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 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit evaluation
I enjoyed learning about the topics provided for the weekly discussions. I personally found the content not very clear and kept getting both this subject and MDWF13002 confused. I would have preferred clear topics in the assessment as both the assessment criteria and feedback were not clear and did not make sense
A new midwifery team member undertook the unit coordination this term. In the future assessment marking moderation will be considered for all new staff undertaking the role of unit coordinator. All assessment items underwent the peer review process at CQU. New assessment items will be developed for the future offerings of this unit.
Feedback from Unit evaluation
I found the marking of these assignments to have great disparities with other course units. I often questioned if mediating between other faculty members occurred as for this course i received barely passes and other course assignments received distinctions consistently. This was the first course throughout the degree in which marks like this have been noted for myself and I know of other students who are in a similar position.
A new midwifery team member undertook the unit coordination this term. In the future moderation of marking will be considered for all new staff undertaking the role of unit coordinator.
- 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 ed. (2014)
Authors: Marshall, J. & Raynor, M.
Churchill Livingstone
London London , England
Binding: Paperback
Additional Textbook Information
An e-copy of the textbook will be made available to students on the Moodle page.However, if you prefer to study with a paper text, you can purchase a copy at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials
- Lap top
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.menke@cqu.edu.au
Module/Topic
Introduction to MDWF13002. The Puerperium.
Chapter
Chapter 27 in Midwifery Preparation for Practice (4th ed.)
Chapter 23 in Myles Textbook for Midwives (16th ed.)
Events and Submissions/Topic
Module/Topic
Transition to Motherhood: Infant bonding and creating a family.
Chapter
Chapter 28 & 29 in Midwifery Preparation for Practice (4th ed.)
Events and Submissions/Topic
First Online discussion topic released Monday16th November
Module/Topic
Breastfeeding Part 1
Chapter
Chapter 30 in Midwifery Preparation for Practice (4th ed.)
Chapter 34 in Myles Textbook for Midwives
Events and Submissions/Topic
First online discussion post due Monday 30th November 17:00 AEST.
Module/Topic
Breastfeeding Part 2
Chapter
Chapter 30 in Midwifery Preparation for Practice (4th ed.)
Chapter 34 in Myles Textbook for Midwives
Events and Submissions/Topic
Second Online discussion topic released Monday 30th November.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Postnatal Mental Health
Chapter
Chapter 25 in Myles Textbook for Midwives
Events and Submissions/Topic
Second online discussion post due Monday 21st December 17:00 AEST.
Module/Topic
Family Planning & Contraception
Chapter
Chapter 32 in Midwifery Preparation for Practice (4th ed.)
Chapter 27 in Myles Textbook for Midwives
Events and Submissions/Topic
Third online discussion topic released Monday 21st December.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Complications in the Puerperium
Chapter
Chapter39 in Midwifery Preparation for Practice (4th ed.)
Chapter 24 in Myles Textbook for Midwives
Events and Submissions/Topic
Assessment 2, Written Essay: Postnatal Depression due Friday 8th January at 17:00 hrs AEST.
Third online discussion post due Monday 11th January 17:00 AEST.
Written Essay: Postnatal Depression Due: Week 7 Friday (8 Jan 2021) 5:00 pm AEST
Module/Topic
The Healthy Newborn
Chapter
Chapter 29 in Midwifery Preparation for Practice (4th ed.)
Chapter 28 in Myles Textbook for Midwives
Events and Submissions/Topic
Module/Topic
Neonatal Resuscitation
Chapter
Chapter 40 in Midwifery Preparation for Practice (4th ed.)
Chapter 29 in Myles Textbook for Midwives
Events and Submissions/Topic
Module/Topic
The Sick Neonate
Chapter
Chapter 40 in Midwifery Preparation for Practice (4th ed.)
Chapter 33 in Myles Textbook for Midwives
Events and Submissions/Topic
Assessment 1, Online Group Discussion: Final submission of all online posts (submitted by your Unit Coordinator) is due 29th of January 17:00 hrs AEST.
Online Group Discussion Due: Week 10 Friday (29 Jan 2021) 5:00 pm AEST
Module/Topic
Infant feeding
Chapter
Chapter 34 in Myles Textbook for Midwives
Events and Submissions/Topic
Assessment 3, Written Essay: Contraception & Family Planning due Friday the 5th of February by 17:00 hrs AEST.
