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 - 2019
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. Unit evaluation.
Overall a fantastic unit. Great support from the unit coordinator, always very forward in helping with any concerns where possible. Lecturer's enthusiasm was always a treat. Bridget is a fair marker and offers encouragement along my midwifery studies journey.
Continue to provide support and assistance to the students that meet their learning requirements.
Feedback from Student feedback. Unit evaluation.
The assignment tasks were very relevant to the unit and helped me learn a lot about current issues within maternity care. This subject is really enjoyable as it links in greatly with my student days and the practical part of my learning.
Continue to provide relevant assessment items. Continue to provide relevant and pertinent information that aligns with evidence-based midwifery practice and current clinical standards.
Feedback from Student feedback. Unit evaluation.
Many links in the study guides did not work. Sometimes it's difficult to find Meta page and certain links.
Recheck links throughout the term.
Feedback from Student feedback. Unit evaluation.
For me personally, I really struggled to fit in the 5 assignments this semester, with the university holidays and the fact that there wasn't an exam as one of the assessment pieces for this subject. Not sure if a short format exam could be incorporated, instead of the case study. Improve explanations of assignment tasks, the guides helped but could include more information about exact requirements. Also time frames for assignments, especially during the last few weeks of the term is very short which makes it very difficult to manage placement, family life and submit quality assignments
Reconfiguring of assessment items and reconsideration of due dates will be addressed for 2019.
- 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 - First Nations Knowledges | ||||
| 11 - 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 | 11 | |
| 1 - Group Discussion - 30% | |||||||||||
| 2 - Written Assessment - 30% | |||||||||||
| 3 - Written Assessment - 40% | |||||||||||
Textbooks
Myles Textbook for Midwives
- Edition: 16th ed. (2014)
- Authors: Marshall, J. & Raynor, M.
- Churchill Livingstone
- London London , England
- 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
Week 1
Begin Date: 11 Nov 2019Module/Topic
Introduction to MDWF13002. The Puerperium.
Chapter
Chapter 27 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 29 in Midwifery Preparation for Practice (3rd ed.)
Chapter 23 in Myles Textbook for Midwives (16th ed.)
Events and Submissions/Topic
Week 2
Begin Date: 18 Nov 2019Module/Topic
Transition to Motherhood: Infant bonding and creating a family.
Chapter
Chapter 28 & 29 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 30 & 31 in Midwifery Preparation for Practice (3rd ed.)
Events and Submissions/Topic
Week 3
Begin Date: 25 Nov 2019Module/Topic
Breastfeeding Part 1
Chapter
Chapter 30 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 29 & 33 in Midwifery Preparation for Practice (3rd. ed)
Chapter 34 in Myles Textbook for Midwives
Events and Submissions/Topic
Online blog/post due Friday 11:55 pm AEST.
Week 4
Begin Date: 02 Dec 2019Module/Topic
Breastfeeding Part 2
Chapter
Chapter 30 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 33 in Midwifery Preparation for Practice (3rd. ed)
Chapter 34 in Myles Textbook for Midwives
Events and Submissions/Topic
Vacation Week
Begin Date: 09 Dec 2019Module/Topic
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 16 Dec 2019Module/Topic
Postnatal Mental Health
Chapter
Chapter 25 in Myles Textbook for Midwives
Events and Submissions/Topic
Online blog/post due Friday 11:55 pm AEST.
Week 6
Begin Date: 23 Dec 2019Module/Topic
Family Planning & Contraception
Chapter
Chapter 32 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 36 in Midwifery Preparation for Practice (3rd ed.)
Chapter 27 in Myles Textbook for Midwives
Events and Submissions/Topic
Week 7
Begin Date: 06 Jan 2020Module/Topic
Complications in the Puerperium
Chapter
Chapter39 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 41 in Midwifery Preparation for Practice (3rd ed.)
Chapter 24 in Myles Textbook for Midwives
Events and Submissions/Topic
Online blog/post due Friday 11:55 pm AEST.
Week 8
Begin Date: 13 Jan 2020Module/Topic
The Healthy Newborn
Chapter
Chapter 29 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 32 in Midwifery Preparation for Practice (3rd ed.)
Chapter 28 in Myles Textbook for Midwives
Events and Submissions/Topic
Week 9
Begin Date: 20 Jan 2020Module/Topic
Neonatal Resuscitation
Chapter
Chapter 40 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 42 in Midwifery Preparation for Practice (3rd ed.)
Chapter 29 in Myles Textbook for Midwives
Events and Submissions/Topic
Week 10
Begin Date: 27 Jan 2020Module/Topic
The Sick Neonate
Chapter
Chapter 40 in Midwifery Preparation for Practice (4th ed.)
or
Chapter 42 in Midwifery Preparation for Practice (3rd ed.)
