Overview
This unit examines the influences of cultural and psychosocial diversity in relation to midwifery practice. In particular a focus will be on Aboriginal and Torres Strait Islander peoples’ history, health, wellness and culture and the influence of these on their childbearing continuum. You will also explore the psychosocial factors which may impact on the childbearing woman and her family including perinatal mental health, domestic violence and substance use. The role of the midwife in referring woman to appropriate support services will be examined.
Details
Pre-requisites or Co-requisites
Pre-req 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 3 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit evaluation
This is a relatively interesting topic and it really highlights areas where maternity care needs to improve. I enjoyed learning about different cultures in midwifery especially how indigenous women and families birth
Continue to provide relevant information, teaching resources and assessment items. Continue to provide relevant and pertinent information that aligns with evidence-based midwifery practice and current clinical standards.
Feedback from Unit evaluation
The assignments possibly need to be explained a bit better. In one assignment, task 1 and 2 almost seemed similar and I received minimal response and support when I asked for these to be explained further.
Improve assessment tasks and rubrics, ensure all relevant information on the Moodle page is opened in advance for students to access this in a timely manner. Improve promptness and responses and appropriateness of responses to student inquiries.
Feedback from Unit evaluation
I think the assessments need to be more clear, the feedback and the assessment criteria did not match and were not clear in the explanations. I also found that the weekly tutorials were not helpful in the final assessment and I also found that having a subject such as domestic violence very difficult for a final assessment in the semester
In the future, it will be imperative to have unit coordinators write their own assessments. All relevant teaching material, weekly content and resources will be opened in Moodle to ensure students have access to information they require for completing assessment items.
- Explore the cultural and psychosocial diversity in relation to midwifery practice.
- Discuss the provision of culturally appropriate midwifery care with a specific focus on Aboriginal and Torres Strait Islander peoples.
- Explore the psychosocial factors which may impact on the childbearing woman and her family including perinatal mental health, domestic violence and substance use.
- Explore the midwive's role in providing support services to woman from culturally and socially diverse backgrounds.
NMBA Midwife Standards for Practice
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 30% | ||||
| 2 - Written Assessment - 30% | ||||
| 3 - Written Assessment - 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 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Midwifery, Preparation for Practice
Edition: 4th ed. (2019)
Authors: Pairman, S., Tracy, S, Dahlen, H., & Dixon, L.
Elsevier
Sydney Sydney , NSW , Australia
ISBN: 978-0-7295-4314-9
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials
- Computer or lap top
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.
j.menke@cqu.edu.au
Module/Topic
Introduction to MDWF13001 and What is Culture?
Chapter
NA: reading available in the week 1 study guide.
Events and Submissions/Topic
Module/Topic
Social Determinants of Health
Chapter
Chapter 8 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
Module/Topic
Rural & Remote Communities
Chapter
NA: reading available in the week 3 study guide.
Events and Submissions/Topic
First Online discussion topic released Monday 23rd November.
Module/Topic
Perinatal Mental Health
Chapter
Chapter 33 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
First online discussion post due Monday 14th December 17:00 AEST.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Adolescent Pregnancy
Chapter
NA: reading available in the week 5 study guide.
Events and Submissions/Topic
Second Online discussion topic released Monday 14th December.
Module/Topic
Disability and Excluded Groups
Chapter
NA: reading available in the week 6 study guide.
Events and Submissions/Topic
Second online discussion post due Monday 4th January 17:00 AEST.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Aboriginal and Torres Strait Islander Populations
Chapter
NA: reading available in the week 7 study guide.
Events and Submissions/Topic
Third online discussion topic released Monday 4th January.
Module/Topic
Cultural Safety in Midwifery Practice
Chapter
Chapter 15 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
Assessment 2, Written Essay: ''Birthing on Country'' due Friday 15th January at 17:00 hrs AEST.
Third online discussion post due Monday 18th January 17:00 AEST.
