Overview
In this unit, you will explore the role and scope of the midwife and the legal and ethical parameters framing midwifery practice. You will explore the philosophical and historical contexts underpinning the midwifery profession including the discourses that influence women's decision making in relation to their care. Legal and ethical parameters framing midwifery practice and their importance to professional accountability will be critically examined; specifically the Nursing and Midwifery Board of Australia (NMBA), the Midwife Standards for Practice and Code of Conduct for Midwives, the International Confederation of Midwives (ICM) International Code of Ethics for Midwives and other relevant Australian legislation. You will also be introduced to the Australian maternity services, models of midwifery care available, and the provision of inclusive culturally safe practice.
Details
Pre-requisites or Co-requisites
Co-requisite: MDWF12003 Midwifery Practice 1
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 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 Unit Comments
I found the course a bit overwhelming to start with and did not put the effort into it that it required. Following the first assessment, I realised I needed to review my learning requirements and started to spend more time reading and reviewing the course work. Tanya has been amazing in offering feedback and making herself available by phone and email and responds to enquires in a timely manner. This course has made me review my own nursing practice and the importance of ensuring my colleagues practice within the nursing standards. Thanks for the reminder Tanya.
To continue offering timely, detailed, and constructive feedback on assessment tasks. I will continue to make myself available by phone and email and respond to inquiries promptly.
Feedback from SUTE Unit Comments
I was hoping for future groups, the discussion boards could become more interactive somehow, maybe not having the same topic to comment on. Potentially rotating between who writes a topic piece and then students can comment or feedback? Just an idea.
To consider when the term 1 2023 assessment tasks are designed, offering the students the opportunity to identify the relevant blog topic discussions.
Feedback from SUTE Unit Comments
The videos to assist with each assignment were so helpful and made it easy to understand. Thank you.
To continue offering the live Q & A Zoom sessions and recorded Zoom sessions on the assessment tasks.
Feedback from SUTE Unit Comments
I found the unit very weighty with essays and blogs. Perhaps one less assignment and an exam in its place.
To consider the structure of the assessment tasks and their due dates to relieve the academic load at the busiest times of the term.
- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care
- Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
Content in this unit incorporates a number of professional requirements including 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 National Safety and Quality Health Service Standards (2017).
Clinical governance.
Partnering with consumers.
Preventing and controlling healthcare-associated infection.
Medication safety.
Comprehensive care.
Communicating for safety.
The 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 5: Develops plans for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
The NMBA Code of Conduct for Midwives (2018).
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) Code of Ethics for Midwives (2014).
Midwifery relationships.
Practice of midwifery.
Professional responsibilities of midwives.
Advancement of midwifery knowledge and practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 30% | ||||
| 2 - Critical Review - 30% | ||||
| 3 - Portfolio - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Group Discussion - 30% | ||||||||||
| 2 - Critical Review - 30% | ||||||||||
| 3 - Portfolio - 40% | ||||||||||
Textbooks
Midwifery: Preparation for Practice
Edition: 5th ed. (2023)
Authors: Pairman, S., Tracy, S., Dahlen, H., Dixon, L.
Elsevier
Sydney Sydney , NSW , Australia
ISBN: 9780729597852
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Headphones/speaker/microphone
- Zoom
- Access to The Australian College of Midwives (ACM) app 'National Midwifery Guidelines for Consultation and Referral' is a requirement for this unit.
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
Module/Topic
Midwifery Philosophies
Chapter
Chapters 2, 6, and 9 in:
Pairman, S., Tracy, S., Dahlen, H., & Dixon, L. (Eds). (2023). Midwifery, Preparation for Practice. Elsevier.
Additional readings are provided within the week one study guide.
Events and Submissions/Topic
Module/Topic
Midwifery Historical Contexts
Chapter
Chapter 1 in:
Pairman, S., Tracy, S., Dahlen, H., & Dixon, L. (Eds). (2023). Midwifery, Preparation for Practice. Elsevier.
Additional readings are provided within the week two study guide.