Chapter 33 in Myles Textbook for Midwives
Events and Submissions/Topic
Week 11
Begin Date: 03 Feb 2020Module/Topic
Infant feeding
Chapter
Chapter 34 in Myles Textbook for Midwives
Events and Submissions/Topic
Week 12
Begin Date: 10 Feb 2020Module/Topic
MDWF13002 Subject Summary
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 17 Feb 2020Module/Topic
Chapter
Events and Submissions/Topic
All students must remain subscribed to the online forums for the duration of term 3: Discussion forum, Q & A, News Forum.
1 Group Discussion
Task Description
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 11:55 pm AEST.
The Online Discussion will occur on weeks 3, 5, 7
Length of Post/Discussion: 300-350 words
Weighting: 30%
Week 3 Topic: A new mother and father buzz you to request a bottle of infant formula and ask for the baby to be removed from rooming-in so that the exhausted mother can get a few hours’ sleep.
What advice and management would you give to sleep-deprived these tired parents who believe that breastfeeding does not provide enough milk for their infant in the first days of life and that separation of the mother and infant is beneficial? Provide a rationale for your advice and management of this situation?
Week 5 Topic: Is there enough emphasis placed upon the psychological care of pregnant women, mothers and their partners during pregnancy and the postnatal phase? State why and give your rationale.
Given that postnatal depression can occur at any time in the first year of life do you think maternity services should continue for up to one year and should this also include the other parent, if so why?
Week 7 Topic: Pick one of the following topics and discuss:
1) A postpartum woman presents to maternity via ambulance with heavy vaginal bleeding. Discuss the causes and assessment for secondary post-partum haemorrhage, what physiological findings would indicate this and what initial treatment would be applied?
2) What is the most common causative organism in Maternal/Puerperal Sepsis, how is this diagnosed and treated? What are the risk factors for Puerperal Sepsis and what strategies can they provide to minimise this infection?
3) What are the signs and symptoms of Postnatal pre-eclampsia? How is this condition diagnosed and treated? Given that pre-eclampsia is a life threatening condition and it can occur up to 6 weeks postpartum do postnatal services adequately provide midwifery care up to the end of the puerperium? As a midwife what education would you provide to women upon discharge to alert them to the presence of postnatal pre-eclampsia?
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. To support your posts, include referenced evidence and when 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 23:55 hrs AEST and final submission is due Week 9 on Friday the 24th of January 2020 by 11:55 PM AEST
Final Submission of the assessment one (all the posts/blogs) will be due: 24th of Jan 2020 (Week 9).
The Unit co-ordinator will collate all your posts/blogs and complete the final submission by the 24th of Jan 2020.
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 a detailed marking rubric is available for this assessment. Please review this carefully prior to commencing your posts.
Please Note: Participation in the online activities will be directed by the Unit co-ordinator throughout the course. If a topic or discussion arises that is challenging for you please contact the Unit co-ordinator for private correspondence.
Week 9 Friday (24 Jan 2020) 11:55 pm AEST
Week 11 Friday (7 Feb 2020)
Please allow up to two weeks post the due dates 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. All posts are made by the respective deadline. | 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. All posts are made by the respective deadline. | 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. All posts are made by the respective deadline. | 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. All posts are made by the respective deadline. | 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. All posts are made by the respective deadline. | 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 6/12/2019 (week 4)
Task Description
Written essay on the topic of ‘Returning to Work for the Breastfeeding Mother’.
Women may be required to return to work soon after childbirth and before their infant has reached six months of age. Mothers and fathers require accurate information and strategies to support the continuation of breastfeeding for the first six months of the infant’s life.
Using a midwifery perspective, you are required to:
• Describe the benefits of breastfeeding for the infant, mother, family, and society at large. Include in the discussion the World Health Organisation recommendations for infant feeding up to two years of age and various options for supporting ongoing breastfeeding.
• Explore current Australian Government legislation on the rights of breastfeeding mothers and their infants in workplaces and public areas. Using current evidence identify challenges and barriers to breastfeeding and analyse the impacts of this for working mothers and their infants.
• Discuss and formulate a return to work breastfeeding plan for the woman and her partner to assist with the transition to work whilst supporting continued breastfeeding and maintaining milk supply. The breastfeeding plan should be set out as a document that the woman can present to her employer inclusive of but not limited to breastfeeding and expressing breaks in accordance with current workplace legislation.
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 (from the last 5 to 7 years) 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 the reference list.