Written Assessment Due: Week 8 Friday (15 Jan 2021) 5:00 pm AEST
Module/Topic
Women from Culturally Diverse Backgrounds
Chapter
Chapter 15 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
Module/Topic
Traditional and Non-Traditional Families
Chapter
Chapter 28 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
Module/Topic
Parent & Grand Parenting
Chapter
Chapter 28 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
Module/Topic
Family in Crisis and MDWF13001 Summary
Chapter
Chapter 33 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
Assessment 3, Written Essay: ''Family and Domestic Violence" due Friday 12th February at 17:00 hrs AEST.
Written Assessment Due: Week 12 Friday (12 Feb 2021) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Students must remain subscribed to all the online forums for the entire duration of term 3: Discussion forum, Q & A and News forum.
1 Group Discussion
MDWF13001
Cultural and Psychosocial Diversity in Midwifery
Assessment 1: Online Group Discussion
Type: Online posts in a discussion thread via the unit discussion forum
Due date: 17:00 AEST 05/02/2021 (Week 11)
Weighting: 30%
Length: 3 posts of 200-300 words per post
Unit Coordinator: Jane Menke
Learning Outcomes Assessed
- Explore cultural and psychosocial diversity in relation to midwifery practice.
- Discuss the provision of culturally appropriate midwifery care with a specific focus on Aboriginal and Torres Strait Islander peoples.
- Explore the psychosocial factors which may impact on the childbearing woman and her family including perinatal mental health, domestic violence and substance use.
- Explore the midwife’s role in providing support services to women from culturally and socially diverse backgrounds.
Aim
The aim of this assessment is to enhance your understanding of the cultural and psychosocial diversity of the childbearing women and families who may seek your care. You will gain greater understanding of the challenges faced by Aboriginal and Torres Strait Islander peoples and the psychosocial factors impacting on their families. Your will also gain a greater understanding of your role as a midwife, caring for women from diverse backgrounds.
Instructions
You are required to participate in an online group discussion via the Moodle discussion forum, which will be directed by the Unit Coordinator. The online activities will require you to participate in a group discussion on 3 set weeks over the term that is based on topics in your study guide. Marks will be awarded as per the marking rubric. Give your professional opinion and write a discussion, using professional and academic dialogue that is supported by evidence.
The Online Discussion will occur on weeks 4, 6, and 8.
Please follow the steps below to complete your assessment task:
- Locate and read each week’s discussion topic initiated by the Unit Coordinator on the Moodle discussion forum.
- Each week post a primary response to the corresponding week’s discussion topic.
- Respond to at least one other student’s post within the discussion thread for this topic.
- Your contribution to the online group discussion is to add to your own knowledge and that of your student peers. Simply stating 'yes I agree with previous statements' will not contribute to the discussion.
Please note each topic will be posted 1 week in advance to provide you with adequate time to respond to the topic and each other.
The weekly topics for discussion are as follows:
Week 4 Topic: Women experiencing depressive symptoms before or after birth may have difficulty responding sensitively to their baby’s cues. Midwives can identify if a woman is not responding sensitively to her newborn baby and we understand the impacts this can have on parenting.
Week 6 Topic: Some maternity units may not be well set up to cater for the needs of childbearing women with disabilities. Midwives can implement strategies to assist both physically and intellectually disabled women and their families, with the responsibilities of early parenthood.
Week 8 Topic: From the 1800s to 1969, part-Australian Aboriginal babies and children were taken from their mothers and families and placed in government-run institutions or fostered or adopted by white families. The long-term effects of the Stolen Generation have had an enormous impact on Aboriginal culture, history and health.
Literature and references
In this assessment you may use 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.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial.
- You may write in the first-person perspective.
- Use professional and academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of each post to the last word of the post. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. 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 Midwifery Resource 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 posts via the unit Moodle discussion forum in the corresponding week's thread.
Assessment Due Dates: Each post will be due on the Monday of the following week.
Week 4 topic due: Monday 14th December 17:00 AEST.
Week 6 topic due: Monday 4th January 17:00 AEST.