Events and Submissions/Topic
Week 2 blogs due on 15/03/2024 at 23.55 PM
Module/Topic
Contemporary Midwifery Perspectives
Chapter
Chapter 13, 14 & 3 in:
Pairman, S., Tracy, S., Dahlen, H., & Dixon, L. (Eds). (2023). Midwifery, Preparation for Practice. Elsevier.
Additional readings are provided within the week three study guide.
Events and Submissions/Topic
Module/Topic
The Midwife Woman Partnership
Chapter
Chapter 17 in:
Pairman, S., Tracy, S., Dahlen, H., & Dixon, L. (Eds). (2023). Midwifery, Preparation for Practice. Elsevier.
Additional readings are provided within the week four study guide.
Events and Submissions/Topic
Module/Topic
Introduction to the Law and Australia's Legal System
Chapter
Chapter 14 of:
S, Pairman, S, Tracy, H, Dahlen & L, Dixon. (2023). Midwifery: Preparation for Practice (4th ed). Elsevier Churchill Livingstone, Sydney.
Additional readings as directed by the unit coordinator.
Events and Submissions/Topic
Week 5 blogs due on 05/04/2024 at 23.55 PM
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The Australian Midwife Standards for Practice and Related Legislation
Chapter
Chapters 13 of:
S, Pairman, S, Tracy, H, Dahlen & L, Dixon. (2023). Midwifery: Preparation for Practice (4th ed). Elsevier Churchill Livingstone, Sydney.
Additional readings as directed by the unit coordinator.
Events and Submissions/Topic
Module/Topic
Consent and Refusal of Consent
Chapter
Prescribed readings.
Events and Submissions/Topic
Module/Topic
Record Keeping
Chapter
Prescribed readings
Events and Submissions/Topic
Week 8 blogs due on 03/05/2024 at 23.55 PM
Module/Topic
Bioethics and Midwifery Practice
Chapter
Prescribed readings
Events and Submissions/Topic
Module/Topic
Role and Responsibilities of the Midwife
Chapter
Chapter 13 of:
S, Pairman, S, Tracy, H, Dahlen & L, Dixon. (2023). Midwifery: Preparation for Practice (4th ed). Elsevier Churchill Livingstone, Sydney.
Additional readings as directed by the unit coordinator.
Events and Submissions/Topic
Module/Topic
Advocacy
Chapter
Prescribed readings
Events and Submissions/Topic
Week 11 blogs due on 24/05/2024 at 23.55 PM
Group Discussion Due: Week 11 Friday (24 May 2024) 11:55 pm AEST
Portfolio of Recommendations Due: Week 11 Friday (24 May 2024) 11:55 pm AEST
Module/Topic
Scope of Practice and Women's Choice
Chapter
Chapters 2 and 12 of:
S, Pairman, S, Tracy, H, Dahlen & L, Dixon. (2023). Midwifery: Preparation for Practice (4th ed). Elsevier Churchill Livingstone, Sydney.
Additional readings as directed by the unit coordinator.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Students must remain subscribed to the discussion forum throughout the term.
1 Group Discussion
Assessment One: Online Discussion.
Due Date: 11:55 pm AEST, Each Friday in weeks 2, 5, 8 and 11.
Weighting: 30%.
Length: Approx 300 - 400 words per blog post.
Unit Coordinator: Bridget Ferguson.
Learning Outcomes Assessed
This assessment item relates to the following learning outcomes:
1. Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife.
2. Analyse professional accountability in relation to the responsibilities and obligations of the midwife.
3. Explore the different models of maternity care and the professional discourses that influence women's decision-making concerning their care.
Aim:
This assessment aims to encourage discussion with your peers, exchange ideas and thoughts, and share experiences related to the unit content. By participating in the online discussion, you will better understand, apply, explore, and analyse various topics related to legal and ethical midwifery practice, professional accountability, and models of midwifery care, including influences on women’s choice and decision-making.
Instructions
You are required to participate in four (4) online group discussions via Moodle that the Unit Coordinator will lead.
You must write one main post of your own and respond to at least one of your peer’s posts.
