Unit Profile Correction added on 02-11-17
Assessment One: Online Discussion is now a fortnightly discussion, not a weekly discussion. Online posts will be held on weeks 2, 4, 6, 8 and 10.Overview
This unit provides the theory to understand the physiological needs of the mother and baby during the postnatal period. An emphasis will be placed on the psychosocial adaption of the mother and significant other in bonding with their newborn infant. It will consolidate the knowledge related to primary health care, specifically breast feeding and family planning. You will investigate current research relating to postnatal care. This unit is to be studied in conjunction with the clinical unit Midwifery Practice 3.
Details
Pre-requisites or Co-requisites
Co-req MDWF13003 Midwifery Practice 3 Pre-req MDWF12005 Foundations of Midwifery 2 MDWF12006 Midwifery Practice 2
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 - 2017
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.
- Explore the physiological needs of the mother and baby during the post natal period.
- Analyse the needs of the woman and her significant other during the postnatal period.
- Demonstrate primary health care principles in relation to breast feeding and family planning.
- Critique current research in the provision of postnatal midwifery care.
NMBA Midwife Standards for Practice
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 4: Undertakes comprehensive assessments.
Standard 5: Develops plans 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
Myles Textbook for Midwives
Edition: 16th (2014)
Authors: Marshall, J & Raynor, M
Churchill Livingstone
London London , England
Binding: Paperback
Midwifery : Preparation for Practice
Edition: 3rd (2014)
Authors: Pairman, Pincombe, Thorogood & Tracy
Elsevier
Sydney Sydney , NSW , Australia
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
b.ferguson@cqu.edu.au
Module/Topic
Chapter
Events and Submissions/Topic
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Chapter
Events and Submissions/Topic
Module/Topic
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Events and Submissions/Topic
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Chapter
Events and Submissions/Topic
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Chapter
Events and Submissions/Topic
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Events and Submissions/Topic
Module/Topic
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Events and Submissions/Topic
Module/Topic
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Events and Submissions/Topic
Written Assessment Due: Week 7 Friday (5 Jan 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Written Assessment Due: Week 11 Monday (29 Jan 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Group Discussion Due: Week 12 Monday (5 Feb 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
You are required to participate in a weekly online group discussion via Moodle that will be directed by the Unit Coordinator. The online activities will require you to participate in a group discussion that is based on set questions posed in your study guide. Marks will be awarded for your online participation in the group discussion.
Contribution to the online group discussion is to add to the question being posed in the study guide and to contribute to the discussion generated by your colleagues. Simply stating 'yes I agree with previous statements' will not be considered to be contributing to the discussion.
Week 12 Monday (5 Feb 2018) 11:45 pm AEST
Week 12 (5 Feb 2018) 11:45 PM AEST
Exam Week Friday (16 Feb 2018)
Exam Week (16 Feb 2018). Approximately 3 weeks after submission.
A Marking Rubric will be used. This will be available on the unit Moodle site.
Your written online discussion will be evaluated on the following assessment criteria:
Comprehension of Topic: 30%
Critical Thinking: 40%
Online posting: 30%
- Explore the physiological needs of the mother and baby during the post natal period.
- Analyse the needs of the woman and her significant other during the postnatal period.
- Demonstrate primary health care principles in relation to breast feeding and family planning.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
TASK DESCRIPTION:
Written Essay 2000 words +/-10%
Objectives:
This assessment item relates to learning outcomes one (1), two (2) and four (4).
You must be able to demonstrate your understanding of the concepts learned throughout this course. You are expected to use an academic approach to answer all components of this assessment. Using this approach, you will need to demonstrate that you have researched the relevant issues. You are required to read widely and analyze the information that you gather, ensuring that it is applicable, evidence-based and up-to-date.
Assessment: Critical Essay on Postnatal Depression.
Women can experience postnatal depression within days to weeks of giving birth. Postnatal depression can have a devastating effect upon the mother and new family.