Written essay: Contraception and Family Planning. Due: Week 11 Friday (5 Feb 2021) 5:00 pm AEST
Module/Topic
MDWF13002 Subject Summary
Chapter
Events and Submissions/Topic
Module/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
MDWF13002
POSTNATAL HEALTH AND WELLBEING
Assessment 1: Online Discussion
Type: Online posts in a discussion thread via the unit discussion forum
Due date: 17:00 AEST 29/01/2021 (Week 10)
Weighting: 30%
Length: 3 posts of 200-300 words per post
Unit Coordinator: Jane Menke
Learning Outcomes Assessed
- Explore the physiological needs of the mother and baby during the postnatal period.
- Analyse the needs of the woman and her significant other during the postnatal period.
- Demonstrate primary health care principles in relation to breastfeeding and family planning.
Instructions
You are required to participate in an online group discussion via the MDWF13002 Moodle discussion forum, which will be directed by the Unit Coordinator. The online activities require you to participate in a group discussion based on topics in your study guide on 3 set weeks over the term. In this discussion you will be required to use professional and academic dialogue to present your professional opinion and write a discussion that is supported by evidence.
The Online Discussion will occur on weeks 3, 5, and 7.
Please follow the steps below to complete your assessment task:
- Locate and read each week’s discussion topic initiated by the Unit Coordinator on the Moodle discussion forum.
- Each week post a primary response to the corresponding week’s discussion topic.
- Respond to at least one other student’s post within the discussion thread for this topic.
Please note each topic will be posted 1 week in advance to provide you with adequate time to respond to the topic and each other.
The weekly topics for discussion are as follows:
Week 3 Topic: The phrase “Breast is best” is frequently used to promote breastfeeding but does little to increase women’s knowledge of the importance of breastfeeding. It may in fact just increase their guilt, if they are unable to breastfeed.
Week 5 Topic: Postpartum emotional distress may be triggered by lack of support and unrealistic societal expectations of ‘mothering’.
Week 7 Topic: A woman in your care is 4 weeks postpartum, after the birth of her first baby. She is exclusively breastfeeding her infant. She says her friend told her that breastfeeding will prevent her getting pregnant again.
Your contribution to the online group discussion is to add to your own knowledge and that of your student peers. Simply stating 'yes I agree with previous statements' will not contribute to the discussion. If you are citing evidence to support your discussion you will be required to reference this using APA 7th edition style.
Literature and references
In this assessment you may use contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Midwives.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial
- You may write in the first-person perspective.
- Use professional and academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of each post to the last word of the post. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
- We recommend that you access your discipline specific library guide: Midwifery Resource Guide.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your posts via the unit Moodle discussion forum in the corresponding week's thread.
Assessment Due Dates: Each post will be due on the Monday of the following week.
Week 3 topic due: Monday 30th November 17:00 AEST.
Week 5 topic due: Monday 21st December 17:00 AEST.
Week 7 topic due: Monday 11th January 17:00 AEST.
Final submission: The Unit Coordinator will collate your responses and complete the final submission on your behalf by Friday the 29th of January 2021 17:00 AEST (Week 10).
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 10 Friday (29 Jan 2021) 5:00 pm AEST
Final submission will be completed by the Unit Coordinator.
Week 12 Friday (12 Feb 2021)
Please allow up to two weeks from the due date for the return of marked assessments.
