1 Portfolio
Assessment 1 – Reflective Portfolio
Type: Written assessment: ongoing reflective journal
Due date: 18/02/2022 (Week 13) 18:00 hrs AEST
Weighting: 40%
Length: N/A. Each journal entry should be approximately 400 words however labour and birth reflections can be longer.
Unit Coordinator: Rachel Bennett
Learning Outcomes:
1. Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
2. Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
3. Reflect on clinical learning and midwifery practice in relation to the adaptation of the mother, significant other and baby in the postnatal period.
4. Reflect on clinical learning and midwifery practice in relation to the adaptation of the mother, significant other and baby in the postnatal period.
Aim
Reflective practice is a key element contributing to the NMBA Midwife Standards for Practice. Through reflective processes 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) 'continuity of care experience' women you recruited in term 2 who will birth in term 3, and the four (4) newly recruited women in term 3 who will birth in term 4.
Overview: by the end of term 3 you will have submitted a minimum of 10 journals in total:
Term 1: 3 journals
Term 2: 3 journals
Term 3: 4 recruited women due to birth in term 4.
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 many 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.
Instructions: Reflective Journal Requirements
Refer to the provided Reflective Journal Template and the Two Reflective Journal examples.
Journal entries are your written reflections of face to face episodes of care with the recruited Continuity of Care woman. Phone calls, emails, text messages or any other form of communication other than face to face contact is not acceptable.
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, 2019). 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: (do not 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!
Literature and References
In this assessment you may use contemporary references (<5 years) to support your reflective writing. 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
• Each CoC woman must have their own individual journal in Word Doc. format and be uploaded as an individual file to the Bachelor of Midwifery Meta page.
• Each journal entry in the portfolio must adhere to the template provided on the Midwifery Practice 3 Moodle page.
• Each CoC woman must be de-identified within the journal.
· 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).
· Include page numbers on each page in a footer.
· You may write in the first-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 must use unit provided journal templates and other credible sources of information (e.g. journal articles, books) to reference your discussion. 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 Bachelor of Midwifery Meta 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.
References
Benner, P. (1984). From novice to expert. Menlo Park.
Driscoll, J. (1994). Reflective practice for practise. Sr Nurse, 14(1), 47-50.
Gimenez, J. (2019). Writing for Nursing and Midwifery Students: Springer Nature.
Hays, R., & Gay, S. (2011). Reflection or ‘pre-reflection’: what are we actually measuring in reflective practice? Medical Education, 45(2), 116-118. doi:10.1111/j.1365-2923.2010.03813.x
Macdonald, J., & Poniatowska, B. (2011). Designing the professional development of staff for teaching online: an OU (UK) case study. Distance Education, 32(1), 119-134. doi:10.1080/01587919.2011.565481
Exam Week Friday (18 Feb 2022) 6:00 pm AEST
Please submit completed portfolios to the Bachelor of Midwifery (graduate entry) meta page.
Please allow for up to 2 weeks post the due date for the return of marked assessments.
| HD 85-100% | D 75-84% | C 74-65% | P 64-50% | F 49-0% |
| Structure (10%) | ||||
| 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 spelling, grammar, or paragraph structure errors. | Well-presented portfolio. Reflective journals set out as per provided template. 2 or 3 consistent spelling, grammar, or paragraph structure errors. | Adequately presented portfolio, reflective journals set out per provided template. 4 or 5 inconsistent spelling, grammar, or paragraph structure errors. | Poorly presented journal. Provided template not utilised. Many inaccuracies with spelling, grammar and paragraph structure (> 5 errors). |
| Approach & Argument (90%) As per template. | ||||
| 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 learned (45 %) | 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 learned | 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 learned | Disjointed reflective journals that explore and identify some gaps in knowledge. Each reflective journal provides some of the following: - A description - An interpretation - An outcome – what was learned | 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 learned |
| 10 comprehensive reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits - Face to face visits (45%) | 10 well-developed reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits - Face to face visits | 10 reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits - Face to face visits | 10 disjointed reflective journals that include some of the following: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits - Face to face visits | 10 or less inadequate reflective journals that have not met the minimum requirements of: - 4 antenatal visits - +/- the labour (Intrapartum Visits) - 2 postnatal visits - Face to face 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
Learning Outcomes Assessed
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Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
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Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
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Assist with the transition of the mother and her significant other to becoming parents.
Aim
The aim of this assessment is for you to demonstrate your understanding and the role of the midwife in ensuring a safe transition following birth, and comprehensively assessing and monitoring and evaluating the physiological and psychosocial needs of the mother and baby when complicating factors such as gestational diabetes mellitus are present.
Instructions
Case Study:
You are on the postnatal ward and have received handover from the Birth Suites Midwife transferring Eloise and baby DJ to your care.
