Overview
This unit will provide an understanding of the legal and ethical parameters framing midwifery practice. The Australian Nursing and Midwifery Competencies for the midwife will be examined in conjunction with Australian legislation relating to midwifery practice. You will develop critical thinking in relation to professional accountability. You will explore the various discourses that influence womens' decision making in relation to their care. This unit will enable you to understand the importance of decision frameworks that underpin clinical practice in the provision of safe care for the woman, fetus, newborn and their families.
Details
Pre-requisites or Co-requisites
Pre-req MDWF13001 Cultural and Pyschosocial Diversity in Midwifery
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 1 - 2018
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.
- Examine the legal and ethical parameters of midwifery practice.
- Explain professional accountability in relation to responsibilities and obligations of the midwife.
- Explore the different types of professional discourses that influence women's decision making in relation to their care.
- Demonstrate effective decision making within the midwifery framework.
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 | |
| 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
Midwifery : Preparation for Practice
Edition: 3e (2014)
Authors: Pairman, Pincombe, Thorogood & Tracy
Churchill Livingstone
Sydney Sydney , NSW , Australia
ISBN: 9780729541749
Binding: Other
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.
t.capper@cqu.edu.au
Module/Topic
Introduction to Australian Law
Chapter
13
Events and Submissions/Topic
Module/Topic
The Australian Nursing and Midwifery Competencies for the Midwife and Legislation
Chapter
13
Events and Submissions/Topic
Module/Topic
Consent and Refusal of Consent
Chapter
Prescribed Readings
Events and Submissions/Topic
Module/Topic
Record Keeping
Chapter
Prescribed Readings
Events and Submissions/Topic
Module/Topic
Administration of Medicines
Chapter
Prescribed Readings
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Safeguarding Mothers and Babies
Chapter
Prescribed Readings
Events and Submissions/Topic
Module/Topic
Abortion
Chapter
13
Events and Submissions/Topic
Module/Topic
Female Genital Mutilation (FGM)/Episiotomy/Female Circumcision/LSCS
Chapter
Prescribed Readings
Events and Submissions/Topic
Module/Topic
Surrogacy
Chapter
11
Events and Submissions/Topic
Module/Topic
Malpractice / Misconduct /Negligence
Chapter
13
Events and Submissions/Topic
Module/Topic
Whistle Blowing / Complaints / Workplace Bullying
Chapter
Prescribed Readings
Events and Submissions/Topic
Module/Topic
Review
Chapter
Events and Submissions/Topic
Case Study Due: Week 12 Friday (1 June 2018) 11:55 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Group Discussion
Task Description
You are required to participate in four (4) online group discussions via Moodle that will be directed by the Unit Coordinator.
The online activities will require you to participate in a group discussion over the semester that is based on topics in your study guide. Marks will be awarded for your online participation in the group discussion. Do not simply give your opinion but write a discussion, using professional dialogue and you may draw on your clinical experiences. Each of the online submissions are due by the Friday of the corresponding week at 11:55 pm AEST (weeks 3, 6, 9 and 12).
Objectives: This assessment item relates to learning outcomes:
1. Examine the legal and ethical parameters of midwifery practice.
2. Explain professional accountability in relation to responsibilities and obligations of the midwife.
3. Explore the different types of professional discourses that influence women's decision making in relation to their care.
Length of Post/Discussion: 200-300 words
Weighting (total): 30%
Week 3 Topic: Due: 23/03/2018 at 23.55
Case Study 1
You work with Polly on a busy postnatal ward. Polly qualified as a midwife 3 months ago and is settling into her role as a graduate midwife. Whilst passing by the bay where Polly is caring for a group of mothers you overhear one of them telling Polly that she saw all of her great holiday photos on Facebook and asked where they were taken. Another woman in the bay agreed and stated that she loves seeing photos of Polly and her family at home. It appears that Polly has added a number of the women she cares for at work as friends on her social media account.
Let’s Discuss:
What are the issues here? How does the NMBA code of conduct and ICM code of ethics for midwives relate to this scenario? Do you think this is a breach of the ‘therapeutic’ relationship? How would you address this situation?