The online activities will require you to participate in a group discussion over the term. Marks will be awarded for your online participation in the group discussion (please see the accompanying rubric). Do not simply give your opinion but write a discussion, using professional dialogue, and you may draw on your clinical experiences. Each online submission is due by the Friday of the corresponding week at 11:55 pm AEST.
Topics:
Week 2 Topic: Due 23:55 AEST 15th February 2024
Case Study 1
As a recent graduate midwife, you collaborate with Judy in the antenatal clinic of a large tertiary hospital. Judy, an experienced midwife with over 25 years at the hospital, informs you about a recent patient who requested an elective caesarean section due to a traumatic previous birth. Judy tells you she told the woman, ‘There is no option for elective C/S as she must have a medical condition necessitating a caesarean, and the doctors, not the woman, determine this’. Judy continued saying, ‘The hospital postnatal ward is already busy enough! We don’t need any more post–caesarean women who can’t get up and care for themselves and their babies after giving birth. She’s behaving like a princess, too posh to push!!’ before rolling her eyes.
Let’s Discuss:
1. What are the issues here? How do the NMBA Standards for Practice, Code of Conduct, and the ICM code of ethics for midwives relate to this scenario?
2. How would you address this situation?
Week 5 Topic: Due 23:55 AEST 5th April 2024
Case Study 2
As a recent graduate midwife in a small midwifery group practice, comprising yourself and three other midwives, you encounter Jane during the 34th week of her pregnancy. Having previously interacted with her earlier in the pregnancy, Jane expresses discomfort with one of your colleagues, whom she saw for the last four antenatal appointments. She requests not to be seen by that midwife again and specifically does not want her involved in her labour and birth. Your team follows an on-call roster system to ensure each midwife receives sufficient rest time.
Let’s Discuss:
1. How would you manage this situation?
2. What are your responsibilities as a midwife in this situation?
3. What other concerns may you have?
Week 8 Topic: Due 23:55 AEST 3rd May 2024
Case Study 3
As a recent graduate midwife on night duty in the birth suite, you're attending to Samara, a G1P0, low-risk and healthy woman in early labour. Louise, the senior midwife on the unit, tells you to put an IVC in and start a bag of fluid as Samara looks a bit dehydrated. Samara is labouring well, but slowly as it is her first baby. Louise then tells you there’s not enough staff on the morning shift, so you need to get this baby out and the birth finished. Louise tells you to put one ampule of Syntocinon into the bag of fluids and run the bag a bit faster to help expedite the birth. She tells you to keep this quiet as no one needs to know and that you will have done the morning shift a big favour by clearing out the birth suite.
Let’s Discuss:
1. What may your thoughts and professional responsibilities be in this situation?
2. What action would you take?
3. How would you proceed in this situation?
4. Any other concerns?
Week 11 Topic: Due 23:55 24th May 2024
Case Study 4
You are caring for Abby in the antenatal clinic at 36 weeks gestation. Abby has a history of 2 previous shoulder dystocia’s, and this baby is large for gestation age. Following her previous births, both babies required resuscitation and she lost 1000mL of blood. Abby says she has been thinking about the upcoming birth and feels that if she was able to birth in water this would assist her mobility and help mitigate any risks of shoulder dystocia. She then states that she intends to have a water birth this time.
Let’s Discuss
1. What are the potential issues here?
2. What are the legal and ethical considerations?
3. What may your thoughts and professional responsibilities be in this situation?
4. What action would you take?
5. Any other concerns?
Important information:
Please ensure that you do not unsubscribe from any of the discussion forums.
Contribution to the online forums is to discuss thoughts and opinions relating to case studies being posed and to contribute to the discussion generated by your colleagues. Simply stating 'yes I agree with previous statements' will not be considered a valuable contribution to the discussion. If you are citing from other work in your post, you will be required to reference this using APA 7th edition style.
The Unit Coordinator will collate your responses and complete the final submission at the end of week 11.
Assessment Criteria
Your written online discussion will be evaluated on the following assessment criteria:
Comprehension of Topic: 30%
Critical Thinking: 40%
Online Posting: 30%
The Unit Coordinator/lecturer will direct participation in the online activities throughout the course. If a topic of discussion arises that is challenging for you, please contact the Unit Coordinator for private correspondence and support.