Using a midwifery perspective you are required to:
Describe the symptoms and contributing risk factors of PND. In your discussion include the physiological, emotional and social changes that contribute to PND and differentiate PND from the baby blues.
Explore evidence-based treatment modalities for postnatal depression and discuss collaboration between the multidisciplinary team and their roles in caring for these women.
Outline how the midwife will support the woman’s partner/father of the baby to assist the transition to parenthood and provide care for the infant. Include in your discussion contraception options for child spacing allowing for full recovery prior to the next pregnancy.
Week 7 Friday (5 Jan 2018) 11:45 pm AEST
Week 7 Friday (5 Jan 2018) 11:45 PM AEST
Week 10 Friday (26 Jan 2018)
Week 10 (26 Jan 2018). Assessments will be returned approximately 3 weeks after submission.
MDWF 13002 Postnatal Health
& Wellbeing - Assessment Criteria Sheet – Assessment Two– Written
Assessment
Student Name:
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HD |
D |
C |
P |
F |
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Structure
(15%) |
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Clear and succinct introduction that introduces
the topic and outlines the direction of the paper. (5%) |
Clear and appropriate introduction that
introduces the topic and outlines the direction of the paper |
Appropriate introduction that introduces the
topic and outlines the direction of the paper |
Introduction is apparent and the topic is
introduced but there is not clear direction to the paper |
No recognisable introduction-the topic is not
introduced and/or there is no direction of the paper |
|
|
Clear and succinct conclusion that outlines the
main points and brings the argument to a logical close. (5%) |
Clear and appropriate conclusion that outlines
the main points and brings the argument to a close |
Conclusion outlines most of the main points and
brings some sense of closure |
Conclusion apparent and outlines most of the
main points and endeavours to bring the argument to a close-there may be some
incongruity |
No recognisable conclusion-little reference to
the main points and no clear conclusion to the paper |
|
|
Excellent presentation of assignment,
double spaced with 12 point font. Consistently accurate with spelling, grammar
and paragraph structure. (5%) |
Well-presented assignment, double spaced with
12 point font. 1 or 2 errors spelling, grammar and paragraph
structure. |
Well-presented assignment, double spaced with
12 point font. 3 or 4 consistent errors with spelling, grammar
and paragraph structure. |
Well-presented assignment, double spaced with
12 point font. 3 or 4 inconsistent errors with spelling,
grammar and paragraph structure |
Poorly presented assignment. Double spacing not
used. 12 point font not used. Many inaccuracies with spelling, grammar
and paragraph structure. (> 5 errors). |
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Approach & Argument (75%) |
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Content is clearly relevant to the topic, the
approach comprehensively answers the question and the argument proceeds
logically and is within the set word limit.
(10%) |
Content is relevant to the topic, the approach
clearly answers the question and the argument proceeds logically and is
within the set word limit |
Content is appropriate and answers the question
and the argument for the most part proceeds logically and is within the set
word limit |
Content answers the question 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) |
Content is irrelevant and or does not answer
the question and the argument lacks cohesion. The word limit has not been
adhered to, the word limit is well over or under the 10% allowance |
|
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An articulate and comprehensive discussion on
the symptoms and contributing risk factors of PND. In your discussion
include the physiological, emotional and social changes that contribute to
PND and differentiate PND from the baby blues. (35 %) |
Insightful
and well-developed discussion on the symptoms and contributing
risk factors of PND. In your discussion include the physiological, emotional
and social changes that contribute to PND and differentiate PND from the baby
blues. |
A logical discussion that
demonstrates competent discussion on the symptoms and contributing
risk factors of PND. In your discussion include the physiological, emotional
and social changes that contribute to PND and differentiate PND from the baby
blues. |
A
disjointed discussion that demonstrates a limited discussion on the symptoms and contributing risk factors of PND. In your discussion include
the physiological, emotional and social changes that contribute to PND and
differentiate PND from the baby blues. |
An inadequate discussion
which demonstrates a poor discussion
on the symptoms and
contributing risk factors of PND. In your discussion include the
