Overview
This clinical placement unit is the third of four that provides you with midwifery clinical experience. You will be able to apply your knowledge of the physiological needs of the mother and baby in their adaption to the post-natal period. An emphasis will be placed on the psychosocial adaption of the mother and significant other in bonding with their newborn infant. You will follow the principles of primary health care in providing education, specifically in relation to breast feeding and family planning. This unit is to be studied in conjunction with Postnatal Health and Wellbeing.
Details
Pre-requisites or Co-requisites
Co-req MDWF13002 Postnatal Health and Wellbeing Pre-Req MDWF12005 Foundations of Midwifery 2 MDWF12006 Midwifery Practice 2
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 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.
- Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
- Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
- Assist with the transition of the mother and her significant other to becoming parents.
- Reflect on clinical learning and midwifery practice in relation to the adaption of the mother, significant other and baby in the postnatal period.
- Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) requirements.
NMBA Midwife Standards for Practice
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 4: Undertakes comprehensive assessments.
Standard 5: Develops plans for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 40% | |||||
| 2 - Written Assessment - 60% | |||||
| 3 - Professional Practice Placement - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Portfolio - 40% | ||||||||||
| 2 - Written Assessment - 60% | ||||||||||
| 3 - Professional Practice Placement - 0% | ||||||||||
Textbooks
Myles textbook for Midwives
Edition: 16th Ed (2014)
Authors: Marshall, J & Raynor, M.
Churchill Livingstone
London London , England
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
b.ferguson@cqu.edu.au
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Assessment Two: Written Essay Due: Week 10 Friday (26 Jan 2018) 11:45 pm AEST
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Ongoing clinical placement
Portfolio: Reflective Journal due week 14 (23 Feb 2018) 11:45 PM AEST
Assessment 3: Clinical Hours & Competency Assessment wk 14 (23 Feb 2018)
Portfolio: Ongoing Reflective Journal Due: Exam Week Friday (16 Feb 2018) 11:45 pm AEST
Assessment 3: Clinical Hours and Skills & Competency Assessment Tool. Due: Exam Week Friday (16 Feb 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Portfolio: Ongoing Reflective Journal Due: Exam Week Friday (16 Feb 2018) 11:45 pm AEST
Assessment 3: Clinical Hours and Skills & Competency Assessment Tool. Due: Exam Week Friday (16 Feb 2018) 11:45 pm AEST
1 Portfolio
Reflective practice is listed as one of the key domains that make up the National Competency Standards for the Midwife. It is through reflective processes that both students and
registered midwives can identify and explore diverse values, beliefs, learning needs and sociocultural structures. To facilitate your reflective skill development you are required to complete a
reflective piece of writing for each of the three (3) recruited 'continuity of care experience' women you recruited in term 2, and the four (4) newly recruited women in term 3.
Overview of Reflective Journal Writing:
A reflective journal is a way of thinking in a critical and analytical way about your clinical experience. It involves looking at a situation, assessing what you have learnt from it, what you could have
done differently, realising new approaches to your care and ultimately, how you felt about the whole experience. As a student midwife it shows how different aspects of your work interconnect and
can be very useful for identifying gaps in knowledge and ethical dilemmas or situations that need further thought.
Understanding your feelings is a vital skill for reflective writing, and studying midwifery involves being exposed to a lot of new situations - doing your first antenatal booking; helping a woman with
breastfeeding support; witnessing a birth - which can bring new reactions to the surface. It's important to comprehend what you feel, why you feel that way and to then learn from it, as failing to
reflect can lead to poor insight and therefore poor performance in practice (Hays & Gay, 2011).
*Reflective writing is more personal than other kinds of academic writing and is an exploration of events not just a description of them.
Reflective Journal Requirements:
(Refer to the provided Reflective Journal Template and the Two Reflective Journal examples)
How to structure reflective writing
It can be useful to use a reflective model, or series of questions, which will help you look at the whole event from many different angles (Macdonald, 2011; Driscoll, 1994; Benner, 1984). The
Driscoll model has a very simple 'what', 'so what' and 'now what' model, which is easy to remember and write up. There are three common reflective writing models that you may choose to follow
when writing reflectively: Van Manen, Gibbs and Durgahee (Giminez, 2011). The models all involve thinking systematically about the phases of an activity, using headings including: description,
feelings, evaluation, analysis, conclusion and action plan. These theoretical frameworks provide a starting point for the critical skills that all student midwives should develop by the end of their
educational program.
Example:
1. Description: (don't make this too long - refer to the provided template)
What is it? What happened? Why am I talking about it?
2. Interpretation: What is important and relevant? Look through your description and try to find words or phrases that require further exploration. Include the rationale for what was done or
why it was done. Where there is controversy about what was done or found, provide the rationale and sources of evidence for both sides of the argument. How can it be explored and explained
using contemporary theories.