· 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 4 Friday (6 Dec 2019) 11:55 pm AEST
Week 6 Friday (27 Dec 2019)
Please allow up to two weeks for the return of marked assessments
| 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 benefits of breastfeeding for the mother, infant, family and society at large. The discussion comprehensively includes current evidence and government legislation in relation to the rights of breastfeeding mothers and infants in the workplace and public areas. Includes a comprehensive analysis of the challenges and barriers to breastfeeding at work and in public and the impact of these upon mothers and infants is evident. (30 %) | Insightful and well-developed discussion on the benefits of breastfeeding for the mother, infant, family and society at large. The discussion includes current, detailed evidence and government legislation in relation to the rights of breastfeeding mothers and infants in the workplace and public arena. Includes a well-developed analysis of the challenges and barriers to breastfeeding at work and in public and the impact of these upon mothers and infants is evident. | A logical discussion that demonstrates competent discussion on the benefits of breastfeeding for the mother, infant, family and society at large. The discussion includes some current evidence and government legislation in relation to the rights of breastfeeding mothers and infants in the workplace and public arena. Includes a competent analysis of the challenges and barriers to breastfeeding at work and in public and the impact of these upon mothers and infants is evident. | A disjointed discussion that demonstrates a limited discussion on the benefits of breastfeeding for the mother, infant, family and society at large. The discussion includes limited evidence and government legislation in relation to the rights of breastfeeding mothers and infants in the workplace and public arena. Includes a basic analysis of the challenges and barriers to breastfeeding at work and in public and the impact of these upon mothers and infants is evident. | An inadequate essay which demonstrates poor discussion on the benefits of breastfeeding for the mother, infant, family and society at large. The discussion excludes current evidence and government legislation in relation to the rights of breastfeeding mothers and infants in the workplace and public arena. Includes an inadequate analysis of the challenges and barriers to breastfeeding at work and in public and the impact of these upon mothers and infants is evident. | |
| Comprehensive return to work plan for the mother and her family that supports continued breastfeeding and the maintenance of milk supply. Includes logical and comprehensive rationales for the actions included in the plan. (30%) | Well-developed return to work plan for the mother and her family that supports continued breastfeeding and the maintenance of milk supply. Includes well developed rationales for the actions included in the plan. | Broad return to work plan for the mother and her family that supports continued breastfeeding and the maintenance of milk supply. Includes broad and general rationales for the actions included in the plan. | Minimal and under developed return to work plan for the mother and her family that supports continued breastfeeding and the maintenance of milk supply. Includes logical minimal and basic rationales for the actions included in the plan. | Inadequate return to work plan for the mother and her family that supports continued breastfeeding and the maintenance of milk supply. Includes limited or absent rationales for the actions included in the plan. | |
| 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.
- 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 31/01/2020 (Week 10)
Task Description
You are required to write an essay on the topic of: ‘Physiological adaptation to extrauterine life for Preterm Infants in Special Care Nursery (SCN)
Your essay will be based upon the following case study:
You are caring for Yvonne and her newborn son Ryan. Yvonne is a G4P3M1 who had a preterm vaginal birth at 34 weeks. Yvonne is day 4 postpartum. Ryan has been admitted to SCN for close observations due to prematurity and his APGAR at birth was 6 & 7. Yvonne is spending most of her time in the nursery to be close to Ryan and establish bonding.
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 and Analyse the evidence and undertake a review of current evidence-based literature on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women.
• Formulate an evidenced-based breastfeeding plan of care, with evidence-based rationales for Yvonne and Ryan keeping in mind that Ryan 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 (from the last 5 to 7 years) 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 the 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 10 Friday (31 Jan 2020) 11:45 pm AEST
Week 12 Friday (14 Feb 2020)
Please allow up to two weeks for the return for marked papers.
| 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 review and analysis of literature on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. (20%) | Well-developed review and analysis of literature on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | Broad and general review and analysis of literature review on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | Minimal and disjointed review and analysis of literature on the benefits of skin to skin and kangaroo mother care for preterm infants and postpartum women. | Inadequate review and analysis of literature 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 with logical and comprehensive evidenced based rationales for Yvonne and Ryan 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 with well-developed evidenced based rationales for Yvonne and Ryan that directly relates to the care of a preterm infant in SCN. | A logical formulation of an appropriate breastfeeding plan of care with logical and general evidenced based rationales for Yvonne and Ryan that directly relates to the care of a preterm infant in SCN. | Satisfactory formulation of an appropriate breastfeeding plan of care with minimal and basic evidenced based rationales for Yvonne and Ryan 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 without or limited/illogical evidenced based rationales for Yvonne and Ryan 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 websites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites 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?