physiological, emotional and social changes that contribute to PND and
differentiate PND from the baby blues. |
|
|
Comprehensive description of the evidence based treatment modalities for postnatal depression
and discuss collaboration between the multidisciplinary team and their roles
in caring for these women. (20%) |
Well-developed description of the evidence based treatment modalities for postnatal depression
and discuss collaboration between the multidisciplinary team and their roles
in caring for these women. |
Broad
description of the evidence based
treatment modalities for postnatal
depression and discuss collaboration between the multidisciplinary team and
their roles in caring for these women. |
Minimal analysis and disjointed description of the evidence based treatment modalities for postnatal depression
and discuss collaboration between the multidisciplinary team and their roles
in caring for these women. . |
Inadequate description of the evidence based treatment modalities for postnatal depression
and discuss collaboration between the multidisciplinary team and their roles
in caring for these women. |
|
|
Clear,
coherent outline
of how the midwife will support
the woman’s partner/father of the baby to assist the transition to parenthood
and provide care for the infant. Include in your discussion contraception
options for child spacing allowing for full recovery prior to the next
pregnancy. (10%) |
A
clear and relevant outline
of how the midwife will support the woman’s partner/father of the baby to
assist the transition to parenthood and provide care for the infant. Include
in your discussion contraception options for child spacing allowing for full
recovery prior to the next pregnancy. |
A
logical outline
of how the midwife will support
the woman’s partner/father of the baby to assist the transition to parenthood
and provide care for the infant. Include in your discussion contraception
options for child spacing allowing for full recovery prior to the next
pregnancy. |
Satisfactory
outline
of how the midwife will support
the woman’s partner/father of the baby to assist the transition to parenthood
and provide care for the infant. Include in your discussion contraception
options for child spacing allowing for full recovery prior to the next
pregnancy. |
Poor
understanding of the topic. Content does not outline how the midwife will support the woman’s
partner/father of the baby to assist the transition to parenthood and provide
care for the infant. Include in your discussion contraception options for
child spacing allowing for full recovery prior to the next pregnancy. |
|
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Referencing (10%) |
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Consistently integrates up-to-date references
to support and reflect all ideas, factual information and
quotations. (5%) |
Generally integrates up-to-date references to
support and reflect ideas, factual information and quotations, with 1 or
2 exceptions |
Frequently integrates up-to-date references to
support and reflect ideas, factual information and quotations, with 3 or
4 exceptions |
Occasionally integrates up-to-date references
to support and reflect ideas, factual information and quotations, with 5 or 6
exceptions |
Fails to or infrequent attempts (>7 errors)
to integrate up-to-date references to support and reflect ideas, factual
information and quotations |
|
|
Consistently accurate with referencing. A
minimum of 10 references used including 7 journal articles and relevant
web-sites. (5%) |
1 or 2 consistent referencing errors
identified. A minimum of 10 references used including 6 journal articles and relevant
web-sites. |
3 or 4 consistent referencing errors
identified. A minimum of 10 references used including 5 journal articles and
relevant web-sites. |
3 or 4 inconsistent referencing errors
identified. A minimum of 10 references used including 4 journal articles and
relevant web-sites. |
Many inaccuracies with referencing (>5).
Less than 10 references used. Less than 4 journal articles not sourced.
Relevant web-sites not included. |
|
- Explore the physiological needs of the mother and baby during the post natal period.
- Analyse the needs of the woman and her significant other during the postnatal period.
- Critique current research in the provision of postnatal midwifery care.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
TASK DESCRIPTION:
Written Essay 3000 words +/-10%
Objectives: This assessment item relates to learning outcomes one (1), three (3) and four (4).
You must be able to demonstrate your understanding of the concepts learned throughout this course. You are expected to use an academic approach to answer all components of this assessment. Using this approach, you will need to demonstrate that you have researched the relevant issues. You are required to read widely and analyze the information that you gather, ensuring that it is applicable, evidence-based and up-to-date.