Week 8 topic due: Monday 18th January 17:00 AEST.
Final submission: The Unit Coordinator will collate your responses and complete the final submission on your behalf by Friday the 5th February 2021 17:00 AEST (Week 11).
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 11 Friday (5 Feb 2021) 5:00 pm AEST
Final submission will be completed by your Unit Coordinator.
Exam Week Friday (19 Feb 2021)
Please allow for up to 2 weeks post the due date for the return of marked assessments.
|
Key Criteria |
High Distinction 84.5-100% |
Distinction 74.50-84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.50% |
Fail (content absent) 0% |
|
Comprehension of topic (40%) |
Comprehensively addresses all aspects of the discussion raised by the lecturer with strong linking to the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. (40.00-33.80)
|
Extensively addresses the majority of the aspects for the discussion raised by the lecturer with linking to the weekly online lecture material/course resources and effectively comprehends relevance of content. (33.80-29.80) |
Broadly addresses most aspects of the discussion raised by the lecturer with some linking to the weekly online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. (29.80-25.80) |
Content basically addresses aspects of the discussion raised by the lecturer with minimal linking to the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. (25.80-19.80) |
Content does not address all aspects of the discussion raised by the lecturer with no linking to the weekly online lecture material/course resources Inadequate comprehension of required content. (19.80-0.00) |
Submission is missing most aspects of task. Little evidence of task requirements. (0)
|
|
Critical Thinking (40%) |
Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. (40.00-33.80) |
Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. (33.80-29.80) |
Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. (29.80-25.80)
|
Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. (25.80-19.80) |
Discussion is poorly developed or absent. No or minimal evidence of critical analysis. (19.80-0.00) |
No critical analysis of topic for discussion evident. (0) |
|
Professionalresponses to other students’ posts (20%) |
Professional, kind and mindful connections are made to other students’ posts throughout the discussion thread. All posts are made by the respective deadline. (20.00-16.90)
|
Mindful connections are made to other students’ posts throughout the discussion thread. All posts are made by the respective deadline. (16.90-14.90) |
Connections are made to other students’ posts in some of the discussion thread. All posts are made by the respective deadline. (14.90-12.90) |
Connections are made to other students’ posts sometimes in the discussion thread. Some posts are made by the respective deadline. (12.90-9.90)
|
Connections are not made to other students’ discussion in many postings. Greater than 50% of posts are not made by the respective deadline. (9.90-0.00) |
No response to other students’ discussions. (0) |
- Explore the cultural and psychosocial diversity in relation to midwifery practice.
- Discuss the provision of culturally appropriate midwifery care with a specific focus on Aboriginal and Torres Strait Islander peoples.
- Explore the psychosocial factors which may impact on the childbearing woman and her family including perinatal mental health, domestic violence and substance use.
- Explore the midwive's role in providing support services to woman from culturally and socially diverse backgrounds.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
MDWF 13001
Cultural & Psychosocial Diversity in Midwifery
Assessment Two
Essay: ‘Birthing on Country’
Due date: 17:00 (AEST) Friday 15th January 2021 (Week 8)
Weighting: 30%
Word Count: 1500 words
Learning Outcomes Assessed:
- Explore the cultural and psychosocial diversity in relation to midwifery practice.
- Discuss the provision of culturally appropriate midwifery care with a specific focus on Aboriginal and Torres Strait Islander peoples.
- Explore the midwife’s role in providing support services to women from culturally and socially diverse backgrounds.
Aim
The aim of this assessment is to enhance your understanding of how to provide culturally appropriate midwifery care, for Aboriginal and Torres Strait Islander women and their families. You will gain greater understanding of the importance of Birthing on Country as well as support services available to Aboriginal and Torres Strait Islander women and their families.
Instructions
This assessment requires the student to write an essay on Birthing on Country and the provision of Australian maternity services for Aboriginal and Torres Strait Islander women, their infants, family and community.
You will:
- Critically analyse the key findings, issues, barriers and facilitators to Birthing on Country for Aboriginal and Torres Strait Islander women.