Introduction: This is Eloise, baby DJ, and partner Darryn.
Situation: Eloise was induced today and has had a vacuum (and episiotomy) birth of baby DJ this evening. Estimated blood loss 400mls. Baby APGAR scores were 9 at 1 min, 9 at 5 mins. He weighed 4100 grams.
Background: Eloise is a G1P1 (now). She is 28 years old with a BMI of 41 and has had an uncomplicated pregnancy except for a gestational diabetes mellitus diagnosis at 28 weeks. She has managed it reasonably well on metformin tablets. She was induced today at 39 weeks due to 36-week ultrasound findings of macrosomia. For labour analgesia she had an epidural. The vacuum was for a delay in 2nd stage. She self-reports that she has mild anxiety but is not on any medication. Eloise is keen to breastfeed and has intermittent support as Darryn is a fly in-fly out worker in the mines. Her parents live interstate.
Assessment: Eloise has had normal vital signs in Birth Suites. Her fundus is firm and central, and her blood loss has been minimal. Baby has had a small breastfeed at 1hr of age. The epidural has now worn off and she is able to be mobile. She has passed urine. Darryn has lovingly brought her KFC to eat post birth.
Recommendation: Eloise and baby DJ will need monitoring of their blood glucose levels as per the protocol and assistance with lactation in addition to her usual comprehensive postnatal care.
Please follow the steps below to complete your assessment task:
From a midwifery perspective and current evidence-based practice you will write an essay which will:
-Briefly describe the epidemiological statistics from the Australian context about the burden of disease from Gestational Diabetes Mellitus.
-Describe the pathophysiology of Gestational Diabetes Mellitus and consider both the physical and psychological impacts on the mother and her neonate in the postnatal period.
-Evaluate and critically analyse the above case study and formulate a comprehensive plan of care using the National Midwifery Guidelines for Consultation and Referral and relevant policies and procedures to decide on the appropriate actions to take in caring for the mother and baby when the mother has Gestational Diabetes Mellitus. This should include a lactation plan, how you would assess the effectiveness of your plan, and what the midwife should do if the assessments are outside of normal parameters.
-Formulate a midwifery discharge education plan for Eloise and Darryn that addresses the needs of the mother with Gestational Diabetes Mellitus and her neonate. This must include, for example, how the parents can monitor DJ’s wellbeing and transition to extra-uterine life and any necessary follow up for Eloise. You will source appropriate and relevant community services that will assist this family in the transition to parenting upon discharge from midwifery care.
You will also complete a Clinical Competency Assessment on your maternity unit:
-Demonstrate clinical skills in facilitating a breastfeed: You are required to undertake a breastfeeding competency on your maternity unit. Using the provided the competency assessment tool, you will facilitate a breastfeed for a new mother and her infant. Your clinical facilitator or supervising midwife will assess you using the provided the tool. The tool is provided below.
Clinical Competency Tool: facilitating a breastfeed for the mother and baby.
*Please ensure all boxes are completed by using the Bondy scale below for assessment.
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Expected outcome standard - the midwifery student |
NMBA Midwife Standards for Practice 2018 |
Student |
Assessor |
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Maintains effective communication using active listening skills throughout |
1.1, 1.5, 2.1, 2.2, |
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Ensures privacy Identifies and respects the woman’s individual needs in relation to language, culture, religion and spirituality Plans and provides care in partnership with the woman |
1.1, 2.3, 2.4, 2.5, 2.5,2.6, 2.7 |
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Acknowledges prior knowledge and experience using sensitive questioning While assisting, demonstrates an understanding of the anatomy and physiology of breastfeeding Provides accurate information and education on nutrition and fluid intake while breastfeeding |
1.2, 1.3, 1.5, 1.7, 2.1, 2.2, 2.3, 2.4, 2.8, 3.1, 3.3, 5.2, 6.2, |
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Ensures woman is physically comfortable, and if necessary, provide analgesia Explains the rationale for correct positioning and attachment to the breast |
1.1, 1.3, 1.7, 2.1, 2.2, 2.3, 2.7. |
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Employs a hands-off technique for guiding the breastfeed Encourages woman to talk about how the breastfeed feels rather than how it looks |
2.2, 2.3, 3.1, 5.1, 5.2, 5.3, |
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Positioning – encourages woman to
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4.1, 4.2, 4.3,4.4.5.1, 5.2, 5.3, 5.4. |
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Attachment – encourages woman to
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1.2, 1.5, 2.1, 2.2, 2.3, 2.4, 2.7, 3.1, 4.1, 4.2, 4.3,4.4. |
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Observes the entire breastfeed providing support and encouragement throughout, recognises signs of milk transfer, and satiated baby |
3.1, 4.1, 4.2, 4.3,4.4. |
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Guides the woman to detach baby from the breast, if baby hasn’t done so itself |
2.2, 4.1, |
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Observes nipple following the feed for signs of correct attachment during the feed, explains to the woman the rationale for observing nipple Educates woman on breast and nipple care |
2.2, 3.7, 4.1, 4.2, 5.1, 5.2, |
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Develops a plan of care in collaboration with the woman |
2.2, 2.3,3.7 |
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Discusses expectations of infant feeding, provides accurate and appropriate advice Informs woman about breastfeeding supports- hospital and community based (e.g. ABA) |
2.8,3.5, 3.7, 3.8, 4.1, |
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Refers to other members of the health care team in consultation with the woman as needed, per the National Midwifery Guidelines for Consultation and Referral (ACM) |
5.1, 5.2, 5.3, 5.4, 7.1, 7.2, 7.3. |
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Documents all care legibly and appropriately |
3.2, 5.4 |
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Student name and signature:……………………………………………................................. Date:………………………………………..
