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 - 2024
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
I found the oral viva questions incredibly confusing. There was too much content in each question being asked. it would be helpful for these questions to be written on the screen when the marker is asking them. By the time the marker had finished asking the question, I had forgotten the information provided and needed clarification on the 2 or 3-part question being asked. I also feel it would be beneficial to be able to make notes in question/answer time. As someone who gets flustered and anxious, it was difficult to formulate my answer verbally. Once my viva was completed and the Zoom was over, I remembered many more elements to give as my answer. i don't feel the viva allows the student to demonstrate their actual knowledge of midwifery practice as it only assesses one area under intense exam pressure (considering it is worth 50% of the unit grade).
All students were advised they could ask for the question to be repeated at any time throughout their assessment. Students were also provided adequate time to complete all questions, and each had remaining time at the end to return to the prior questions, repeat them, and add to their answers before finishing. Students were also given a 10-minute perusal and writing time to collect their thoughts before the exam questions were asked. The unit coordinator prepared several exam preparation guides to assist students with being ready for examination. In the future, the unit coordinator will consider placing questions on the screen during the examination reading them aloud and repeating them as requested by the student.
- 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
5th edition (2022)
Authors: Pairman, Sally, Tracy, Sally K, Dahlen, Hannah and Dixon, Lesley
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780729544764
Binding: Paperback
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.
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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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.
Marshall, J. E., & Raynor, M. D. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th ed.). Elsevier.
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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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. (2020). Myles Textbook for Midwives (17th ed.). Elsevier.
Pairman, S., Tracy, S. K., Dahlen, H., & Dixon, L. (2022). Midwifery preparation for practice (5th 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
MDWF12005
Foundations of Midwifery 2 : Assessment 1
Type: Written Assessment
Due date: 2355 hrs (AEST) Friday 23rd August 2024 - Week 6
Weighting: 50%
Length: 2500 words +/- 10% (excluding reference list)
Unit Coordinator: Kelly Haynes
Aim
In this assessment, you will demonstrate your knowledge and understanding of the complexities that may arise for both the woman and her fetus/neonate throughout the childbearing continuum. Using an academic approach, answer all components of this assessment demonstrating your ability to research the relevant issues. It is expected that you will read widely and analyse the information that you gather, ensuring that it is relevant, 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 as part of your scholarly exploration.
Task Instructions
You will write a 2,500-word (+ or – 10%) academic paper choosing ONE of the two case studies below. Use your literature searching skills to identify relevant literature pertaining to the pregnancy complication being experienced by the woman depicted in the chosen case study. Engage in extensive reading to address each of the questions related to your selected case study.
Case Study 1
You meet Tracy at an antenatal clinic for a routine appointment. Tracy is a 34-year-old G1/P0 woman who suffers from anxiety and is currently 36 weeks' gestation. She presents with complaints of intense itching particularly on her palms and soles of her feet. She states that she is an accountant who works long hours, that the itching is worse at night, and she is feeling exhausted due to the lack of sleep.
Case Study 2
You meet Priya at a routine 30/40 midwifery antenatal appointment. She is a 28-year-old G1P0 Indian woman with a BMI of 21 and has recently completed her Glucose Tolerance Test (OGTT). Upon examination of her results, you find her fasting plasma glucose level is 5.4mmol/L with a 1-hour post 75g oral glucose load of 10.2mmol/L. Priya is unaware of what these results mean, has no previous medical conditions or health concerns, and states she eats healthily.
Consider your chosen case study and ensure that your paper directly addresses the following components:
- Define the complication within the case study and discuss the predisposing risk factors associated with this condition.
- Explore the pathophysiology and risk factors in relation to the condition's potential impact on the mother and fetus.
- Discuss what further midwifery assessments you would provide during this episode of care. Utilise the Australian College of Midwives National Midwifery Guidelines for Consultation and Referral, alongside other evidence, to analyse the proposed ongoing care plan aimed at optimising maternal and neonatal outcomes.
- Explain how you would provide education to the woman about the complication and any planned interventions, whilst emphasising a woman-centred care approach.
Structure of Assessment
Read and re-read the assessment task carefully. Take care not to miss any components of the assignment. Please follow the 6 steps below:
- Introduction
- Pathophysiology: Briefly explore the definitions of the condition, predisposing risk factors and relevant pathophysiology. Discuss the associated risk factors for both the woman and her fetus, using appropriate evidence sources.
- Assessment and treatment recommendations: Discuss what midwifery screening/ assessment/interventions 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.
- Woman-centred care: 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 providing individualised care in your discussion.
- 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. Note, that websites such as Stat Pearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes and study guides are not primary sources of evidence and should not be used in this assessment.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54 cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· 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 required.