- Explore relevant evidence-based midwifery practice from a cultural and psychosocial perspective.
- Make recommendation/s on how Australian maternity services could be enhanced to ensure Aboriginal and Torres Strait Islander women receive maternity care in a culturally safe way.
Task Description: “Birthing on Country”
In a joint position statement, the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM), the Australian College of Midwives (ACM) and CRANA, describe Birthing on Country as ‘…a metaphor for the best start in life for Aboriginal and Torres Strait Islander babies and their families which provides an appropriate transition to motherhood and parenting, and an integrated, holistic and culturally appropriate model of care for all’ (ACM, 2018, p.2). Birthing on Country is a centuries old cultural tradition where Australia’s First People undertake cultural practices that connect the pregnant woman, birthing mother and infant to their ancestor’s land, known as Country (ACM, 2018).
‘Thus, it is important that wherever an Aboriginal and/or Torres Strait Islander baby is born, his or her mother and family are encouraged, supported and enabled to incorporate relevant cultural aspects within that place or service. Just as importantly, they should have access to maternity services that address their cultural, spiritual, social, emotional and physical needs’ (ACM, 2018, p. 3).
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- Write in the third-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. 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 Midwifery Resource 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 unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
Australian College of Midwives (2018). Joint Birthing on Country Position Statement, retrieved from https://www.midwives.org.au/sites/default/files/uploaded-content/field_f_content_file/birthing_on_country_position_statement_0.pdf
Week 8 Friday (15 Jan 2021) 5:00 pm AEST
Please submit to the assessment upload submission zone on the Moodle unit page.
Week 10 Friday (29 Jan 2021)
Please allow two weeks from the due date for return of marked assessments.
|
Key Criteria |
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
Fail (content absent) 0% |
|
Completion of required task (10%) |
Exemplary effort. Professional approach with no or very minor gaps. Attention to detail is without fault and all requirements of task have been met. (8.5-10) |
Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps. (7.5-8.4) |
Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (6.5-7.4) |
Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (5-6.4) |
Submission is missing aspects of task or task requirements have been misunderstood. (<5) |
Submission is missing most aspects of task. Little evidence of task requirements. (0)
|
|
Conclusion of discussion (10%) |
Conclusion clearly connects all aspects of the discussion. (8.5-10) |
Conclusion mostly connects all aspects of the discussion. (7.5-8.4) |
Conclusion connects some (but misses other) aspects of the discussion. 6.5-7.4) |
Although there are gaps, there are sufficient connections to aspects of the discussion. (5-6.4) |
There are little or no connections between aspects of discussion. (<5) |
No conclusion. (0)
|
|
Critical analyse of the key findings, issues, barriers and facilitators to Birthing on Country for Aboriginal and Torres Strait Islander women. (30%) |
Analysis critically assimilates evidence from multiple diverse areas to explain the barriers and facilitators to Birthing on Country. (25.5-30) |
Analysis logically assimilates evidence from multiple areas to explain the barriers and facilitators to Birthing on Country. (22.4-25.4) |
Analysis assimilates some evidence from areas to explain the barriers and facilitators to Birthing on Country. (19.4-22.3) |
Analysis identifies and assimilates sufficient evidence from areas to explain the barriers and facilitators to Birthing on Country. (15 - 19.3) |
Analysis presents a poorly conceived and insufficient evidence to explain the barriers and facilitators to Birthing on Country. (<15) |
No analysis present. (0) |
|
Analysis draws on evidence-based midwifery knowledge (30%) |
Evidence-based midwifery knowledge has been applied correctly in analysis. Expressed succinctly and with clarity showing linkages with concepts learned in the unit and relevant NMBA/ACM documents. (25.5-30) |
Evidence-based midwifery knowledge has been applied in analysis with only minor misunderstandings. Expressed with clarity using some linkages with concepts learned in the unit and relevant NMBA/ACM documents. (22.4-25.4) |
Evidence-based midwifery knowledge has been applied in analysis and is mostly clear with only minor misunderstandings as they relate to concepts learned in the unit and relevant NMBA/ACM documents. (19.4-22.3) |