Week 6 Topic: Due: 13/04/2018 at 23.55
Case Study 2
You are working on the labour ward caring for a woman named Paula with severe hypertension at 34 weeks gestation. You ask your colleague Sandra, a very experienced midwife to listen out for Paula whilst you have a short tea break. When you return from your break Sandra informs you that Paula had buzzed in your absence complaining of a worsening headache and visual disturbances. Sandra then stated that she had administered 20mg of Nifedipine. When you check Paula’s drug chart you notice that she is not prescribed Nifedipine, there was no verbal order documented and in fact no record of administration entered into the chart whatsoever. When you ask Sandra about it she states ‘oh it’s fine – it’s harmless enough, we can it written up later’.
Let’s Discuss:
What are the legal implications of this? What are your responsibilities as a midwife in this situation? What other concerns may you have?
Week 9 Topic: Due: 11/05/2018 at 23.55
Case Study 3
You are working as a graduate midwife in the birth suite caring for Comfort a 27 year old Ethiopian woman having her first baby. When you prepare to undertake a vaginal examination, you note that Comfort has had a previously undiagnosed Type 3 classified Female Genital Mutilation (FGM) procedure in the past. When you ask Comfort about this she denies any knowledge of having had the procedure and states that she is unaware that her genitals are any different to any other woman’s.
Let’s Discuss:
Your professional responsibilities in this situation. What action would you take? How would you discuss this further with Comfort? Any other concerns?
Week 12 Topic: Due: 01/06/2018 at 23.55
Case Study 4
You are a graduate midwife working in the birth suite, about to commence a night shift. As you gather around the journey board a student midwife approaches to hand over the woman she has been caring for during the late shift. She seems nervous, her hands are shaking and her voice is quivering slightly as she commences her report. Midway through her report the late shift team leader interrupts her and says laughing ‘that’s rubbish, ignore the student, she’s telling you all the wrong information – as usual’ and proceeds to take over the report whilst other midwives standing around snigger at the student’s expense. The student rushes off towards the bathroom in tears. Just before she leaves for the evening you manage to catch up with her and she tells you that this is not an isolated incident, and in fact this midwife picks on her publically at least once per shift. She is considering withdrawing from her course as she is feeling physically sick at the prospect of coming to placement.
Let’s Discuss
What are your feelings around this scenario? What action would you take and why? What does your hospital policy say about workplace violence? Any other concerns?
Please ensure that you do not unsubscribe from any of the discussion forums.
Contribution to the online forums is to discuss thoughts and opinions relating to case studies being posed, and to contribute to the discussion generated by your colleagues. Simply stating 'yes I agree with previous statements' will not be considered to be contributing to the discussion. If you are citing from other work in your post you will be required to reference this using APA 6th edition style.
The Unit Co-ordinator will collate your responses and complete the final submission.
Assessment Criteria
Your written online discussion will be evaluated on the following assessment criteria:
Comprehension of Topic: 30%
Critical Thinking: 40%
Online Posting: 30%
Total weighting 30%
Please Note:
Participation in the online activities will be directed by the Unit Coordinator/lecturer throughout the course. If a topic or discussion material arises that is challenging for you please contact the Unit Coordinator for private correspondence.
Week 12 Friday (1 June 2018) 11:55 pm AEST
Each posting is due by the Friday at 23.55 PM of the corresponding week (weeks 3, 6, 9, and 12).
Exam Week Friday (15 June 2018)
All marks will combined and awarded 2 weeks after the final submission.
| HD | D | C | P | F | % | |
| COMPREHENSION OF TOPIC | Comprehensively addresses all aspects of the case studies raised by the lecturer in relation to the online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. | Extensively addresses the majority of the aspects of the case studies raised by the lecturer in the online lecture material/course resources and effectively comprehends relevance of content. | Broadly addresses most aspects of the case studies raised by the lecturer in the online lecture material/course resources. Generally demonstrates comprehension of how content is relevant. | Content basically addresses aspects of the case studies raised by the lecturer in the online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. | Content does not address all aspects of the case studies raised by the lecturer in the online lecture material/course resources Inadequate comprehension of required content. | 30 |
| CRITICAL THINKING | Clear, coherent and convincing critical thought. Comprehensively inclusive of concepts and evidence. | Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. | Clear, critical and logically developed thought presented. Generally inclusive of concepts and evidence. | Critical thought discernible. Generally demonstrates logical flow although some reliance on descriptive discussion. | Discussion is poorly developed or absent. No or minimal evidence of critical thought. | 40 |
| Online posting | Postings are made in a timely manner providing other students with the opportunity to respond. Postings consistently respond directly to course content material and demonstrate a critical and thoughtful approach to the content. Critical and mindful connections are made to other student’s discussion. | Other students are given the opportunity to respond as postings are made in a timely manner. Postings largely respond directly to course content material and demonstrate a critical and thoughtful approach. Mindful connections are made to other student’s discussion in the majority of postings. | Other students are given the opportunity to respond as postings are made in a timely manner. Postings in the majority of the time respond directly to course content material and demonstrate a thoughtful approach. Connections are made to other student’s discussion in some of postings. | Other students are given the opportunity to respond as postings are made in a timely manner. Postings in the majority of the time respond directly to course content material. However could demonstrate a more thoughtful approach. Connections are made to other student’s discussion in the majority of postings. | Other students are not given the opportunity to respond as postings are not made in a timely manner. Postings in the majority of the time do not respond directly to course content material. Connections are not made to other student’s discussion in the majority of postings | 30 |
- Examine the legal and ethical parameters of midwifery practice.
