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 - 2018
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 Student feedback: Subject Evaluation
Really enjoyed this unit and found it very informative. I have gained a great deal of knowledge about the postnatal period.
Continue to provide useful and relevant subject material
Feedback from Student feedback: Subject Evaluation
Great resources, and information that could be easily applied to real life experiences
Continue to provide useful and relevant subject material
Feedback from Student feedback: Subject Evaluation
I really enjoyed having Bridget as this units facilitator. She is easy to contact when needed and very helpful when contacted. She has been very understanding through a very busy period. I liked the spacing of the discussion board posts, having them fortnightly was very beneficial.
Continue to provide timely and open communication channels for the students to access the unit coordinator
Feedback from Student feedback: Subject Evaluation
The timings of the assessment pieces could coordinate better across all of the courses. The topic of contraception was quite repetitive in the assessment pieces
Improve the timing of due dates across term 3. Restructure assessment pieces to minimise and avoid repetition.
- 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: Hardcover
Midwifery: Preparation for Practice
Edition: 3rd (2014)
Authors: Pairman, Pincombe, Thorogood & Tracy
Elsevier
Sydney Sydney , NSW , Australia
Binding: Hardcover
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
Introduction to MDWF13002 and the Puerperium.
Chapter
Chapter 29 Midwifery: Preparation for Practice (3rd ed.).
Chapter 23 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Module/Topic
Transition to Motherhood: Infant bonding and creating a family.
Chapter
Chapter 30 & 31 Midwifery: Preparation for Practice (3rd ed.).
Events and Submissions/Topic
Module/Topic
Breastfeeding Pt 1
Chapter
Chapter 29 & 33 Midwifery: preparation for Practice (3rd ed.).
Chapter 34 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Assessment 1: Online Discussion post due
Module/Topic
Breastfeeding Pt 2
Chapter
Chapter 33 Midwifery: Preparation for practice (3rd ed.).
Chapter 34 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Postnatal Mental Health
Chapter
Chapter 25 in Myles Textbook for Midwives
Events and Submissions/Topic
Assessment 1: Online discussion post due
Module/Topic
Family Planning & Contraception
Chapter
Chapter 36 Midwifery: Preparation for Practice (3rd ed.).
Chapter 27 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Assessment 2: Written Essay due
Written Assignment Due: Week 6 Friday (21 Dec 2018) 11:55 pm AEST
Module/Topic
Complications in the Puerperium.
Chapter
Chapter 41 Midwifery: Preparation for Practice (3rd ed.).
Chapter 24 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Assessment 1: Online discussion post due.
Module/Topic
The Healthy Newborn
Chapter
Chapter 32 Midwifery: Preparation for Practice (3rd ed.).
Chapter 28 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Module/Topic
Neonatal resuscitation
Chapter
Chapter 42 Midwifery: Preparation for Practice (3rd ed.).
Chapter 33 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Module/Topic
The Sick Neonate
Chapter
Chapter 42 Midwifery: Preparation for Practice (3rd ed.).
Chapter 33 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Assessment 1: Online discussion final submission due.
Online Discussion Due: Week 10 Friday (25 Jan 2019) 11:55 pm AEST
Module/Topic
Infant Feeding
Chapter
Chapter 34 Myles Textbook for Midwives (16th ed.).
Events and Submissions/Topic
Assessment 3: Written Essay due
Written Assignment/Case Study Due: Week 11 Friday (1 Feb 2019) 11:55 pm AEST
Module/Topic
Subject Summary/Review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
All students must remain subscribed to the discussion forum for term 3.
1 Group Discussion
You are required to participate in an online group discussion via the Moodle subject discussion forum, which will be directed by the Unit Coordinator. The online activities will require you to participate in a group discussion on 3 (three) set weeks over the semester 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. Each online submission is due by the Friday of that week at 11:45pm AEST.