|
Key Criteria |
High Distinction 84.5-100% |
Distinction 74.50-84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.50% |
Fail (content absent) 0% |
|
Comprehension of topic (40%) |
Comprehensively addresses all aspects of the discussion raised by the lecturer with strong linking to the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. (40.00-33.80)
|
Extensively addresses the majority of the aspects for the discussion raised by the lecturer with linking to the weekly online lecture material/course resources and effectively comprehends relevance of content. (33.80-29.80) |
Broadly addresses most aspects of the discussion raised by the lecturer with some linking to the weekly online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. (29.80-25.80) |
Content basically addresses aspects of the discussion raised by the lecturer with minimal linking to the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. (25.80-19.80) |
Content does not address all aspects of the discussion raised by the lecturer with no linking to the weekly online lecture material/course resources Inadequate comprehension of required content. (19.80-0.00) |
Submission is missing most aspects of task. Little evidence of task requirements. (0)
|
|
Critical Thinking (40%) |
Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. (40.00-33.80) |
Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. . (33.80-29.80) |
Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. (29.80-25.80)
|
Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. (25.80-19.80) |
Discussion is poorly developed or absent. No or minimal evidence of critical analysis. (19.80-0.00) |
No critical analysis of topic for discussion evident. (0) |
|
Professionalresponses to other students’ posts (20%) |
Professional, kind and mindful connections are made to other students’ posts throughout the discussion thread. All posts are made by the respective deadline. (20.00-16.90)
|
Mindful connections are made to other students’ posts throughout the discussion thread. All posts are made by the respective deadline. (16.90-14.90) |
Connections are made to other students’ posts in some of the discussion thread. All posts are made by the respective deadline. (14.90-12.90) |
Connections are made to other students’ posts sometimes in the discussion thread. Some posts are made by the respective deadline. (12.90-9.90)
|
Connections are not made to other students’ discussion in many postings. Greater than 50% of posts are not made by the respective deadline. (9.90-0.00) |
No response to other students’ discussions. (0) |
- Explore the 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
MDWF13002
POSTNATAL HEALTH AND WELLBEING
Assessment 2 – Essay
Type: Written Assessment
Due date: 17:00 AEST 8/01/2021 (Week 7)
Weighting: 30%
Length: 1500 words
Unit Coordinator: Jane Menke
Learning Outcomes Assessed
1. Explore the physiological needs of the mother and baby during the postnatal period.
2. Analyse the needs of the woman and her significant other during the postnatal period.
4. Critique current research in the provision of postnatal midwifery care.
Aim
The aim of this assessment is to enhance your understanding of postnatal health and wellbeing, in particular depression (PND) and psychosis.
Instructions
You are to write an essay on the topic of ‘Postnatal Depression (PND) and Psychosis’. Women can experience PND within days to weeks of giving birth. PND 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 for 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 and Analyse current research to provide a critical review of current best practice on the diagnosis and multidisciplinary treatment of PND and psychosis.
- Outline and provide evidence-based strategies on how the midwife will support the woman who is undergoing treatment for PND, as well as her significant other, to assist with the transition to parenthood. Include in your discussion care for the infant when the mother is hospitalised for PND.
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Midwives.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Write in the third-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
- We recommend that you access your discipline specific library guide: Midwifery Resource Guide.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 7 Friday (8 Jan 2021) 5:00 pm AEST
Please submit to the assessment upload submission zone on the Moodle unit page.
Week 9 Friday (22 Jan 2021)
Please allow for up to 2 weeks post the due date for the return of marked assessments.
|
Key Criteria |
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
Fail (content absent) 0% |
|
Completion of required task (10%) |
Exemplary effort. Professional approach with no or very minor gaps. Attention to detail is without fault and all requirements of task have been met. (8.5-10) |
Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps. (7.5-8.4) |
Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (6.5-7.4) |
Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (5-6.4) |
Submission is missing aspects of task or task requirements have been misunderstood. (<5) |
Submission is missing most aspects of task. Little evidence of task requirements. (0)
|
|
Conclusion of discussion (10%) |
Conclusion clearly connects all aspects of the discussion. (8.5-10) |
Conclusion mostly connects all aspects of the discussion. (7.5-8.4) |
Conclusion connects some (but misses others) aspects of the discussion. 6.5-7.4) |
Although there are gaps, there are sufficient connections to aspects of the discussion. (5-6.4) |