- Explain professional accountability in relation to responsibilities and obligations of the midwife.
- Explore the different types of professional discourses that influence women's decision making in relation to their care.
- Communication
- Critical Thinking
- Information Literacy
- Ethical practice
2 Written Assessment
2000 word (+ or - 10%)
Weighting: 30%
Due Date: Friday of Week 4 (30/03/2018 at 23.55 PM)
Objectives:
This assessment item relates to learning outcomes one (1), two (2), and four (4).
1 – Examine the legal and ethical parameters of midwifery practice.
2 – Explain professional accountability in relation to responsibilities and obligations of the midwife
4 – Demonstrate effective decision making within the midwifery framework.
The process of reflection is an integral part of all professional practice. In an everyday sense, reflection is a ‘looking back’ on experiences; in a professional context, it is looking back on experiences so as to learn from them and is therefore a means of constructing knowledge about one’s self, one’s praxis: that is an informed application of midwifery knowledge, skills and attitudes.
A Reflective Paper is designed to show your expertise and knowledge of your particular midwifery work context, and, more importantly, your awareness of how you constructed that knowledge. Thus it is an interaction between ideas (professional standards, policies and guidelines, scholarly research and evidence) and your own internal understanding and interpretation of those ideas.
Read: Bowden, S.D. (2003). Enhancing your professional nursing practice through critical reflection, Abu Dhabi Nurse, Summer, pp. 28-31 and research other articles and web sites regarding reflective practice.
Task: Written Assessment
Choose a significant professional critical incident or event*
Write a concise descriptive account of the event discussing your experiences and observations relative to your work context.
Consider and discuss your healthcare activities against the NMBA midwifery standards, competencies for practice, and the Australian College of Midwives (ACM) midwifery philosophy.
Identify the nature of any of your judgements, and critique your own actions.
Draw on theory and research to formulate a plan of what you would do should you encounter a similar scenario in the future.
*Choosing a critical incident or event
Critical incidents can be either positive or negative; an interesting interaction or an ordinary everyday occurrence. Depending on the focus and the “rawness” of a critical incident, it may feel uncomfortable to undertake a critical reflection because it highlights our assumptions, attitudes and behaviours. However, for this assignment the event does not have to be a critical incident; as indeed ‘small’ brief episodes often provoke the most learning, but it has to be of sufficient importance to cause you to evaluate your own practice, to question the values of yourself or others, to consider the morality/ethics of the situation, and/or to question the assumptions made.
Please Note:
- There is a 10% allowance over or under the provided word count which is a total of 2000 words.
- It is an expectation that the references used will be recent journal articles, five years or less since publication and reference books are to be no older than ten years, unless seminal works. Correct referencing is to be utilised throughout the body of work.
- A reference list is required at the end of the assessment.
- A title page is required that includes the students name, student number, due date, word count and course coordinator's name.
- American Psychological Association referencing style is a requirement. Poor referencing is unacceptable at postgraduate level study. For more information on the correct referencing style please visit: http://www.cqu.edu.au/?a=14033
Before commencing the assessment students are required to read the marking rubric for the assessment.
If the student requires an extension for the assessment the student must request an extension prior to the assessment due date, unless there are special circumstances, then the student must contact the coordinator for advice and direction.
For assessment extension requests - please go to the Assignment Extension Request tool bar on the MDWF13004 Moodle page.
- Submission of the assessment is via Moodle, if the student experiences problems with submission, please contact the CQU helpdesk on (07) 493099233 or (toll free) on 1300 666.