Midwifery knowledge is used in only some areas, with some misunderstandings. Illustrates satisfactory comprehension as they relate to concepts learned in the unit and/or it may lack some detail. (15-19.3) |
Midwifery knowledge is insufficiently used, and/or is incorrectly applied to analysis. Illustrates unsatisfactory comprehension and has little to no relationship to concepts learned in the unit and/or is lacking greatly in detail. (<15) |
Midwifery knowledge and skills are not present in analysis of topic. Inadequate linkages with concepts learned in the unit. (0) |
|
Recommendations to enhance Aboriginal and Torres Strait Islander women’s maternity care (10%) |
At least four major recommendations have been expressed arising from engagement with the assessment. (8.5-10) |
Three major recommendations have been expressed arising from engagement with the assessment. (7.5-8.4) |
Two major recommendations have been expressed arising from engagement with the assessment. (6.5 – 7.4) |
One major recommendation was expressed arising from engagement with the assessment. (5-6.4) |
The major recommendation expressed arising from engagement with the assessment was not relevant. (<5) |
No recommendations have been expressed arising from engagement with the assessment. (0) |
|
Ability to write and present effectively (10%) |
Exemplary writing standard. Correct grammar, spelling and punctuation. Uses appropriate writing and referencing styles. No or very minor mistakes evident. (8.5-10) |
Quality of writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. (7.5-8.4) |
Quality of writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. (6.5-7.4) |
Quality of writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. (5-6.4) |
Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. (<5) |
Little to no meaningful writing. (0) |
- Explore the cultural and psychosocial diversity in relation to midwifery practice.
- Discuss the provision of culturally appropriate midwifery care with a specific focus on Aboriginal and Torres Strait Islander peoples.
- Explore the midwive's role in providing support services to woman from culturally and socially diverse backgrounds.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
MDWF13001
Cultural and Psychosocial Diversity in Midwifery
Assessment 3: Family and Domestic Violence
Type: Written essay.
Due date: 17:00 (AEST) Friday 12/02/2021 (Week 12)
Weighting: 40%
Length: 2000 words
Unit Coordinator: Jane Menke
Learning Outcomes Assessed
3. Explore the psychosocial factors which may impact on the childbearing woman and her family including perinatal mental health, domestic violence and substance misuse.
4. Explore the midwife’s role in providing support services to women from culturally and socially diverse backgrounds
Aim
The aim of this assessment is to enhance your understanding of the psychosocial factors associated with domestic violence within Australia, and how these factors may impact on the childbearing woman and her family. You will explore how domestic violence is a key issue impacting on health and welfare across all demographics. Additionally, you will gain further insight into how certain populations experience greater vulnerability, including childbearing women who are young, migrants or who identify as Aboriginal or Torres Strait Islander peoples.
Family, domestic and sexual violence is a major health and welfare issue in Australia. It affects people of all ages and from all backgrounds, but mainly women and children (Australian Institute of Health and Welfare [AIHW], 2019).
Instructions
This assessment requires you to write an essay which:
- Reviews and critically analyses current literature on the impact of domestic violence upon all Australian families.
- Identifies and discusses the key issues related to domestic violence in Australia, specifically for vulnerable populations of childbearing women.
- Develops recommendations on how midwifery care could be enhanced to address the impact of domestic violence on vulnerable childbearing women in Australia.
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.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54 cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- Write in the third-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. 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 Midwifery Resource 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 unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
Australian Institute of Health and Welfare (2019). Family, domestic and sexual violence in Australia: continuing the national story 2019, Retrieved from https://www.aihw.gov.au/reports/domestic-violence/family-domestic-sexual-violence-australia-2019/contents/table-of-contents
Week 12 Friday (12 Feb 2021) 5:00 pm AEST
Please submit to the assessment upload submission zone on the Moodle unit page.