Week 11 Friday (24 May 2024) 11:55 pm AEST
Each posting is due by the Friday at 23.55 PM of the corresponding week (weeks 2, 5, 8, and 11).
Exam Week Friday (14 June 2024)
All marks will be combined and awarded 2 weeks after the final submission.
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HD |
D |
C |
P |
F |
% |
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COMPREHENSION OF TOPIC |
25.35-30.0% Comprehensively addresses all aspects of the case studies raised by the lecturer in relation to the online lecture material/course resources. Thorough comprehension of the relevance of content is clearly evident. |
22.35-25.34% Extensively addresses the majority of the aspects of the case studies raised by the lecturer in the online lecture material/course resources and effectively comprehends the relevance of the content. |
19.35-22.34% Broadly addresses most aspects of the case studies raised by the lecturer in the online lecture material/course resources. Generally, demonstrates comprehension of how the content is relevant. |
14.85-19.34% The content basically addresses aspects of the case studies raised by the lecturer in the online lecture material/course resources. Demonstrates a basic level of comprehension of how the content is relevant. |
>14.84% Content does not address all aspects of the case studies raised by the lecturer in the online lecture material/course resources Inadequate comprehension demonstrated of required content. |
30 |
|
CRITICAL THINKING |
33.80-40.0% Clear, coherent, and convincing critical thought. Comprehensively inclusive of concepts and evidence. Content is student's own work. |
29.8-33.79% Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. Content is student's own work. |
25.8-29.79% Clear, critical, and logically developed thought is presented. Generally inclusive of concepts and evidence. Content is student's own work. |
19.8-25.79% Critical thought is discernible. Generally, demonstrates logical flow although with some reliance on descriptive discussion. Content is student's own work. |
>19.79% Discussion is poorly developed or absent. Absent or minimal evidence of critical thought. Content is student's own work. |
40 |
|
ONLINE POSTING |
25.35-30.0% Postings are made in a timely manner (over 12 hours prior to the deadline) providing other students with the opportunity to respond. Postings consistently respond directly to course content material and demonstrate a critical and thoughtful approach to the content. Critical and mindful connections are consistently made to other students’ discussions. Posts for every discussion topic. |
22.35-25.34% Postings are made in a timely manner (over 12 hours prior to the deadline) providing other students with the opportunity to respond. Postings largely respond directly to course content material and demonstrate a critical and thoughtful approach. Mindful connections are made to other students’ discussions in the majority of postings. Posts for every discussion topic. |
19.35-22.34% Postings are made in a timely manner (over 12 hours prior to the deadline) providing other students with the opportunity to respond. Postings mostly respond directly to course content material and demonstrate a thoughtful approach. Connections are made to other students’ discussions in many of the postings. Posts for every discussion topic. |
14.85-19.34% Postings are made in a timely manner (over 12 hours prior to the deadline) providing other students with the opportunity to respond. Postings mostly respond directly to course content material, however, could demonstrate a more thoughtful approach. Connections are made to other students’ discussions in some of the postings. Posts for every discussion topic. |
>14.84% Postings are not made in a timely manner (within 12 hours of deadline) not providing other students with the opportunity to respond. Postings mostly do not respond directly to course content material. Connections are not made to other students’ discussions in the majority of postings. Fails to post for every discussion topic. |
30 |
- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Critical Review
Assessment 2: Critical Review
Due Date: 23:55 AEST, 26th April 2024 (Week 7)
Weighting: 30%
Length: 2000 words +/- 10% (excluding reference list)
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
2 – Analyse professional accountability in relation to the responsibilities and obligations of the midwife.
4 – Integrate effective, culturally safe, and inclusive ethical decision-making in midwifery.
Aim:
The aim of this assessment is for you to analyse a real-life clinical scenario (case study), identifying the clinical midwifery issues, focusing on how the care received by the women and baby is in breach of the midwifery codes and standards and ethical and legal considerations relating to women and baby safety.