- Please note if the assessment is not clearly marked with the student name and number there may be delays in receiving the marked assessment feedback.
Support and Contact Details: Course Coordinator - Tanya Capper - Phone number (07) 3023 4249 and e-mail t.capper@cqu.edu.au
Week 4 Friday (30 Mar 2018) 11:55 pm AEST
Week 6 Friday (20 Apr 2018)
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper | Appropriate introduction that introduces the topic and outlines the direction of the paper | Introduction is apparent and the topic is introduced but there is not clear direction to the paper | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close | Conclusion outlines most of the main points and brings some sense of closure | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic, the approach comprehensively answers the questions and the argument proceeds logically and is within the set word limit. (5%) | Content is relevant to the topic, the approach clearly answers the questions and the argument proceeds logically and is within the set word limit | Content is appropriate and answers the questions and the argument for the most part proceeds logically and is within the set word limit | Content answers the questions the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Content is irrelevant and or does not answer the questions and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
| Incident is concisely and succinctly described providing thorough critical discussion surrounding experiences and observations relative to the work context. (5%) | Concise sequential description of the incident is evident, providing detailed discussion surrounding experiences and observations relative to the work context. | A brief descriptive account of the incident is evident providing discussion surrounding experiences and observations relative to the work content. | Description of the incident lacks clarity and minimal discussion is evident surrounding experiences and observations relative to the work content. | Description is unclear, and no discussion is evident surrounding experiences and observations relative to the work content. | |
| An articulate and comprehensive discussion of healthcare activities carried out against the NMBA midwifery standards, competencies for practice, and the Australian College of Midwives (ACM) midwifery philosophy. (25 %) | Insightful and well-developed discussion of healthcare activities carried out against the NMBA midwifery standards, competencies for practice, and the Australian College of Midwives (ACM) midwifery philosophy. | A logical discussion of healthcare activities carried out against the NMBA midwifery standards, competencies for practice, and the Australian College of Midwives (ACM) midwifery philosophy. | A disjointed discussion of healthcare activities carried out against the NMBA midwifery standards, competencies for practice, and the Australian College of Midwives (ACM) midwifery philosophy. | An inadequate discussion of healthcare activities carried out against the NMBA midwifery standards, competencies for practice, and the Australian College of Midwives (ACM) midwifery philosophy. | |
| Comprehensive critical identification of the nature of any judgements, and critique of own actions. (15%) | Well-developed critical identification of the nature of any judgements, and critique of own actions. | Broad critical identification of the nature of any judgements, and critique of own actions. | Minimal critical identification of the nature of any judgements, and critique of own actions | Inadequate critical identification of the nature of any judgements, and critique of own actions | |
| Clear, coherent, draw on theory and research to formulate a plan of what would be done should a similar scenario be encountered in the future. (25%) | A clear and relevant draw on theory and research to formulate a plan of what would be done should a similar scenario be encountered in the future. | A logical draw on theory and research to formulate a plan of what would be done should a similar scenario be encountered in the future. | Satisfactory draw on theory and research to formulate a plan of what would be done should a similar scenario be encountered in the future. | Poor understanding of the topic. Inadequate draw on theory and research to formulate a plan of what would be done should a similar scenario be encountered in the future. | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant web-sites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant web-sites not included. | |
- Examine the legal and ethical parameters of midwifery practice.
- Explain professional accountability in relation to responsibilities and obligations of the midwife.
- Demonstrate effective decision making within the midwifery framework.
- Communication
- Critical Thinking
- Information Literacy
- Ethical practice
3 Written Assessment
2500 word (+ or - 10%)
Weighting: 40%
Due Date: Friday of week 12 (01/06/2018 at 23.55 PM)
Objectives:
This assessment item relates to learning outcomes three (3), and four (4).
3 – Explore the different types of professional discourses that influence women’s decision making in relation to their care.
4 – Demonstrate effective decision making within the midwifery framework.
You must be able to demonstrate your understanding of the concepts learnt throughout this course. You are expected to use an academic approach to answer all components of this assessment. Using this approach, you a will need to demonstrate that you have researched the relevant issues present. You are required to read widely and analyse the information that you gather, ensuring that it is applicable, evidence-based and up-to-date.