3. Outcome: What have I learned from this? How will it influence my future work?
Above all, enjoy writing the journal - it is about you and your reflection and your development as a clinical midwife!
Exam Week Friday (16 Feb 2018) 11:45 pm AEST
Week 14 (23 Feb 2018) 11:45 PM AEST
Exam Week Friday (16 Feb 2018)
Approximately 3 after submission
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HD |
D |
C |
P |
F |
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Structure (10%) |
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Excellent presentation of portfolio. Reflective journals set out as per template. Consistently accurate with spelling, grammar and paragraph structure. (10%) |
Well-presented portfolio, Reflective journals set out as per template. 1 or 2 errors spelling, grammar and paragraph structure. |
Well-presented portfolio. Reflective journals set out as per provided template. 3 or 4 consistent errors with spelling, grammar and paragraph structure. |
Well-presented portfolio, reflective journals set out per provided template. 2 or 3 inconsistent errors with spelling, grammar and paragraph structure |
Poorly presented journal. Provided template not utilised. Many inaccuracies with spelling, grammar and paragraph structure (> 5 errors). |
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Approach & Argument (90%) As per template. |
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Comprehensive critical and analytical reflective journals that explore and identify gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome –what was learnt (45 %) (Learning Outcome 1-4) |
Insightful and well- developed reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt |
Provides logical and broadly reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt |
Disjointed reflective journals that explores and identify some gaps in knowledge. Each reflective journal provides some of the following: - A description - An Interpretation - An outcome – what was learnt |
Inadequate reflective journals that do not explore or identify gaps in knowledge. The following have not been included: - A description - An Interpretation - An outcome –what was learnt |
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7 Comprehensive reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits (45%) (Learning Outcome 1 - 4) |
7 Well-developed reflective journals that include a minimum of : - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits |
7 reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits |
7 disjointed reflective journals that include some of the following: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits |
7 or less inadequate reflective journals that have not met the minimum requirements of: - 4 antenatal visits - +/- the labour (Intrapartum Visits) - 2 postnatal visits |
- Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
- Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
- Assist with the transition of the mother and her significant other to becoming parents.
- Reflect on clinical learning and midwifery practice in relation to the adaption of the mother, significant other and baby in the postnatal period.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Task Description:
Written Essay 3000 words +/- 10%
Objectives: This assessment item relates to learning outcomes one (1), two (2) and three (3).
You are required to write an essay on the topic of: ‘Adaptation of the newborn to extrauterine life’
Your essay will encompass the following neonatal transitions:
Breathing & Circulation: Foetal Circulation, Neonatal Circulation
Neonatal energy metabolization
Neonatal thermal regulation
Using a midwifery perspective and current literature you are required to:
Describe the initial neonatal physiological adaptations, as listed above, which occur in the newborn from the time of birth through the first days of life.
Critically analyze the benefits of skin to skin and kangaroo mother care in supporting the neonate’s physiological transition to extrauterine life. Include in your discussion the benefits of skin to skin on the mother’s physical and emotional transition to the non-pregnant state.
Outline how the midwife will educate the woman and her partner to promote skin to skin and kangaroo mother care from the time of birth and throughout the postnatal period.
Week 10 Friday (26 Jan 2018) 11:45 pm AEST
Week 10 (26 Jan 2018) 11:45 PM AEST
Review/Exam Week Friday (16 Feb 2018)
Week 13 (16 Feb 2018). Approximately 3 weeks after submission.
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Structure
(15%) |
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Clear and succinct introduction that introduces
the topic and outlines the direction of the paper. (5%) |
Clear and appropriate introduction that
introduces the topic and outlines the direction of the paper |
Appropriate introduction that introduces the
topic and outlines the direction of the paper |
Introduction is apparent and the topic is
introduced but there is not clear direction to the paper |
No recognisable introduction-the topic is not
introduced and/or there is no direction of the paper |
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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 |
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Excellent presentation of assignment,
double spaced with 12 point font. Consistently accurate with spelling, grammar
and paragraph structure. (5%) |
Well-presented assignment, double spaced with
12 point font. 1 or 2 errors spelling, grammar and paragraph
structure. |
Well-presented assignment, double spaced with
12 point font. 3 or 4 consistent errors with spelling, grammar
and paragraph structure. |
Well-presented assignment, double spaced with
12 point font. 3 or 4 inconsistent errors with spelling,
grammar and paragraph structure |
Poorly presented assignment. Double spacing not
used. 12 point font not used. Many inaccuracies with spelling, grammar
and paragraph structure. (> 5 errors). |
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Approach & Argument (75%) |
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Content is clearly relevant to the topic, the
approach comprehensively addresses the essay task and the argument proceeds
logically and is within the set word limit.