The Online Discussion will occur on weeks 3, 5, 7
Objectives: This assessment item relates to learning outcomes:
1. Explore the physiological needs of the mother and baby during the post-natal period.
2. Analyse the needs of the woman and her significant other during the postnatal period.
3. Demonstrate primary health care principles in relation to breast feeding and family planning.
Length of Post/Discussion: 300-350 words
Weighting: 30%
Week 3 Topic: What advice and management would you give to sleep deprived mothers and fathers who believe that breastfeeding does not provide enough milk for their infant in the first weeks of life?
Week 5 Topic: Explain various strategies that midwives can apply when mothers experience psychological and emotional distress after birth. Provide examples.
Week 7 Topic: A postpartum woman presents to maternity via ambulance with heavy vaginal bleeding. Discuss the assessment for secondary post-partum haemmorrhage, what physiological findings would indicate this and what initial treatment would be applied?
Contribution to the online group discussion is to add to the designated questions 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. If you are citing from other work in your post you will be required to reference this using APA 6th edition style.
Assessment Due Date: Each post will be due on the Friday of that week by 2355hrs AEST and final submission is due Week 10 on Friday the 25th of January 2019 by 11:55 PM AEST
Final Submission of the assessment one (all the posts/blogs) will be due: 25th of Jan 2019 (Week 10).
The Unit co-ordinator will collate your responses and complete the final submission.
Assessment Criteria
Your written online discussion will be evaluated on the following assessment criteria:
Comprehension of Topic: 40%
Critical Thinking: 40%
Responsive and timely postings and further contributions to other student’s posts: 20%
Total weighting 30%
Please Note:
Participation in the online activities will be directed by the Unit Coordinator/lecturer throughout the course. If a topic or discussion arises that is challenging for you please contact the Unit Coordinator for private correspondence.
Week 10 Friday (25 Jan 2019) 11:55 pm AEST
Each post will be due on the Friday of that week and final submission will be due on the 25th of January 2019.
Friday (15 Feb 2019)
Please allow for up to 3 weeks from the due date for the return of marked assessments
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F 49-0% | % | |
| COMPREHENSION OF TOPIC | Comprehensively addresses all aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. | Extensively addresses the majority of the aspects for the questions raised by the lecturer in the weekly online lecture material/course resources and effectively comprehends relevance of content. | Broadly addresses most aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. | Content basically addresses aspects of the questions raised by the lecturer in the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. | Content does not address all aspects of the questions raised by the lecturer in the weekly online lecture material/course resources Inadequate comprehension of required content. | 40 |
| CRITICAL THINKING | Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. | Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. | Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. | Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. | Discussion is poorly developed or absent. No or minimal evidence of critical thought. | 40 |
| Critical linking and responding to other students blog’s | Postings consistently respond directly to course content material and demonstrate a critical and thoughtful approach to the content. Critical and mindful connections are made to other student’s blogs throughout the discussion thread. | Postings largely respond directly to course content material and demonstrate a critical and thoughtful approach. Mindful connections are made to other student’s blogs throughout the discussion thread. . | Postings in the majority of the time respond directly to course content material and demonstrate a thoughtful approach. Connections are made to other student’s blogs throughout some of the discussion thread. | Postings in the majority of the time respond directly to course content material. However could demonstrate a more thoughtful approach. Connections are made to other student’s blogs sometimes in the discussion thread. . | Postings in the majority of the time do not respond directly to course content material. Connections are not made to other student’s discussion in the majority of postings. | 20 |
- 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
Weighting 30%
Word Count 2000 words (+ or - 10%)
Due Date 21/12/2018 (Week 6)
Task Description
Written essay on the topic of ‘Postnatal Depression (PND) and Psychosis’.
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 postnatal psychosis and the baby blues.
Explore current research to provide a literature review on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis.
Outline how the midwife will support the woman’s partner/father of the baby to assist with the transition to parenthood and provide care for the infant when the mother is hospitalized for PND. Include in your discussion male and female contraception options for child spacing allowing for full recovery prior to the next pregnancy.
