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 - 2021
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 SUTE feedback
The support provided to assist us through this course.
To ensure that students are provided with prompt responses to their communication.
Feedback from SUTE feedback
Good resources available.
To continue to ensure that resources are relevant and easily accessible for students.
Feedback from SUTE feedback
Maybe the assignment tasks needed to be outlined clearer as it was difficult at times to determine exactly what the assignment criteria was.
To ensure that all future assessment task outlines and accompanying rubrics are clear and easy to understand.
- 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: 17th ed. (2020)
Authors: Marshall, J. & Raynor, M.
Elsevier
Sydney Sydney , NSW , Australia
ISBN: 9780702076428
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer - ability to access study materials, including instructional videos and scan and upload assessment.
- Camera and microphone for attending Zoom tutorials
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.
b.ferguson@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.) or
Chapter 28 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings.
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.)
See the e-reading list for further readings.
Events and Submissions/Topic
Module/Topic
Breastfeeding Part 1
Chapter
Chapter 30 in Midwifery Preparation for Practice (4th ed.)
Chapter 34 in Myles Textbook for Midwives (16th ed.) or
Chapter 37 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings.
Events and Submissions/Topic
Week Three: your first online blog and response are due Friday the 26th of November by 23:45 Hrs. AEST.
Module/Topic
Breastfeeding Part 2
Chapter
Chapter 30 in Midwifery Preparation for Practice (4th ed.)
Chapter 34 in Myles Textbook for Midwives (16th ed.) or
Chapter 27 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Postnatal Mental Health
Chapter
Chapter 25 in Myles Textbook for Midwives (16th ed.) or
Chapter 30 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings
Events and Submissions/Topic
Week Five: your second online blog and response are due Friday the 17th of December by 23:45 Hrs. AEST.
Module/Topic
Family Planning & Contraception
Chapter
Chapter 32 in Midwifery Preparation for Practice (4th ed.)
See the e-reading list for further readings
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Complications in the Puerperium
Chapter
Chapter 39 in Midwifery Preparation for Practice (4th ed.)
Chapter 24 in Myles Textbook for Midwives (16th ed.) or
Chapter 29 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings.
Events and Submissions/Topic
Week Seven: your third online blog and response are due Friday the 7th of January by 23:45 Hrs. AEST.
Module/Topic
The Healthy Newborn
Chapter
Chapter 29 in Midwifery Preparation for Practice (4th ed.)
Chapter 28 in Myles Textbook for Midwives (16th ed.) or
Chapter 23 in Myles Textbook for Midwives (17th ed.)
See e-reading list
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 (16th ed.) or
Chapter 33 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings
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 (16th ed.) or
Chapter 37 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings
Events and Submissions/Topic
Module/Topic
Infant feeding
Chapter
Chapter 34 in Myles Textbook for Midwives (16th ed.) or
Chapter 27 in Myles Textbook for Midwives (17th ed.)
See the e-reading list for further readings
Events and Submissions/Topic
Module/Topic
MDWF13002 Subject Summary
Chapter
See the e-reading list.
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. The CQU library does not hold an e-copy of the 17th ed. of Myles Textbook for Midwives. The e-reading list contains the weekly required readings from the 16th ed. and the page numbers from the 17th ed for those students who have purchased the latest edition. Students are not required to read both versions.
1 Group Discussion
Assessment 1– Online Discussion
Type: Online blogs/posts in a discussion thread via the Unit discussion forum.
Due date: Time (18:00) 28/01/2022 (Week 10)
Weighting: 20%
Length: 350-450 words per post
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
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 breastfeeding and family planning.
The aim of this assessment is:
The aim of this assessment is for you to demonstrate your understanding of the postnatal health and wellbeing of women and families who are under your care. You will gain greater understanding of the physiological and psychological adaptation to parenthood undergone by women and their families and your role as a midwife, caring for postnatal women.
Instructions
You are required to participate in an online group discussion via the Moodle discussion forum. The online activities will require you to participate in a group discussion on 3 set weeks over the term posted by your Unit Coordinator on topics from your study guide. Marks will be awarded as per the marking rubric. Give your professional opinion and write a discussion, using professional and academic dialogue that is supported by evidence.
The Online Discussion will occur on weeks 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.
• Your contribution to the online group discussion is to add to your own knowledge and that of your student peers. Simply stating 'yes I agree with previous statements' will not contribute to the discussion.