Assessor name and signature:……………………………………………................................. Date:………………………………………..
Overall rating (please circle):
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Independent (I) |
Proficient (P) |
Assisted (A) |
Supported (S) |
Dependent (D) |
Assessor Comments……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………..……………………………………………………………………………………………………………………………………………….…..……………………………………………………………………………………………………………………………………………...
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).
-
Include page numbers on each page in a footer.
-
Write in the third-person perspective.
-
Use formal academic language.
-
Use the 7th edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
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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
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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.
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We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services Guide.
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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.
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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.
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Utilise
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Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Week 5 Friday (17 Dec 2021) 6:00 pm AEST
Please submit your assessment via the upload submission zone on the Midwifery Practice 3 Moodle page.
Week 7 Friday (7 Jan 2022)
Please allow for up to 2 weeks post the due date for the return of marked assessments.
MDWF 13003 Midwifery Practice 3 Assessment 2 Marking Rubric.
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HD 100-85% |
D 84-75% |
C 74-65% |
P 64-50% |
F 49-0% |
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Structure (15%) |
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Clear and succinct introduction that introduces the topic and outlines the direction of the oncoming discussion. (5-4.25) |
Clear and appropriate introduction that introduces the topic and outlines the direction of the discussion. (4.2-3.75) |
Appropriate introduction that introduces the topic and outlines the direction of the discussion. (3.7-3.25) |
Introduction is apparent and the topic is introduced but there is not clear direction to the discussion. (3.2-2.5) |
No recognisable introduction-the topic is not introduced and/or there is no direction of the discussion. (<2.5) |
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Clear and succinct conclusion that outlines the main points and brings the discussion to a logical close. (5-4.25) |
Clear and appropriate conclusion that outlines the main points and brings the discussion 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 discussion 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 discussion. (<2.5) |
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Excellent presentation of written assessment double spaced with 12-point font. Consistently accurate with spelling, grammar and paragraph structure. (5-4.25) |
Well-presented assessment double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. (4.2-3.75) |
Well-presented assessment double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. (3.7-3.25) |
Adequately presented assessment double spaced with 12-point font. 4 or 5 inconsistent errors with spelling, grammar and paragraph structure. (3.2-2.5) |
Poorly presented assessment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). (<2.5) |
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Approach & Argument (75%) |
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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 addresses the topic for the most part proceeds logically and is within the set word limit. (11.1-9.75) |
Content addresses the topic 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). (9.6-7.5) |
Content is irrelevant and or does not address the topic and the script lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. (7.45-0) |
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A comprehensive, logical and critical analysis of the case study and demonstration of the role of the midwife in providing care to the woman and baby when gestational diabetes is present. Inclusive of appropriate rationales. Appropriate use of the National Midwifery Guidelines for Consultation and Referral with clearly defined referrals to the multidisciplinary healthcare team included in the discussion. (20-17) |
Insightful and well-developed analysis of the case study with demonstration of the role of the midwife in providing care to the woman and baby when gestational diabetes is present. Inclusive of appropriate rationales. Appropriate use of the National Midwifery Guidelines for Consultation and Referral and some referral pathways identified in the discussion. (16.8-15)
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A logical but broad analysis of the case study with demonstration of the role of the midwife in providing care to the woman and baby when gestational diabetes is present. Inclusive of appropriate rationales. Appropriate use of the National Midwifery Guidelines for Consultation and Referral included in the discussion. (14.8-13)
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A disjointed approach that demonstrates a limited analysis of the case study with limited demonstration of the role of the midwife in providing care to the woman and baby when gestational diabetes is present. Appropriate use of the National Midwifery Guidelines for Consultation and Referral included in the discussion. (12.9-10)
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An inadequate and deficient analysis of the case study with no demonstration of the role of the midwife in providing care to the woman and baby when gestational diabetes is present. Inappropriate assessments without rationales or evidence. Inappropriate or absent use of the National Midwifery Guidelines for Consultation and Referral. (9-0)