Instructions:
please follow the steps below to complete your assessment task:
1. Please read the online articles linked below which report on real-life clinical scenarios
2. Choose one real-life clinical scenario in which you will base assessments two and three for this unit.
a) The story of Elahe Yazdani
b) The story of Keira
c) The story of Stacey Caldera
3. Read the online articles carefully and select one of the three scenarios that interests you.
1. Write an introduction to your paper (this should introduce and incorporate the chosen scenario).
2. Access and read widely around the topics of interest below (i.e., the legal and ethical issues, clinical practice issues and what the midwifery codes and standards say about the care the woman and or her baby in the scenario received).
Then you are ready to tackle the body of your essay which will:
3. Consider and broadly discuss the legal and ethical considerations in relation to the chosen scenario.
4. Identify and explore the clinical midwifery issues that arose during the chosen scenario.
5. Consider and explore how the care received by the woman in the scenario was in breach of the midwifery codes and standards.
6. Finally, write a conclusion to your paper which highlights the main points raised.
Literature and references
Use at least 15 contemporary references (5 years or less) sourced from the CQUniversity library in this assessment 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 five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies, for example, the Australian College of Nursing. Websites such as Stat Pearls, Life in the Fastlane, and Wikipedia are unsuitable for this assessment task. Lecture notes are not suitable for this assessment task.
Requirements
1. Have a cover page for your assignment that includes your name, student number, unit code, and in-text word count.
2. Use conventional and legible size 12 font, either Times New Roman or Arial font, with double-line spacing and 2.54cm margins (standard pre-set margin in Microsoft Word).
3. Include page numbers in a header on the top right side of each page.
4. Write in the third-person perspective.
5. Use formal academic language and essay structure.
6. Start your reference list on a separate page to the body of your assignment.
7. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
8. The word count excludes the reference list but includes in-text references and direct quotations, including paraphrasing and direct quotes. Please note, that direct quotes should be avoided in Post Graduate assessments.
Resources
You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline-specific Nursing and Midwifery Resource Guide.
You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
For academic writing and referencing information, 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.
You may wish to submit a draft to Studiosity.
Submit at least one draft of your assignment before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric for more details on assigning marks.
Week 7 Friday (26 Apr 2024) 11:55 pm AEST
Week 10 Friday (17 May 2024)
Marked assessments will returned two weeks after the submission.
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C |
P |
F |
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Structure 15% |
4.23-5.0% Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) |
3.73-4.22% Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. |
3.23-3.72% Appropriate introduction that introduces the topic and outlines the direction of the paper. |
2.48-3.22% The introduction is apparent, and the topic is introduced but there is no clear direction to the paper. |
0.0-2.47% No recognisable introduction-the topic is not introduced and/or there is no direction for the paper. |
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4.23-5.0% A clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) |
3.73-4.22% A clear and appropriate conclusion that outlines the main points and brings the argument to a close |
3.23-3.72% The conclusion outlines most of the main points and brings some sense of closure. |
2.48-3.22% The conclusion is apparent and outlines most of the main points and endeavours to bring the argument to a close - there may be some incongruity. |
0.0-2.47% No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. |
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4.23-5.0% Excellent presentation of assignment, double-spaced with 12-point font. Consistently accurate with spelling, grammar, and paragraph structure. Content is students own work. (5%) |
3.73-4.22% Well-presented assignment, double-spaced with 12-point font. One (1) or 2 errors in spelling, grammar, and paragraph structure. Content is students own work. |
3.23-3.72% Well-presented assignment, double-spaced with 12-point font. Three (3) or 4 consistent spelling, grammar, and paragraph structure errors. Content is students own work. |
2.48-3.22% Well-presented assignment, double-spaced with 12-point font. Three (3) or 4 inconsistent spelling, grammar, and paragraph structure errors. Content is students own work. Content is students own work. |
0.0-2.47% Poorly presented assignment. Double spacing is not used. 12-point font not used. Many spelling, grammar, and paragraph structure (> 5 errors) inaccuracies. Content is not students own work. |
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Approach & Argument (75%) |