Assessment: Critical Essay on Family Planning and Contraception.
You are required to write an essay on the topic of Family Planning & Contraception and how midwifery provides access to unbiased knowledge regarding the basic human right to plan a family.
The United Nations Population Fund (2010), states that “Family Planning is the information, means, and methods that allow individuals to decide if and when to have children. Access to safe, voluntary family planning is a human right.”
REF: United Nations Population Fund (2010), The Right to Contraceptive Information and Services for Women and Adolescents. Retrieved from: http://www.unfpa.org/sites/default/files/resource-pdf/Contraception.pdf
Your essay will be based on the following case study:
You are caring for Jasmin a 23yr old multigravida woman who has given birth to her 4th child, Ben. Jasmin and her husband Peter are both interested in spacing their next child and are also considering family completion. Jasmin and Peter tell you that they have not planned any of their children and Jasmin falls pregnant easily. Peter is employed whilst Jasmin is a stay at home mother. Jasmin has a history of successfully breastfeeding her children to one year of age and she tells you she wishes to do this for Ben too.
Using a midwifery perspective you are required to:
Describe: the various methods and types of contraception currently available such as short acting and long acting reversible, hormonal, natural, barrier, emergency contraception, and sterilization.
Explore: the benefits of family planning and contraception for women, their children and family, and society at large. Discuss these benefits in relation to the case study.
Outline: the family planning advice and suitable contraceptive options the midwife will provide to both Jasmin and Peter in regards to child spacing and family completion
Week 11 Monday (29 Jan 2018) 11:45 pm AEST
Week 11 (29 Jan 2018) 11:45 PM AEST
Exam Week Friday (16 Feb 2018)
Exam week (16 Feb 2018). Approximately 3 weeks after submission
|
HD |
D |
C |
P |
F |
|
|
Structure
(15%) |
|
|
|
|
|
|
Clear and succinct introduction that introduces
the topic and outlines the direction of the paper. (5%) |
Clear and appropriate introduction that
introduces the topic and outlines the direction of the paper |
Appropriate introduction that introduces the
topic and outlines the direction of the paper |
Introduction is apparent and the topic is
introduced but there is not clear direction to the paper |
No recognisable introduction-the topic is not
introduced and/or there is no direction of the paper |
|
|
Clear and succinct conclusion that outlines the
main points and brings the argument to a logical close. (5%) |
Clear and appropriate conclusion that outlines
the main points and brings the argument to a close |
Conclusion outlines most of the main points and
brings some sense of closure |
Conclusion apparent and outlines most of the
main points and endeavours to bring the argument to a close-there may be some
incongruity |
No recognisable conclusion-little reference to
the main points and no clear conclusion to the paper |
|
|
Excellent presentation of assignment,
double spaced with 12 point font. Consistently accurate with spelling, grammar
and paragraph structure. (5%) |
Well-presented assignment, double spaced with
12 point font. 1 or 2 errors spelling, grammar and paragraph
structure. |
Well-presented assignment, double spaced with
12 point font. 3 or 4 consistent errors with spelling, grammar
and paragraph structure. |
Well-presented assignment, double spaced with
12 point font. 3 or 4 inconsistent errors with spelling,
grammar and paragraph structure |
Poorly presented assignment. Double spacing not
used. 12 point font not used. Many inaccuracies with spelling, grammar
and paragraph structure. (> 5 errors). |
|
|
Approach & Argument (75%) |
|||||
|
Content is clearly relevant to the topic, the
approach comprehensively answers the question and the argument proceeds
logically and is within the set word limit.