Exam Week Friday (19 Feb 2021)
Please allow up to two weeks from the due date for the return of marked papers.
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Key Criteria |
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
Fail (content absent) 0% |
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Completion of required task (10%) |
Exemplary effort. Professional approach with no or very minor gaps. Attention to detail is without fault and all requirements of task have been met. (8.5-10) |
Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps. (7.5-8.4) |
Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (6.5-7.4) |
Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (5-6.4) |
Submission is missing aspects of task or task requirements have been misunderstood. (<5) |
Submission is missing most aspects of task. Little evidence of task requirements. (0)
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Conclusion of discussion (10%) |
Conclusion clearly connects all aspects of the discussion. (8.5-10) |
Conclusion mostly connects all aspects of the discussion. (7.5-8.4) |
Conclusion connects some (but misses others) aspects of the discussion. 6.5-7.4) |
Although there are gaps, there are sufficient connections to aspects of the discussion. (5-6.4) |
There are little or no connections between aspects of discussion. (<5) |
No conclusion. (0)
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Critical analysis of impact of domestic violence on all Australians. (30%) |
Analysis logically assimilates evidence from multiple diverse sources to explain impact of domestic violence on all Australians. (25.5-30) |
Analysis logically assimilates evidence from multiple sources to explain impact of domestic violence on all Australians. (22.4-25.4) |
Analysis assimilates some evidence from sources to explain impact of domestic violence on all Australians. (19.4-22.3) |
Analysis identifies and assimilates sufficient evidence from sources to explain impact of domestic violence on all Australians. (15 - 19.3) |
Analysis presents a poorly conceived and insufficient evidence to explain impact of domestic violence on all Australians (<15) |
No analysis present. (0) |
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Analysis identifies key issues related to domestic violence for vulnerable populations of childbearing women. (30%) |
Key issues have been correctly identified in analysis. Expressed succinctly and with clarity showing linkages with concepts learned in the unit. (25.5-30) |
Key issues have been correctly identified in analysis with only minor misunderstandings. Expressed with clarity using some linkages with concepts learned in the unit. (22.4-25.4) |
Key issues have been correctly identified in analysis with only minor misunderstandings. Is mostly clear and relates to concepts learned in the unit. (19.4-22.3) |
Only minimal key issues have been identified with some misunderstandings. Illustrates satisfactory comprehension as issues relate to concepts learned in the unit and/or it may lack some detail. (15-19.3) |
Key issues are insufficiently identified, and/or are incorrectly applied to the analysis. Illustrates unsatisfactory comprehension and has little to no relationship to concepts learned in the unit and/or is lacking greatly in detail. (<15) |
Key issues are not present in analysis of domestic violence. Inadequate linkages with concepts learned in the unit. (0) |
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Lessons learned through assessment: recommendations for midwifery care. (10%) |
At least four recommendations for midwifery care have been expressed, arising from engagement with the assessment. (8.5-10) |
Three recommendations for midwifery care have been expressed, arising from engagement with the assessment. (7.5-8.4) |
Two recommendations for midwifery care have been expressed, arising from engagement with the assessment. (6.5 – 7.4) |
One recommendation for midwifery care was expressed, arising from engagement with the assessment. (5-6.4) |
The recommendation arising from engagement with the assessment was not relevant. (<5) |
No recommendations have been expressed arising from engagement with the assessment. (0) |
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Ability to write and present effectively (10%) |
Exemplary writing standard. Correct grammar, spelling and punctuation. Uses appropriate writing and referencing styles. No mistakes evident. (8.5-10) |
Quality of writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. (7.5-8.4) |
Quality of writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. (6.5-7.4) |
Quality of writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. (5-6.4) |
Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. (<5) |
Little to no meaningful writing. (0) |
- Explore the psychosocial factors which may impact on the childbearing woman and her family including perinatal mental health, domestic violence and substance use.
- Explore the midwive's role in providing support services to woman from culturally and socially diverse backgrounds.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