Assessment Criteria
Formatting according to academic conventions:
1. Your essay is to follow academic conventions of structure with an introduction, body and conclusion.
2. Your introduction will outline the key points of your essay.
3. The body of the essay will cover all the elements of your discussion.
4. Your conclusion will provide an overall summary of your main points with no new information or references.
Line spacing: 2.0 Font size: 12
Further information:
· Review the marking criteria sheet. Consider that your paper's grade will be derived from criteria outlined in that sheet and thus clear explanations of the expectations for varying grades are provided for both your direction and the assessment of your paper.
· Use a separate page for the reference list.
· The quality of your references is what is important rather than the volume of references (use references that are from contemporary and valid sources such as peer reviewed journals; do not use websites that end in ".com.au” as academic sources).
· Word count is from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page and appendices. The word count includes in-text references, but not reference list.
· Page numbers are only required for direct quotes but preferably use no direct quotes or keep these to a bare minimum.
· Words in excess of 2200 words will not be read and thus not contribute to your grade.
· The cover sheet should include your name, student number, the unit code, the assessment item number and word count.
Week 6 Friday (21 Dec 2018) 11:55 pm AEST
Week 9 Friday (18 Jan 2019)
Please allow for up to 3 weeks from the due date for return of marked assignments.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F 49-0% | |
| 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. (15%) | 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 symptoms and contributing risk factors of PND. The discussion comprehensively includes the physiological, emotional and social changes that contribute to PND and clearly differentiates PND from postnatal psychosis and the baby blues. (20 %) | Insightful and well-developed discussion on the symptoms and contributing risk factors of PND. The discussion includes the physiological, emotional and social changes that contribute to PND and clearly differentiates PND from postnatal psychosis and the baby blues. | A logical discussion that demonstrates competent discussion on the symptoms and contributing risk factors of PND. The discussion includes some of the physiological, emotional and social changes that contribute to PND with some differentiation of PND from postnatal psychosis and the baby blues. | A disjointed discussion that demonstrates a limited discussion on the symptoms and contributing risk factors of PND. The discussion includes a limited inclusion of the physiological, emotional and social changes that contribute to PND and limited differentiation of PND from postnatal psychosis the baby blues. | An inadequate discussion which demonstrates a poor discussion on the symptoms and contributing risk factors of PND. Absent discussion of the physiological, emotional and social changes that contribute to PND and no differentiation of PND from postnatal psychosis and the baby blues. | |
| Comprehensive literature review on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis (20%) | Well-developed literature review on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis | Broad literature review on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis | Minimal and disjointed literature review on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. | Inadequate literature review on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. | |
| 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. Comprehensive discussion on contraception options for child spacing allowing for full recovery prior to the next pregnancy. (20%) | 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. Insightful discussion on 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. Broad discussion on the 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. No or limited discussion of contraception options for child spacing allowing for full recovery prior to the next pregnancy. | |
| 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. | |
This assignment is worth 30% of the total assessment for this subject. /100
COMMENTS:
|
Marker: Date:
- 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
Weighting 40%
Word Count 3000 words (+ or - 10%)
Due Date 1/02/2019 (Week 11)
Task Description
You are required to write an essay on the topic of : ‘Physiological adaptation to extra uterine life for Preterm Infants in Special Care Nursery (SCN)
Your essay will be based upon the following case study:
You are caring for Rebecca and her newborn daughter Hannah. Rebecca is a G2P1M1 who had a normal vaginal birth at 35weeks and is breastfeeding. Rebecca is day 1 postpartum. Hannah has been admitted to SCN for close observations due to prematurity and her APGARS at birth were 8 & 9. Rebecca is spending most of her time in the nursery to be close to Hannah and establish breastfeeding.