8.45-10.0% The content is clearly relevant to the topic; the approach comprehensively answers the questions, and the argument proceeds logically and is within the set word limit. (10%) |
7.45-8.44% The content is relevant to the topic; the approach clearly answers the questions, and the argument proceeds logically and is within the set word limit. |
6.45-7.44% The content is appropriate and answers the questions, and the argument for the most part proceeds logically and is within the set word limit. |
4.95-6.44% The content answers the questions the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit). |
0.00-4.94% The content is irrelevant and or does not answer the questions and the argument lacks cohesion. The word limit has not been adhered to, the word limit is over or under the 10% allowance. |
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21.13-25.0% Articulate and comprehensive consideration and discussion of the legal and ethical considerations in relation to the scenario. (25 %) |
18.63-21.12% Insightful and well-developed consideration and discussion of the legal and ethical considerations in relation to the scenario. |
16.13-18.62% A logical consideration and discussion of the legal and ethical considerations in relation to the scenario. |
12.38-16.12% A disjointed consideration and discussion of the legal and ethical considerations in relation to the scenario. |
0.00-12.37% Inadequate consideration and discussion of the legal and ethical considerations in relation to the scenario. |
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16.9-20.0% An articulate and comprehensive exploration of the clinical midwifery issues that arose in the scenario. (20%)
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14.9-16.9% Insightful and well-developed exploration of the clinical midwifery issues that arose in the scenario. |
12.9-14.9% A logical consideration and exploration of the clinical midwifery issues that arose in the scenario. |
9.9-12.9% A disjointed consideration exploration of the clinical midwifery issues that arose in the scenario. |
0.0-9.9% Inadequate consideration and exploration of the clinical midwifery issues that arose in the scenario. |
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16.9-20.0% An articulate and comprehensive exploration of how the care received by the woman in the scenario was in breach of the relevant midwifery codes and standards (20%) |
14.9-16.9% Insightful and well-developed exploration of how the care received by the woman in the scenario was in breach of the relevant midwifery codes and standards. |
12.9-14.9% A logical consideration and exploration of how the care received by the woman in the scenario was in breach of the relevant midwifery codes and standards. |
9.9-12.9% A disjointed consideration exploration of how the care received by the woman in the scenario was in breach of the relevant midwifery codes and standards. |
0.0-9.9% Inadequate consideration and exploration of how the care received by the woman in the scenario was in breach of the relevant midwifery codes and standards. |
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Referencing (10%) |
4.23-5.0% Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) |
3.73-4.22% Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. |
3.23-3.72% Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. |
2.48-3.22% Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. |
0.0-2.47% Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. |
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4.23-5.0% Consistently accurate with referencing. A minimum of 15 references were used including 10 journal articles and relevant websites. (5%) |
3.73-4.22% One (1) or 2 consistent referencing errors were identified. A minimum of 13 or 14 references were used including 10 journal articles and relevant websites. |
3.23-3.72% Three (3) or 4 consistent referencing errors were identified. A minimum of 11 or 12 references were used including 7 journal articles and relevant websites. |
2.48-3.22% Three (3) or 4 inconsistent referencing errors were identified. A minimum of 10 or 11references were used including 5 journal articles and relevant websites. |
0.0-2.47% Many inaccuracies with referencing (>5). Less than 10 references were used. Less than 5 journal articles not sourced. Relevant websites were not included. |
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- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Portfolio
Assessment 3: Portfolio of Recommendations
Due Date: Week 11 - 24/05/2024 at 23:55 hrs
Weighting: 40%
Length: 2500-word report (+/- 10%)
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
This assessment item relates to learning outcomes one (1), two (2), three (3), and four (4).
1. Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife.
2. Analyse professional accountability in relation to the responsibilities and obligations of the midwife.
3. Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care.
4. Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
Aim: The aim of this assessment is to write a report summarising your chosen real-life clinical scenario and to develop recommendations for future midwifery practice/s based upon the NMBA (2022) Decision-Making Framework for nursing and midwifery/ midwifery summary.