(10%) |
Content is relevant to the topic, the approach
clearly answers the question and the argument proceeds logically and is
within the set word limit |
Content is appropriate and answers the question
and the argument for the most part proceeds logically and is within the set
word limit |
Content answers the question 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) |
Content is irrelevant and or does not answer
the question and the argument lacks cohesion. The word limit has not been
adhered to, the word limit is well over or under the 10% allowance |
|
|
An articulate and comprehensive discussion on
the various methods and types of
contraception currently available such as short acting and long acting
reversible, hormonal, natural, barrier, emergency, and sterilization. (30 %) |
Insightful
and well-developed discussion on the various methods and
types of contraception currently available such as short acting and long
acting reversible, hormonal, natural, barrier, emergency, and sterilization. |
A logical discussion that
demonstrates competent discussion on the various methods and
types of contraception currently available such as short acting and long
acting reversible, hormonal, natural, barrier, emergency, and sterilization. |
A
disjointed discussion that demonstrates a limited discussion on the various methods and types of contraception
currently available such as short acting and long acting reversible, hormonal,
natural, barrier, emergency, and sterilization. |
An inadequate discussion
which demonstrates a poor discussion
on the various methods and types of contraception
currently available such as short acting and long acting reversible,
hormonal, natural, barrier, emergency, and sterilization. |
|
|
Comprehensive explanation of the benefits of family planning and contraception for women,
their children and family, and society at large. Discussion relates to the
case study. (20%) |
Well-developed explanation of the benefits of family planning and contraception for
women, their children and family, and society at large. Discussion relates to
the case study. |
Broad
explanation of the benefits of family planning and
contraception for women, their children and family, and society at large.
Discussion relates to the case study. |
Minimal analysis and disjointed explanation of the benefits of family planning and contraception for
women, their children and family, and society at large. Discussion relates to
the case study. |
Inadequate explanation of the benefits of family planning and contraception for
women, their children and family, and society at large. Discussion relates to
the case study. |
|
|
Clear,
coherent outline
of the family planning advice and
suitable contraceptive options the midwife will provide to both Jasmin and
Peter in regards to child spacing and family completion. (15%) |
A
clear and relevant outline
of the family planning advice and
suitable contraceptive options the midwife will provide to both Jasmin and
Peter in regards to child spacing and family completion. |
A
logical outline
of the family planning advice and suitable contraceptive options the
midwife will provide to both Jasmin and Peter in regards to child spacing and
family completion. |
Satisfactory
outline
of the family planning advice and suitable contraceptive options the midwife will
provide to both Jasmin and Peter in regards to child spacing and family
completion. |
Poor
understanding of the topic. Content does not outline the family planning advice and suitable contraceptive options the
midwife will provide to both Jasmin and Peter in regards to child spacing and
family completion. |
|
|
Referencing (10%) |
|||||
|
Consistently integrates up-to-date references
to support and reflect all ideas, factual information and
quotations. (5%) |
Generally integrates up-to-date references to
support and reflect ideas, factual information and quotations, with 1 or
2 exceptions |
Frequently integrates up-to-date references to
support and reflect ideas, factual information and quotations, with 3 or
4 exceptions |
Occasionally integrates up-to-date references
to support and reflect ideas, factual information and quotations, with 5 or 6
exceptions |
Fails to or infrequent attempts (>7 errors)
to integrate up-to-date references to support and reflect ideas, factual
information and quotations |
|
|
Consistently accurate with referencing. A
minimum of 10 references used including 7 journal articles and relevant
web-sites. (5%) |
1 or 2 consistent referencing errors
identified. A minimum of 10 references used including 6 journal articles and
relevant web-sites. |
3 or 4 consistent referencing errors
identified. A minimum of 10 references used including 5 journal articles and
relevant web-sites. |
3 or 4 inconsistent referencing errors
identified. A minimum of 10 references used including 4 journal articles and
relevant web-sites. |
Many inaccuracies with referencing (>5).
Less than 10 references used. Less than 4 journal articles not sourced.
Relevant web-sites not included. |
|
- Explore the physiological needs of the mother and baby during the post natal period.
- Demonstrate primary health care principles in relation to breast feeding and family planning.
- Critique current research in the provision of postnatal midwifery care.
- 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?