Please note each topic will be posted 1 week in advance to provide you with adequate time to respond to the topic and other students.The weekly topics are as follows:
Week 3 Topic: Does your midwifery clinical placement facility hold a Baby Friendly Hospital Initiative accreditation? Critically reflect on breastfeeding rates at your hospital and discuss what are some of the barriers and facilitators to breastfeeding? Does the breastfeeding education and practices observed at your placement setting reflect the Ten Steps to Successful Breastfeeding? Explain what and how this is done to support the mother/infant breastfeeding dyad.
Week 5 Topic: Postnatal depression and post birth emotional distress are increasing. From your review the COPE Perinatal Mental Health Guideline in the Week 5 resources.
• Describe some factors that place women at risk of postpartum emotional distress and/or depression?
• What are some signs and symptoms a midwife would observe in a woman experiencing postnatal depression?
• Briefly describe best practice in maternity care to specifically prevent or treat emotional distress, and depressive and anxiety disorders for postpartum women considering the care of the partner and infant in your response.
Week 7 Topic: What clinical signs may be observed and investigations may be performed for a woman suspected of puerperal sepsis? Identify some abnormal maternal clinical symptoms and link this to potential causes of the sepsis. How might this be treated?
Length of Post/Discussion: 350-450 words per weekly discussion: total word count 1050 to 1350 words.
Your contribution to the online group discussion is to add to the designated topics and 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' is not considered to be contributing to the discussion. If you are citing from other work/s in your post, 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 five 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 blog/post to the last word of the blog/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 blogs/posts via the unit Moodle discussion forum in the corresponding weeks thread.
• Assessment Due Date: Each post will be due on the Friday of that week by 2345hrs AEST and final submission is due Week 10 on Friday the 28th of January 2022 by 18:00 PM AEST.
• Final Submission of the assessment one (all the posts/blogs) will be due: 28th of January 2022 (Week 10).
• The Unit co-ordinator will collate your responses and complete the final submission.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 10 Friday (28 Jan 2022) 6:00 pm AEST
The Unit co-ordinator who will collate your blogs and responses from the online discussion forum and complete the final submission.
Exam Week Friday (18 Feb 2022)
Please allow for up two weeks post the due date for the return of marked assessments.
| Key Criteria | High Distinction 84.5-100% | Distinction 74.50-84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.50% | Fail (content absent) 0% |
| Comprehension of topic (40%) | Comprehensively addresses all aspects of the discussion raised by the lecturer with strong linking to the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. (40.00-33.80) | Extensively addresses the majority of the aspects for the discussion raised by the lecturer with linking to the weekly online lecture material/course resources and effectively comprehends relevance of content. (33.80-29.80) | Broadly addresses most aspects of the discussion raised by the lecturer with some linking to the weekly online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. (29.80-25.80) | Content basically addresses aspects of the discussion raised by the lecturer with minimal linking to the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. (25.80-19.80) | Content does not address all aspects of the discussion raised by the lecturer with no linking to the weekly online lecture material/course resources Inadequate comprehension of required content. (19.80-0.00) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
| Critical Thinking (40%) | Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. (40.00-33.80) | Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. (33.80-29.80) | Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. (29.80-25.80) | Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. (25.80-19.80) | Discussion is poorly developed or absent. No or minimal evidence of critical analysis. (19.80-0.00) | No critical analysis of topic for discussion evident. (0) |
| Professional responses 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
Assessment 2– Written Assignment
Type: Written Assessment
Due date: Time (18:00) 24/12/2021 (Week 6)
Weighting: 40%
Length: 2000 words
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
• 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.
• 4. Critique current research in the provision of postnatal midwifery care.
Instructions
You are to write an essay on the topic of ‘Postnatal Depression (PND)’.
Women can experience postnatal depression within days to weeks of giving birth or anytime within the first year of the infant’s life. Postnatal depression has a devastating impact upon the mother and family and is known as a contributing factor in maternal mortality.
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 and analyse current evidence to provide a review of best practice in the diagnosis and multidisciplinary treatment of postnatal depression and psychosis.
Outline and provide evidenced-based strategies for woman-centred midwifery care of the mother who is undergoing treatment, and her partner to assist with the transition to parenthood and care of the infant. Consider and include multidisciplinary collaboration and community supports for the family.