Instructions
Using the real-life clinical scenario you analysed in assessment 2, write a report discussing the scenario, and clinical issues to develop recommendations for future midwifery practice/s based upon the NMBA (2022) Decision-Making Framework for nursing and midwifery /midwifery summary.
Please follow the steps below to complete your assessment task:
1. Re-read the relevant article selected in assessment two and review the case scenario.
2. Review the midwifery practice issues that you identified in section two of assessment two.
3. Write an introduction to the report.
4. Write a brief summary of the scenario chosen in order to re-introduce the topic.
5. Read widely around the topics of interest, making notes as you go as references must be used to support your discussion.
6. Based upon the NMBA (2022) Decision-Making Framework for nursing and midwifery /midwifery summary (NMBA, 2020) prepare a detailed report that discusses and makes recommendations for future midwifery practice related to the issues that arose during the care of the mother and/or baby in the chosen real-life clinical scenario.
7. Please note: These evidence-based recommendations will respond to the midwifery practice issues you identified in Section 2 of Assessment 2 and should consider the need for collaboration with the multidisciplinary team. The recommendations outlined in your report will be supported by the current literature and consider the ICM Code of Ethics (ICM, 2014), Midwife Standards for Practice (2018a) and Code of Conduct for Midwives (NMBA, 2018b).
8. Write a conclusion to your report.
Literature and references
Use at least 15 contemporary references (5 years or less) sourced from the CQUniversity library in this assessment 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 government, university, or peak national bodies: for example, the Australian College of Nursing. Websites such as Stat Pearls, Life in the Fastlane, and Wikipedia are unsuitable for this assessment task. Lecture notes are not suitable for this assessment task.
Requirements
1. Use conventional and legible size 12 font, either Times New Roman or Arial font, with double-line spacing and 2.54cm margins (standard pre-set margin in Microsoft Word).
2. Include page numbers on the top right side of each page in a header.
3. Write in the third-person perspective.
4. Use formal academic language and essay structure.
5. Start your reference list on a separate page to the body of your assignment.
6. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
7. The word count excludes the reference list but includes in-text references and direct quotations, including paraphrasing and direct quotes. Please note, that direct quotes should be avoided in Post Graduate assessments.
Resources
You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline-specific Nursing and Midwifery Resource Guide.
You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website.
For academic writing and referencing information, 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.
You may wish to submit a draft to Studiosity.
Submit at least one draft of your assignment before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric for more details on assigning marks.
Week 11 Friday (24 May 2024) 11:55 pm AEST
Exam Week Friday (14 June 2024)
Please allow two weeks for the return of marked assessments.
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Structure (15%) |
HD |
D |
C |
P |
F |
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4.23-5.0% Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) |
3.73-4.22% Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. |
3.23-3.72% Appropriate introduction that introduces the topic and outlines the direction of the paper. |
2.48-3.22% The introduction is apparent, and the topic is introduced but there is no clear direction to the paper. |
0.0-2.47% No recognisable introduction-the topic is not introduced and/or there is no direction for the paper. |
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4.23-5.0% A clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) |
3.73-4.22% A clear and appropriate conclusion that outlines the main points and brings the argument to a close. |
3.23-3.72% The conclusion outlines most of the main points and brings some sense of closure. |
2.48-3.22% The conclusion is apparent and outlines most of the main points and endeavours to bring the argument to a close. There may be some incongruity. |
0.0-2.47% No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. |
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4.23-5.0% Excellent presentation of assignment, double-spaced with 12-point font. Consistently accurate with spelling, grammar, and/or paragraph structure. Content is student's own work. (5%) |
3.73-4.22% Well-presented assignment, double-spaced with 12-point font. One (1) or 2 spelling, grammar and/or paragraph structure errors. Content is student's own work |
3.23-3.72% Well-presented assignment, double-spaced with 12-point font. Three (3) or 4 consistent spelling, grammar, and/or paragraph structure errors. Content is student's own work |
2.48-3.22% Well-presented assignment, double-spaced with 12-point font. Three (3) or 4 inconsistent spelling, grammar, and/or paragraph structure errors. Content is student's own work |
0.0-2.47% Poorly presented assignment. Double spacing was not used. 12-point font not used. Many inaccuracies with spelling, grammar, and/or paragraph structure. (> 5 errors). Content is not student's own work |
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Approach & Argument (75%) |
8.45-10.0% Content is clearly relevant to the topic; the approach comprehensively answers the questions, and the argument proceeds logically and is within the set word limit. (10%) |
7.45-8.44% Content is relevant to the topic; the approach clearly answers the questions, and the argument proceeds logically and is within the set word limit. |
6.45-7.44% The content is appropriate and answers the questions and the argument for the most part proceeds logically and is within the set word limit. |
4.95-6.44% Content answers the questions the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit). |
0.00-4.94% Content is irrelevant and or does not answer the questions and the argument lacks cohesion. The word limit has not been adhered to, the word limit is over or under the 10% allowance. |
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16.9-20.0% An articulate and comprehensive summary of the chosen scenario and identification of the clinical factors that need to be addressed and why. (20%) |
14.9-16.9% Insightful and well-developed summary of the chosen scenario and identification of the clinical factors that need to be addressed and why. |
12.9-14.9% A logical summary of the chosen scenario and identification of the clinical factors that need to be addressed and why.