Using a midwifery perspective you are required to:
Describe the physiological adaptations infants must make to survive outside of the uterus: to breathe, maintain their core body temperature and blood sugar levels. Discuss how prematurity impacts this adaptation to extra-uterine life.
Explore the evidence and undertake a literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women.
Formulate a breastfeeding plan of care for Rebecca and Hannah keeping in mind that Hannah is preterm, has a weak suck and swallow and tires easily at the breast.
Assessment Criteria
Formatting according to academic conventions:
1. Your essay is to follow academic conventions of structure with an introduction, body and conclusion.
2. Your introduction will outline the key points of your essay.
3. The body of the essay will cover all the elements of your discussion.
4. Your conclusion will provide an overall summary of your main points with no new information or references.
Line spacing: 2.0 Font size: 12
Further information:
· Review the marking criteria sheet. Consider that your paper's grade will be derived from criteria outlined in that sheet and thus clear explanations of the expectations for varying grades are provided for both your direction and the assessment of your paper.
· Use a separate page for the reference list.
· The quality of your references is what is important rather than the volume of references (use references that are from contemporary and valid sources such as peer reviewed journals; do not use websites that end in ".com.au” as academic sources).
· Word count is from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page and appendices. The word count includes in-text references, but not reference list.
· Page numbers are only required for direct quotes but preferably use no direct quotes or keep these to a bare minimum.
· Words in excess of 3300 words will not be read and thus not contribute to your grade.
· The cover sheet should include your name, student number, the unit code, the assessment item number and word count.
Week 11 Friday (1 Feb 2019) 11:55 pm AEST
Exam Week Friday (15 Feb 2019)
Please allow for up to 3 weeks from the due date for the return of marked assignments.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F 49-0% | |
| 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. (15%) | 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 physiological adaptations infants must make to survive outside of the uterus: to breathe, maintain their core body temperature and blood sugar levels. Comprehensive discussion on how prematurity impacts this adaptation to extra-uterine life. (20 %) | Insightful and well-developed discussion on the physiological adaptations infants must make to survive outside of the uterus: to breathe, maintain their core body temperature and blood sugar levels. Well-developed discussion on how prematurity impacts this adaptation to extra-uterine life. | A logical discussion that demonstrates competent discussion on the physiological adaptations infants must make to survive outside of the uterus: to breathe, maintain their core body temperature and blood sugar levels. Logical discussion on how prematurity impacts this adaptation to extra-uterine life. | A disjointed approach that demonstrates a limited discussion on the physiological adaptations infants must make to survive outside of the uterus: to breathe, maintain their core body temperature and blood sugar levels. Disjointed and limited discussion on how prematurity impacts this adaptation to extra-uterine life. | An inadequate and poor discussion on the physiological adaptations infants must make to survive outside of the uterus: to breathe, maintain their core body temperature and blood sugar levels. Inadequate and poor discussion on how prematurity impacts this adaptation to extra-uterine life. | |
| Comprehensive literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. (20%) | Well-developed literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | Broad and general literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | Minimal and disjointed literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | Inadequate literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | |
| Clear, coherent formulation of an appropriate breastfeeding plan of care for Rebecca and Hannah that directly relates to the care of a preterm infant in SCN. (20%) | A clear and relevant formulation of an appropriate breastfeeding plan of care for Rebecca and Hannah that directly relates to the care of a preterm infant in SCN. | A logical formulation of an appropriate breastfeeding plan of care for Rebecca and Hannah that directly relates to the care of a preterm infant in SCN. | Satisfactory formulation of an appropriate breastfeeding plan of care for Rebecca and Hannah that directly relates to the care of a preterm infant in SCN. | Poor understanding of the topic. Content does not demonstrate appropriateness the breastfeeding plan of care for Rebecca and Hannah and does not directly relate to the care of a preterm infant in SCN. | |
| 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. | |
This assignment is worth 40% of the total assessment for this subject. /100
COMMENTS:
|
Marker: Date:
- 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?