(10%) |
Content is relevant to the topic, the approach
clearly addresses the essay task and the argument proceeds logically and is
within the set word limit |
Content is appropriate and addresses the essay
task for the most part proceeds logically and is within the set word limit |
Content addresses the essay task but, 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 addresses
the essay task and lacks cohesion. The word limit has not been adhered to,
the word limit is well over or under the 10% allowance |
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An articulate and comprehensive analysis and
description of the neonatal physiological adaptations of extra uterine life from the time of
birth through to the first days of life (35 %) |
Insightful
and well-developed analysis and description of the neonatal physiological adaptations of
extra uterine life
from the time of birth through to the first days of life |
A logical discussion that
demonstrates competent description of the neonatal physiological adaptations of extra uterine life from the time of
birth through to the first days of life |
A
disjointed discussion that demonstrates a limited description of the neonatal physiological adaptations of extra uterine life from the time of
birth through to the first days of life |
An inadequate discussion
which demonstrates a poor Description
of the
neonatal physiological adaptations of extra uterine life from the time of
birth through to the first days of life |
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Comprehensive critical analysis of the of the
benefits of skin to skin and kangaroo mother care upon the neonatal
transition to extra uterine life and maternal transition to the postnatal
non-pregnant state (20%) |
Well-developed critical analysis of the benefits of
skin to skin and kangaroo mother care upon the neonatal transition to extra
uterine life and maternal transition to the postnatal non-pregnant state |
Broad
analysis of the benefits of
skin to skin and kangaroo mother care upon the neonatal transition to extra
uterine life and maternal transition to the postnatal non-pregnant state |
Minimal analysis and disjointed discussion of the
benefits of skin to skin and kangaroo mother care upon the neonatal
transition to extra uterine life and maternal transition to the postnatal
non-pregnant state |
Inadequate analysis of the benefits of skin to skin and kangaroo
mother care upon the neonatal transition to extra uterine life and maternal
transition to the postnatal non-pregnant state |
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Clear,
coherent outline
of how the midwife will educate the mother and her partner to promote and
support skin to skin and kangaroo mother care from the time of birth and
throughout the postnatal period (10%) |
A
clear and relevant outline
of how the midwife will educate the mother and her partner to promote and
support skin to skin and kangaroo mother care from the time of birth and
throughout the postnatal period |
A
logical outline
of how the midwife will educate the mother and her partner to promote and
support skin to skin and kangaroo mother care from the time of birth and
throughout the postnatal period |
Satisfactory
outline
of how the midwife will educate the mother and her partner to promote and
support skin to skin and kangaroo mother care from the time of birth and
throughout the postnatal period |
Poor
understanding of the topic. Content does not outline how the midwife will educate
the mother and her partner to promote and support skin to skin and kangaroo
mother care from the time of birth and throughout the postnatal period |
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Referencing (10%) |
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Consistently integrates up-to-date references
to support and reflect all ideas, factual information and
quotations. (5%) |
Generally integrates up-to-date references to
support and reflect ideas, factual information and quotations, with 1 or
2 exceptions |
Frequently integrates up-to-date references to
support and reflect ideas, factual information and quotations, with 3 or
4 exceptions |
Occasionally integrates up-to-date references
to support and reflect ideas, factual information and quotations, with 5 or 6
exceptions |
Fails to or infrequent attempts (>7 errors)
to integrate up-to-date references to support and reflect ideas, factual
information and quotations |
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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. |
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- Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
- Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
- Assist with the transition of the mother and her significant other to becoming parents.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
3 Professional Practice Placement
Assessment 3: Clinical Placement: Pass/Fail
Objectives:
This assessment item relates to learning outcomes one (1), two (2) three (3), four (4) and five (5).
Minimal clinical practice experience of 224 hours is required by completion of this course. This clinical experience will allow you to consolidate knowledge and skills acquired throughout the term and enable you to draw distinction in your scope of practice between normal and complex midwifery care. You are required to meet the clinical requirements listed below and these requirements need to be documented within your Student Clinical Experience Record Book.
You are expected to work towards minimal clinical requirements and they include:
1. Recruit four (4) 'Continuity of Care' (CoC) experience women, and add this to your reflective journals, that can be found on the Bachelor of Midwifery Meta page.
2. Complete three (3) CoC experiences from term 2 2017.
3. Competency Performance Assessment
4. Complete 224 hours of clinical practice experience plus continuity of care hours (10-20 in total per woman recruited)
The required clinical experience will be reviewed by the midwifery educator/manager in conjunction with the course coordinator.
Weighting 0% - Pass/Fail
Exam Week Friday (16 Feb 2018) 11:45 pm AEST
Exam week (23 Feb 2018) 11:45 PM AEST
Exam Week Friday (16 Feb 2018)
Approximately three week after submission
This is a pass/ fail assessment item and therefore no marking rubric is applied to this assessment item.
- Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
- Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
- Assist with the transition of the mother and her significant other to becoming parents.
- Reflect on clinical learning and midwifery practice in relation to the adaption of the mother, significant other and baby in the postnatal period.
- Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- 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?