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 five 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 2.0 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 6 Friday (24 Dec 2021) 6:00 pm AEST
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Week 8 Friday (14 Jan 2022)
Please allow for up two weeks post the due date 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. (5-4.25) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. (4.2-3.75) | Appropriate introduction that introduces the topic and outlines the direction of the paper. (3.7-3.25) | Introduction is apparent and the topic is introduced but there is not clear direction to the paper. (3.2-2.5) | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper. (<2.5) | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5-4.25) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close. (4.2-3.75) | Conclusion outlines most of the main points and brings some sense of closure. (3.7-3.25) | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity. (3.2-2.5) | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. (<2.5) | |
| Excellent presentation of assignment double spaced with 12-point font. Consistently accurate with spelling, grammar and paragraph structure. (5-4.25) | Well-presented assignment double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. (4.2-3.75) | Well-presented assignment double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. (3.7-3.25) | Well-presented assignment double spaced with 12-point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure. (3.2-2.5) | Poorly presented assignment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). (<2.5) | |
| 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. (15-12.75) | Content is relevant to the topic; the approach clearly answers the question and the argument proceeds logically and is within the set word limit. (12.6-11.25) | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit. (11.1-9.75) | 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). (9.6-7.5) | 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. (7.45-0) | |
| 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. (20-17) | 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. (16.8-15) | 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. (14.8-13) | 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. (12.9-10) | 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. (9-0) | |
| Comprehensive review and critical analysis of current research on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. (20-17) | Well-developed review and analysis of current research on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. (16.8-15) | Broad review and analysis of current research on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. (14.8-13) | Minimal and disjointed review and analysis of research on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. (12.9-10) | Inadequate review and analysis of current research on the diagnosis and multidisciplinary treatment of postnatal depression and psychosis. (9-0) | |
| Clear, coherent and woman centered outline of comprehensive midwifery strategies to support the woman and her partner/father of the baby in assisting with the transition to parenthood and provide care for the infant. Comprehensive and broad discussion that includes multidisciplinary healthcare approaches, collaboration and community supports for both inpatient and outpatient care. (20-17) | A clear, relevant and well-developed midwifery strategies for supporting the woman and her partner/father of the baby in assisting with the transition to parenthood and provide care for the infant. Insightful discussion on multidisciplinary healthcare approaches, collaboration and community supports for both inpatient and outpatient care. (16.8-15) | A logical broad outline of general midwifery strategies for supporting the woman and her partner/father of the baby to assist the transition to parenthood and provide care for the infant. Discussion broadly includes multidisciplinary healthcare approaches, collaboration and community supports for both inpatient and outpatient care. (14.8-13) | Satisfactory outline of basic midwifery strategies for supporting the woman and her partner/father of the baby to assist the transition to parenthood and provide care for the infant. Broad and basic discussion on multidisciplinary healthcare approaches, collaboration and community supports for both inpatient and outpatient care. (12.9-10) | Poor understanding of the topic. Content does not outline or provide midwifery strategies for supporting the woman and her partner/father of the baby in assisting with the transition to parenthood and providing care for the infant. No or limited discussion of multidisciplinary healthcare approaches, collaboration and community supports for both inpatient and outpatient care. (9-0) | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5-4.25) | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. (4.2-3.75) | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. (3.7-3.25) | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. (3.2-2.5) | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. (<2.5) | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant websites. (5-4.25) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. (4.2-3.75) | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. (3.7-3.25) | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. (3.2-2.5) | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites not included. (<2.5) | |
- 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
Assessment 3– Written Assignment
Type: Written Assessment
Due date: Time (18:00) 10/01/2022 (Week 8)
Weighting: 40%
Length: 2500 words
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
• 3. Demonstrate primary health care principles in relation to breastfeeding 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. The scope of practice for midwives includes providing unbiased comprehensive information and access to contraception and family planning.
Your essay will be based upon the following case study:
You are caring for Chloe a 29yr old primigravida woman who has given birth to her 1st child, Aaron. This was a planned pregnancy but Chloe and her husband Jacob are interested in controlling fertility as they are both self-employed, continuing their tertiary education and have limited finances. Chloe has a strong desire to breastfeed Aaron to two years of age.
Using a midwifery perspective, you are required to:
Describe: the various methods of contraception currently available such as short and long acting reversible contraceptives and their suitability for breastfeeding mothers and provide discussion on the physiology of lactational amenorrhea.
Explore and analyse 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 for both Chloe and Jacob with consideration to their circumstances as stated in the case study, regarding controlling their fertility.