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Comprehensive and extensive description of gestational diabetes mellitus epidemiology and pathophysiology. Extensive exploration and discussion of the physical and psychological impact to the mother and neonate arising from the disease. (20-17) |
Insightful and well-developed description of gestational diabetes mellitus epidemiology and pathophysiology. Broad exploration and discussion of the physical and psychological impact to the mother arising from the disease. (16.8-15) |
A logical and adequate description of gestational diabetes mellitus epidemiology and pathophysiology with general exploration and discussion of the physical and psychological impact to the mother arising from the disease. (14.8-13) |
A disjointed and limited description of gestational diabetes mellitus epidemiology and pathophysiology with some exploration and discussion of the physical and psychological impact to the mother arising from the disease. (12.9-10) |
An inadequate and deficient description of gestational diabetes mellitus epidemiology and pathophysiology with limited and/or absent exploration and discussion of the physical and psychological impact to the mother arising from the disease. (9-0) |
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Comprehensive and exhaustive plan of care for the hospital and discharge education plan provided that:
(20-17) |
Insightful and well-developed plan of care for the hospital and discharge education plan provided that:
(16.8-15) |
A logical and adequate plan of care for the hospital and discharge education plan provided that:
(14.8-13) |
Disjointed and limited plans of care provided that:
(12.9-10) |
Inadequate and deficient plans of care provided that:
(9-0) |
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Referencing (10%) |
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Consistently integrates up-to-date references to support and reflect all ideas, information and quotations. (5-4.25) |
Generally, integrates up-to-date references to support and reflect ideas, information and quotations, with 1 or 2 exceptions. (4.2-3.75) |
Frequently integrates up-to-date references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. (3.7-3.25) |
Occasionally integrates up-to-date references to support and reflect ideas, 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, information and quotations. (<2.5) |
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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) |
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Assessment is worth 60% of overall total. /100
COMMENTS:
Marker: Date:
- 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
Type: Clinical Hours, Skills and Competency Assessment Tool.
Due date: 14/02/2022 (week 13) 18:00 hrs AEST
Weighting: 0% - Pass/Fail
Unit Coordinator: Rachel Bennett
Learning Outcomes:
1. Apply midwifery knowledge to ensure a safe transition for the mother and baby following birth.
2. Assess and monitor the physiological and psychosocial needs of the mother and baby in the postnatal period.
3. Reflect on clinical learning and midwifery practice in relation to the adaptation of the mother, significant other and baby in the postnatal period.
4. Reflect on clinical learning and midwifery practice in relation to the adaptation of the mother, significant other and baby in the postnatal period.
5. Demonstrate midwifery competence based upon the Nursing and Midwifery Board of Australia (NMBA) requirements.
Task Description:
Minimal clinical practice experience of 224 hours is required by the completion of this unit. This clinical experience will allow you to consolidate knowledge and skills acquired throughout the term and enable you to distinguish 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. Please note that successful completion of this unit is not merely the completion of required clinical hours and skills but also the demonstration of midwifery novice competency based upon the NMBA requirements and professional behaviour as per relevant CQUniversity policies.
Requirements:
You are expected to work towards minimal clinical requirements which include:
1. Recruiting four (4) 'Continuity of Care' (CoC) experience women. Add this to your reflective journals that can be found on the Bachelor of Midwifery Meta page.
2. Completing three (3) CoC experiences from term 2 2020.
3. Completing Competency Performance Assessment
4. Completing 224 hours of clinical practice experience plus continuity of care hours (10-20 in total per woman recruited).
Each student must submit the following completed documents:
• Bachelor of Midwifery (Graduate Entry) Record of Hours.
• Midwifery clinical hours running sheet.
• Competency Assessment Tool.
• Record of CoCE sheet.
The required clinical experience will be reviewed by the midwifery educator/manager in conjunction with the unit coordinator.
Resources
· You must use the correct documents (as listed above) that are provided on the MDWF13003 Moodle unit page.
Submission
All four documents, as listed above, must be completely filled out with no mistakes, no white-out, and correctly calculated hours, with all sections signed by the student and registered midwife assessor. All completed and correct documents must be legible and clearly scanned with a high-resolution scanner. Clear, readable scanned copies will be emailed to r.bennett@cqu.edu.au by the due date.
Marking Criteria
There is no marking rubric for this assessment as this is a Pass/Fail assessment.
Exam Week Monday (14 Feb 2022) 6:00 pm AEST
Please email clearly scanned and legible documents to Rachel Bennett at r.bennett@cqu.edu.au by the due date.
Please allow for up to 2 weeks post the due date for the return of marked assessments.
No Assessment Criteria
- 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?