· The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in this assessment. The Nursing and Midwifery Board of Australia [NMBA] (2018), Midwifery Standards of Practice requires students to demonstrate essential human capacities, skills, knowledge, and integration of theory into practice, crucial for midwifery practice. Midwifery practice relies on human interaction, empathy, ethical decision-making, and effective communication—skills that cannot be adequately assessed through AI-generated content. To ensure the integrity and development of these capabilities, students must verify that any grammar or writing enhancement programs used do not incorporate AI components. Compliance with midwifery practice standards is vital for meeting AHPRA/NMBA graduate attributes and preparing for professional practice.
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 and Turnitin in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric.
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.
Week 6 Friday (23 Aug 2024) 11:55 pm AEST
Please upload your assessment to the Moodle unit assessment upload zone by the due date.
Week 8 Friday (6 Sept 2024)
Please allow two weeks for marking to be completed and the return of your marked assessment.
|
Structure (15%)
Approach & Argument 75% |
HD |
D |
C |
P |
F |
Low Fail |
|
Clear and succinct background that introduces the topic and outlines the direction of the paper. 5.00 - 4.23 (5%) |
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 discussion to a logical close. 5.00 - 4.23 (5%) |
Clear and appropriate conclusion that outlines the main points and brings the discussion 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 discussion 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 clear conclusion to the paper. 2.25 - 0.00
|
|
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Excellent presentation of assignment double spaced with 12-point font Consistently accurate with spelling, grammar, and paragraph structure. Content is the student's own original work without prior submission. No Gen AI agents used during this assessment. 5.00 - 4.23 (5%) |
Well-presented assignment double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. Content is the student's own original work without prior submission. No Gen AI agents used during this assessment.
4.22 -3.73 |
Well-presented assignment double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar, and paragraph structure. Content is the student’s own original work without prior submission. No Gen AI agents used during this assessment.
3.72 - 3.23 |
Well-presented assignment double spaced with 12-point font. 4-5 errors with spelling, grammar, and paragraph structure. Content is the student's own original work without prior submission. No Gen AI agents used during this assessment.
3.22 - 2.48 |
Inconsistently presented assignment. Double spacing not used. 12-point font not used. 6-7 inaccuracies with spelling, grammar, and paragraph structure. Content is not the student's own work and has been previously submitted. Gen AI agents used during this assessment.
2.47- 2.26 |
Poorly presented assignment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar, and paragraph structure (> 8 errors). Content is not the student's own work and has been previously submitted. Gen AI agents used during this assessment. 2.25 - 0.00 |
|
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Content is clearly relevant to the topic; the approach comprehensively answers the question in relation to current midwifery practice and the discourse proceeds logically and is within the set word limit. 10.00 - 8.45 (10%) |
Content is relevant to the topic; the approach clearly answers the question in relation to current midwifery practice and the discourse proceeds logically. Word count is within the set word limit. 8.44 - 7.45 |
Content is appropriate and answers the question in relation to current midwifery practice and the discourse for the most part proceeds logically. Word count is within the set word limit. 7.44 - 6.45 |
Content answers the question in relation to current midwifery practice, but the discourse is at times repetitive or lacks cohesion. Word count is within the set word limit. 6.44 - 4.95 |
Content is frequently off topic and only partially answers the questions in relation to current midwifery practice. The discourse frequently 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 in relation to current midwifery practice. The discourse lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. 4.49 - 0.00 |
|
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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. 25-21.25 (25%)
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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. 21.24 - 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. 18.74 -16.25 |
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. 16.24 -12.50
|
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. 12.49 - 11.25 |
Absent discussion regarding the complication's definition, pathophysiology, and predisposing factors. Exploration and discussion of potential risks to both the mother and fetus associated with the condition is not included. 11.24 - 0.00
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Comprehensive and exhaustive exploration of midwifery assessments and plan of care related to the complication. 25-21.25 (25%)
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Well-developed exploration of the midwifery assessments and plan of care related to the complication. 21.24 - 18.75
|
Broad exploration of the midwifery assessments and plan of care related to the complication. 18.74 -16.25
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Minimal analysis and disjointed exploration of the midwifery assessments and plan of care related to the complication. 16.24 -12.50
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Inadequate exploration of the midwifery assessments and plan of care related to the complication. 12.49 - 11.25 |
No exploration of the midwifery assessments and plan of care related to the complication. 11.24 - 0.00
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Clear, coherent discussion that critically outlines how you would communicate with the woman ensuring informed decision-making and maintaining woman-centred care throughout. 15.00 – 12.68 (15%) |
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
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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 |
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Referencing (10%) |
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. 5.00 - 4.23 (5%) |
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 |
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 |
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Consistently accurate referencing. A minimum of 10 references used including 7 journal articles and high-quality relevant websites. 5.00 - 4.23 (5%) |
1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and high-quality relevant websites. 4.22 -3.73 |
3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and high-quality 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 (5-6). A minimum of 10 references used. Less than 3 journal articles not sourced. Relevant websites included. 2.26 - 2.47 |
Many inaccuracies with referencing (>6). Less than 10 references used. Less than 2 journal articles not sourced. Relevant websites not included. 2.25 - 0.00 |
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|
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Total: 100% 100.00 - 84.50 |
84.49 - 74.50 |
74.49 - 64.50 |
64.49 - 49.50 |
49.49 - 45.1 |
45.00 - 00.00 |
This assignment is worth 50% of the total assessment marks for this subject. /100
- 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
MDWF12005 - Foundations of Midwifery 2 - Oral Exam
Assessment 2 Viva Voce Exam
Due date: Exam Week 13 (7th-11th October 2024).