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9.9-12.9% A disjointed summary of the chosen scenario and identification of the clinical factors that need to be addressed and why.
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0.0-9.9% An inadequate summary of the chosen scenario and identification of the clinical factors that need to be addressed and why. |
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12.68-15.0% A comprehensive and critical exploration of the multidisciplinary team members that needed to be involved in the care of the mother and/or baby. (15%) |
11.18-12.67% A well-developed exploration of the multidisciplinary team members that needed to be involved in the care of the mother and/or baby. |
9.68-11.17% A broad exploration of the multidisciplinary team members that needed to be involved in the care of the mother and/or baby.
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7.43-9.67% Minimal exploration of the multidisciplinary team members that needed to be involved in the care of the mother and/or baby.
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0.00-7.42% Inadequate exploration of the multidisciplinary team members that needed to be involved in the care of the mother and/or baby. |
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25.35-30.0% A clear, coherent, plan of care is provided based on the NMBA (2022) Decision Making Framework for Nursing and Midwifery. (30%) |
22.35-25.34% A clear and relevant plan of care is provided based on the NMBA (2022) Decision Making Framework for Nursing and Midwifery. |
19.35-22.34% A logical plan of care is provided based on the NMBA (2022) Decision Making Framework for Nursing and Midwifery. |
14.85-19.34% A satisfactory plan of care is provided based on the NMBA (2022) Decision Making Framework for Nursing and Midwifery. |
0.00-14.84% Poor understanding of the topic. An inadequate plan of care is provided based on the NMBA (2022) Decision Making Framework for Nursing and Midwifery. |
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Referencing (10%) |
4.23-5.0% Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) |
3.73-4.22% Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. |
3.23-3.72% Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. |
3.22-2.48% Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. |
0.00-2.47% Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. |
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4.23-5.0% Consistently accurate with referencing. A minimum of 15 references were used including 10 journal articles and relevant websites. (5%) |
3.73-4.22% One (1) or 2 consistent referencing errors were identified. A minimum of 15 references were used including 10 journal articles and relevant websites. |
3.23-3.72% Three (3) or 4 consistent referencing errors were identified. A minimum of 10 references were used including 7 journal articles and relevant websites. |
3.22-2.48% Three (3) or 4 inconsistent referencing errors were identified. A minimum of 10 references were used including 5 journal articles and relevant websites. |
0.00-2.47% Many inaccuracies with referencing (>5). Less than 10 references were used. Less than 5 journal articles were sourced. Relevant websites were not included. |
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- Apply the historical, philosophical, legal, and ethical concepts applicable to midwifery practice and their relationship to the professional scope of the registered midwife
- Analyse professional accountability in relation to the responsibilities and obligations of the midwife
- Explore the different models of maternity care and the professional discourses that influence women's decision making in relation to their care
- Integrate effective, culturally safe, and inclusive ethical decision making within the midwifery profession.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural 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?