There are little or no connections between aspects of discussion. (<5) |
No conclusion. (0)
|
|
Discussion of the symptoms and contributing risk factors for PND, including physiological, emotional and social changes that contribute to PND. Differentiate PND from postnatal psychosis and the baby blues. (30%) |
Discussion logically assimilates evidence from multiple diverse areas to explain all aspects of PND. (25.5-30) |
Discussion logically assimilates evidence from multiple areas to explain all aspects of PND. (22.4-25.4) |
Discussion assimilates some evidence from areas to explain some aspects of PND. (19.4-22.3) |
Discussion identifies and assimilates sufficient evidence from areas to explain some aspects of PND. (15 - 19.3) |
Discussion presents poorly conceived and insufficient evidence to explain any aspects of PND (<15) |
No discussion present. (0) |
|
Discussion provides a critical review of current best practice on the diagnosis and multidisciplinary treatment of PND and psychosis (30%) |
Midwifery knowledge has been applied correctly in analysis. Expressed succinctly and with clarity showing linkages with current best practice and concepts learned in the unit. (25.5-30) |
Midwifery knowledge has been applied in analysis with only minor misunderstandings. Expressed with clarity using some linkages with current best practice and concepts learned in the unit. (22.4-25.4) |
Midwifery knowledge has been applied in analysis with only minor misunderstandings. Is mostly clear as they relate to current best practice and concepts learned in the unit. (19.4-22.3) |
Midwifery knowledge is used in only some areas. Illustrates satisfactory comprehension but has some misunderstanding as they relate to current best practice and concepts learned in the unit and/or it may lack some detail. (15-19.3) |
Midwifery knowledge is insufficiently used, and/or is incorrectly applied. Illustrates unsatisfactory comprehension and has little to no relationship to current best practice and concepts learned in the unit and/or is lacking greatly in detail. (<15) |
Midwifery knowledge and skills are not present in review of current best practice. Inadequate linkages with concepts learned in the unit. (0) |
|
Lessons learned through assessment: midwifery care of the woman and family experiencing PND (10%) |
At least four examples of specific evidence-based midwifery care, for the woman and family experiencing PND. (8.5-10) |
At least three examples of specific evidence-based midwifery care, for the woman and family experiencing PND. (7.5-8.4) |
At least two examples of specific evidence-based midwifery care, for the woman and family experiencing PND. (6.5 – 7.4) |
At least one example of specific evidence-based midwifery care, for the woman and family experiencing PND. (5-6.4) |
The example of midwifery care, for the woman and family experiencing PND, was not relevant. (<5) |
No example of specific evidence-based midwifery care, for the woman and family experiencing PND. (0) |
|
Ability to write and present effectively (10%) |
Exemplary writing standard. Correct grammar, spelling and punctuation. Uses appropriate writing and referencing styles. No mistakes evident. (8.5-10) |
Quality of writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. (7.5-8.4) |
Quality of writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. (6.5-7.4) |
Quality of writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. (5-6.4) |
Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. (<5) |
Little to no meaningful writing. (0) |
- Explore the 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
MDWF13002
POSTNATAL HEALTH AND WELLBEING
Assessment 3 – Written Assignment
Type: Essay
Due date: 17:00 AEST 5/02/2021 (Week 11)
Weighting: 40%
Length: 2000 words
Unit Coordinator: Jane Menke
Learning Outcomes Assessed
1. Explore the physiological needs of the mother and baby during the postnatal period.
3. Demonstrate primary health care principles in relation to breast feeding and family planning.
4. Critique current research in the provision of postnatal midwifery care.
Instructions
You are required to write an essay on the topic of: ‘Family planning and contraception and the role of the midwife in providing access to accurate information regarding the basic human right to plan a family’.
The United Nations Population Fund (2010, p.6), states that “the aim of family-planning programmes must be to enable couples and individuals to decide freely and responsibly the number and spacing of their children and to have the information and means to do so and to ensure informed choices and make available a full range of safe and effective methods”
Your essay will be based on the following case study:
You are caring for Krystal a 19yr old Primigravida woman who has given birth to her first child, Bella. This was an unplanned pregnancy. Krystal and her boyfriend Jake are both interested in controlling their fertility. Krystal and Jake are both students at university and have limited finances. Krystal has a strong desire to breastfeed Bella to one year of age.
Using a midwifery perspective, you are required to:
- Describe the various methods, actions and types of contraception currently available including short acting and long acting, reversible, hormonal, natural, barrier, emergency contraception, and sterilisation.
- Explore the current evidence around 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.
- Formulate and discuss the family planning advice and suitable contraceptive options the midwife can provide to this couple (remembering that Krystal plans to breastfeed for at least one year).