Students will be allocated their timeslot and a Zoom link via email.
Weighting: 50%
Length: 30 minutes
Aim:
This assessment seeks to evaluate you understanding of complications encountered throughout the perinatal period, and their potential impact on both the mother and fetus/neonate. You will demonstrate your ability to integrate evidence and adhere to clinical guidelines in order to propose strategies for managing complex factors across the childbearing continuum, thereby ensuring the provision of high-quality, safe and effective care.
Task:
You will undergo an oral assessment in the form of a Viva, facilitated by one or two examiners possessing extensive midwifery experience. The Viva assessment will last approximately 30 minutes and will be recorded for marking and quality assurance purposes. Your examination will centre on the provision of midwifery care for a mother and/or infant experiencing complexities during pregnancy, labour and birth, or the postpartum period. The specific scenario you address will be randomly selected on the day of the assessment.
Topics for the Viva Voce assessment are as follows:
· Complex labour and birth
· The complex postpartum period
· Challenges during lactation and breastfeeding
· The complex neonate
Instructions:
· You will receive a Zoom invitation for the assessment session allocated by your Unit Coordinator via email. Please ensure your availability.
· During the examination you will receive a brief case history relating to your scenario alongside a series of questions on screen with 5 minutes allocated to read this information and take notes.
· You will have 10 minutes to prepare your answer to the questions pertaining to your case study and outline your plan of action regarding the midwifery care you would offer to the woman and/or her neonate. This is an open-book examination allowing access to written materials such as study guides, but internet and computer resources are prohibited.
· You will have 15 minutes to articulate your response, identifying the complication and risk factors and verbalising your intended evidence-based actions within the scenario. You will be assessed on your communication skills, clinical midwifery knowledge and woman-centred approach.
Please note that scenarios are confidential, and sharing them with your student peers constitutes collusion, and this is considered a breach of academic integrity.
An allocated Zoom time slot between 9-5 Mon-Friday in week 13 will be provided to each student earlier in the term.
Students will be provided with their marks as soon as possible and no later than the end of week 14.
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Qualities & Criteria |
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail 46-49% |
Low Fail <45% |
|
Communication Skills 10% |
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. (6.4-5.1) |
Uses limited vocabulary which is mostly not appropriate to the topic. Student mumbles and speaks quietly. Shows limited engagement towards topic during discussion. Limited eye contact made with panel/questioner (4.9-4.51) |
Uses inadequate vocabulary which is not appropriate to the topic. Student is incoherent and speaks too quietly and is inaudible. Shows no engagement and/or negativity towards topic. No eye contact made with panel/questioner during discussion. (4.5-0.00)
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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 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. (12.9-10.1) |
Shows limited understanding of scenario. Information mostly inaccurate. Limited grasp of the information and is unable to answer questions. (9.9-9.1) |
Shows no understanding of scenario. Information inaccurate. Has no grasp of the information and is unable to answer questions. (9.0-0.00) |
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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 ability to articulate a position. Limited ability to express any thoughts, those expressed are unclear. (9.9-9.1) |
No ability to articulate a position. No ability to express any thoughts. (9.0-0.00) |
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|
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) |
Presents limited and inaccurate evidence of relevance to scenario or presents highly inaccurate or evidence. (4.9-4.26) |
Does not present any evidence of relevance to scenario.
(4.25-0.00) |
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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) |
Limited discussion of any implications for a proposed plan of care (4.9-4.26) |
No discussion of any implications for a proposed plan of care (4.25-0.00) |
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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 very disjointed with no logical flow making.it difficult to follow (4.9-4.26) |
Ideas are illogical making it difficult to follow. (4.25-0.00) |
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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 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. (9.9-9.1) |
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. (9.0-0.00) |
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|
|
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Total: 100% 100.00 - 84.50 |
84.49 - 74.50 |
74.49 - 64.50 |
64.49 - 49.50 |
49.49 - 45.1 |
45.00 - 00.00 |
This assignment is worth 50% of the total assessment marks for this subject. /100
- 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?
