriate to the topic. Student 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 (<5) |
| Mastery of Maternity Care Scenario 70% (Knowledge and comprehension, application, analysis, and synthesis of information) | |||||
| Overall understanding 20% | Shows a deep/robust understanding of the scenario with accurate information Answers all questions with explanation and elaboration (20-17) | Shows an extended understanding of the scenario with accurate information Answers most questions with ease though sometimes requires further elaboration (16.9-15)) | Shows good understanding of scenario with mostly accurate information Ability to answer some questions but answers lack complexity (14.9-13) | Shows satisfactory understanding of scenario with some inaccurate information Is only able to answer rudimentary questions on topic. (12.9-10) | Shows limited or no understanding of scenario. Information mostly inaccurate. Has no grasp of the information and is unable to answer questions. (<10) |
| Articulation of thoughts 20% | Clearly articulates position and thoughts are extensively expressed (20-17) | Articulates position and thoughts expressed clearly (16.9-15) | Articulates a position that is incomplete or lacks complexity. Expression of thoughts mostly clear (14.9-13) | Articulates a position that is unfocused at times. Expression of thoughts sometimes unclear and/or ambiguous (12.9-10) | Limited or no ability to articulate a position. Limited ability to express any thoughts, those expressed are unclear. (<10) |
| Evidence 10% | All evidence is highly relevant and specific to the scenario discussion (10-8.5) | Presents relevant evidence that is accurate to the scenario discussion (8.4-7.5) | Presents mostly relevant evidence that links to the scenario discussion. Mostly accurate. (7.4-6.5) | Presents evidence that often links to the scenario but evidence is somewhat inaccurate. (6.4-5) | Does not present any evidence of relevance to scenario or presents highly inaccurate or evidence. (<5) |
| Implications 10% | Comprehensive and fully explores the major implications of proposed plan of care (10-8.5) | Relevant and accurate discussion of the major implications of the proposed plan of care. (8.4-7.5) | Acceptable and mostly relevant discussion of the major implications of the proposed plan of care. (7.4-6.5) | Satisfactory discussion of the major implications of the proposed plan of care. (6.4-5) | No discussion of any implications for a proposed plan of care (<5) |
| Structure and organisation 10% | Presents information/ideas logically (10-8.5) | Present information in a mostly logical sequence (8.4-7.5) | A few areas of disjointedness / lack of logical progression. (7.4-6.5) | Ideas are presented in a partly logical way but disjointed and do not always flow logically (6.4-5) | Ideas are illogical and very disjointed with no logical flow making.it difficult to follow. (<5) |
| Demonstration of Woman Centred Care 20% | 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 (20-17) | 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 (16.9-15) | 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 (14.9-13) | 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 (12.9-10) | Limited or no consideration of the needs of the woman and her family in relation to the issue. Little or no evidence of any ability to form a plan of care. (<10) |
- 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?