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Midwives.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Write in the third-person perspective
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
- We recommend that you access your discipline specific library guide: Midwifery Resource Guide.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Reference:
United Nations Population Fund. (2010). The Right to Contraceptive Information and Services for Women and Adolescents. http://www.unfpa.org/sites/default/files/resource-pdf/Contraception.pdf
Week 11 Friday (5 Feb 2021) 5:00 pm AEST
Please submit to the assessment upload submission zone on the Moodle unit page.
Exam Week Friday (19 Feb 2021)
Please allow up to 2 weeks post the due date for the return of marked assessments.
|
Key Criteria |
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
Fail (content absent) 0% |
|
Completion of required task (10%) |
Exemplary effort. Professional approach with no or very minor gaps. Attention to detail is without fault and all requirements of task have been met. (8.5-10) |
Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps. (7.5-8.4) |
Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (6.5-7.4) |
Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (5-6.4) |
Submission is missing aspects of task or task requirements have been misunderstood. (<5) |
Submission is missing most aspects of task. Little evidence of task requirements. (0)
|
|
Conclusion of discussion (10%) |
Conclusion clearly connects all aspects of the discussion. (8.5-10) |
Conclusion mostly connects all aspects of the discussion. (7.5-8.4) |
Conclusion connects some (but misses other) aspects of the discussion. 6.5-7.4) |
Although there are gaps, there are sufficient connections to aspects of the discussion. (5-6.4) |
There are little or no connections between aspects of discussion. (<5) |
No conclusion. (0)
|
|
Analysis of contraception currently available (30%) |
Analysis logically assimilates evidence from multiple diverse areas to describe contraception currently available (25.5-30) |
Analysis logically assimilates evidence from multiple areas to describe contraception currently available (22.4-25.4) |
Analysis assimilates some evidence from areas to describe contraception currently available (19.4-22.3) |
Analysis identifies and assimilates sufficient evidence to describe contraception currently available. (15 - 19.3) |
Analysis presents a poorly conceived and insufficient evidence to describe contraception currently available. (<15) |
No analysis present. (0) |
|
Analysis of current evidence around 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. (30%) |
Midwifery knowledge has been applied correctly in analysis. Expressed succinctly and with clarity showing linkages with concepts learned in the unit. (25.5-30) |
Midwifery knowledge has been applied in analysis with only minor misunderstandings. Expressed with clarity using some linkages with concepts learned in the unit. (22.4-25.4) |
Midwifery knowledge has been applied in analysis with only minor misunderstandings. Is mostly clear as they relate to concepts learned in the unit. (19.4-22.3) |
Midwifery knowledge is used in only some areas, with some misunderstandings. Illustrates satisfactory comprehension as they relate to concepts learned in the unit and/or it may lack some detail. (15-19.3) |
Midwifery knowledge is insufficiently used, and/or is incorrectly applied to the analysis. Illustrates unsatisfactory comprehension and has little to no relationship to concepts learned in the unit and/or is lacking greatly in detail. (<15) |
Midwifery knowledge is not present in analysis of benefits of family planning. Inadequate linkages with concepts learned in the unit. (0) |
|
Lessons learned through assessment: formulation of specific family planning/contraceptive advice for the couple in case study (10%) |
At least four specific options of family planning/contraceptive advice included in plan,arising from engagement with the assessment. (8.5-10) |
At least three specific options of family planning/contraceptive advice suggested, arising from engagement with the assessment. (7.5-8.4) |
At least two specific options of family planning/contraceptive advice suggested, arising from engagement with the assessment. (6.5 – 7.4) |
At least one specific option of family planning/contraceptive advice suggested, arising from engagement with the assessment. (5-6.4) |
The specific option of family planning/ contraceptive advice suggested arising from engagement with the assessment was not relevant. (<5) |
No specific option of family planning/ contraceptive advice suggested arising from engagement with the assessment. (0) |
|
Ability to write and present effectively (10%) |
Exemplary writing standard. Correct grammar, spelling and punctuation. Uses appropriate writing and referencing styles. No mistakes evident. (8.5-10) |
Quality of writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. (7.5-8.4) |
Quality of writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. (6.5-7.4) |
Quality of writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. (5-6.4) |
Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. (<5) |
Little to no meaningful writing. (0) |
- Explore the 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?