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 five 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 2.0 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 8 Monday (10 Jan 2022) 6:00 pm AEST
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Week 10 Friday (28 Jan 2022)
Please allow for up to 2 week post the date due for the return of marked assessments.
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5-4.25) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. (4.2-3.75) | Appropriate introduction that introduces the topic and outlines the direction of the paper. (3.7-3.25) | Introduction is apparent and the topic is introduced but there is not clear direction to the paper. (3.2-2.5) | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper. (<2.5) | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5-4.25) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close. (4.2-3.75) | Conclusion outlines most of the main points and brings some sense of closure. (3.7-3.25) | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity. (3.2-2.5) | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper. (<2.5) | |
| Excellent presentation of assignment double spaced with 12-point font. Consistently accurate with spelling, grammar, and paragraph structure. (5-4.25) | Well-presented assignment double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. (4.2-3.75) | Well-presented assignment double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar, and paragraph structure. (3.7-3.25) | Well-presented assignment double spaced with 12-point font. 3 or 4 inconsistent errors with spelling, grammar, and paragraph structure. (3.2-2.5) | Poorly presented assignment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar, and paragraph structure. (> 5 errors). (<2.5) | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic; the approach comprehensively answers the question, and the argument proceeds logically and is within the set word limit. (10-8.5) | Content is relevant to the topic; the approach clearly answers the question, and the argument proceeds logically and is within the set word limit. (8.4-7.5) | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit. (7.4-6.6) | 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). (6.4-5) | 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. (4.9-0) | |
| An articulate and comprehensive discussion on the various methods of contraception currently available such as short acting and long-acting reversible contraceptives and their suitability for breastfeeding mothers and provide discussion on the physiology of lactational amenorrhea. (30-25.5) | Insightful and well-developed discussion on the various methods of contraception currently available such as short acting and long-acting reversible contraceptives and their suitability for breastfeeding mothers and provide discussion on the physiology of lactational amenorrhea. (25.2-22.5) | A logical discussion that demonstrates competent discussion on the various methods of contraception currently available such as short acting and long-acting reversible contraceptives and their suitability for breastfeeding mothers and provide discussion on the physiology of lactational amenorrhea. (22.2-19.5) | A disjointed discussion that demonstrates a limited discussion on the various methods of contraception currently available such as short acting and long-acting reversible contraceptives and their suitability for breastfeeding mothers and provide discussion on the physiology of lactational amenorrhea. (19.2-15) | An inadequate and poor discussion on the various methods of contraception currently available such as short acting and long acting reversible contraceptives and their suitability for breastfeeding mothers and provide discussion on the physiology of lactational amenorrhea. (14.7-0) | |
| Comprehensive explanation of the benefits of family planning and contraception for women, their children and family, and society at large. Discussion relates to the case study. (20-17) | Well-developed explanation of the benefits of family planning and contraception for women, their children and family, and society at large. Discussion relates to the case study. (16.8-15) | Broad explanation of the benefits of family planning and contraception for women, their children and family, and society at large. Discussion relates to the case study. (14.8-13) | Minimal analysis and disjointed explanation of the benefits of family planning and contraception for women, their children and family, and society at large. Discussion relates to the case study. (12.9-10) | Inadequate explanation of the benefits of family planning and contraception for women, their children and family, and society at large. Discussion relates to the case study. (9-0) | |
| Clear, comprehensive, coherent outline of the family planning advice and suitable contraceptive options the midwife will provide to both Chloe and Jacob regarding their circumstances. (15-12.75) | An insightful and relevant outline of the family planning advice and suitable contraceptive options the midwife will provide to both Chloe and Jacob regarding their circumstances. (12.6-11.25) | A logical outline of the family planning advice and suitable contraceptive options the midwife will provide to both Chloe and Jacob regarding their circumstances. (11.1-9.75) | Satisfactory outline of the family planning advice and suitable contraceptive options the midwife will provide to both Chloe and Jacob regarding their circumstances. (9.6-7.5) | Poor understanding of the topic. Content s limited or does not outline the family planning advice and suitable contraceptive options the midwife will provide to both Chloe and Jacob and does not regard their circumstances. (7.45-0) | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5-4.25) | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. (4.2-3.75) | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. (3.7-3.25) | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. (3.2-2.5) | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. (<2.5) | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant websites. (5-4.25) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. (4.2-3.75) | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. (3.7-3.25) | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. (3.2-2.5) | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites not included. (<2.5) | |
- 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?