Task: Case Study
You are the midwife caring for Claire, a 27 year old woman 14 weeks into her first pregnancy. Claire has a long history of mental health challenges including Bi-Polar Disorder. Since discovering she was pregnant Claire has refused to take her medication and her partner discloses that he is growing increasingly concerned about her behaviour.
You are called to a case conferencing meeting to discuss the ongoing plan of care for Claire whose mental health has begun to deteriorate and formulate a plan of care with key stakeholders which include the obstetrician, the psychiatrist and yourself as the lead midwifery carer.
1. Discuss the risks of Claire abruptly ceasing her prescribed medication during pregnancy.
2. Explore the legal and ethical considerations in this scenario.
3. Based upon an appropriate ethical decision making framework, discuss the approach you would take to the care of Claire with reference to the ANMC Code of Ethics (ANMC, 2008a) and Professional Conduct for Midwives in Australia (ANMC, 2008b).
Formatting according to academic conventions:
1. Your essay is to follow academic conventions of structure with an introduction, body and conclusion.
2. Your introduction will outline the key content of your essay (The questions it will answer) Please attempt to incorporate the case study into the introduction.
3. The body of the paper will cover all the elements of your discussion.
4. Your conclusion will provide an overall summary of your main points with no new information or references.
Please Note:
- There is a 10% allowance over or under the provided word count which is a total of 2500 words.
- It is an expectation that the references used will be recent journal articles, five years or less since publication and reference books are to be no older than ten years, unless seminal works. Correct referencing is to be utilised throughout the body of work.
- A reference list is required at the end of the assessment.
- A title page is required that includes the students name, student number, due date, word count and course coordinator's name.
- American Psychological Association referencing style is a requirement. Poor referencing is unacceptable at postgraduate level study. For more information on the correct referencing style please visit: http://www.cqu.edu.au/?a=14033
Before commencing the assessment students are required to read the marking rubric for the assessment.
If the student requires an extension for the assessment the student must request an extension prior to the assessment due date, unless there are special circumstances, then the student must contact the coordinator for advice and direction.
For assessment extension requests - please go to the Assignment Extension Request tool bar on the MDWF13004 Moodle page.
Submission of the assessment is via Moodle, if the student experiences problems with submission, please contact the CQU helpdesk on (07) 493099233 or (toll free) on 1300 666.
Please note if the assessment is not clearly marked with the student name and number there may be delays in receiving the marked assessment feedback.
Support and Contact Details: Course Coordinator - Tanya Capper - Phone number (07) 3023 4249 and e-mail t.capper@cqu.edu.au
References
Australian Nursing and Midwifery Council (ANMC), (2008a). Code of Ethics for Midwives. Dickson ACT
Australian Nursing and Midwifery Council (ANMC), (2008b). Code of Professional Conduct for Midwives. Dickson ACT
Week 12 Friday (1 June 2018) 11:55 pm AEST
Exam Week Friday (15 June 2018)
| HD | D | C | P | F | |
| Structure (15%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper | Appropriate introduction that introduces the topic and outlines the direction of the paper | Introduction is apparent and the topic is introduced but there is not clear direction to the paper | No recognisable introduction-the topic is not introduced and/or there is no direction of the paper | |
| Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) | Clear and appropriate conclusion that outlines the main points and brings the argument to a close | Conclusion outlines most of the main points and brings some sense of closure | Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity | No recognisable conclusion-little reference to the main points and no clear conclusion to the paper | |
| Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. (5%) | Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors). | |
| Approach & Argument (75%) | |||||
| Content is clearly relevant to the topic, the approach comprehensively answers the questions and the argument proceeds logically and is within the set word limit. (10%) | Content is relevant to the topic, the approach clearly answers the questions and the argument proceeds logically and is within the set word limit | Content is appropriate and answers the questions and the argument for the most part proceeds logically and is within the set word limit | Content answers the questions the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) | Content is irrelevant and or does not answer the questions and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
| An articulate and comprehensive discussion surrounding the risks of Claire abruptly ceasing her prescribed medication during pregnancy. (15%) | Insightful and well-developed discussion surrounding the risks of Claire abruptly ceasing her prescribed medication during pregnancy. | A logical discussion surrounding the risks of Claire abruptly ceasing her prescribed medication during pregnancy. | A disjointed discussion surrounding the risks of Claire abruptly ceasing her prescribed medication during pregnancy. | An inadequate discussion surrounding the risks of Claire abruptly ceasing her prescribed medication during pregnancy. | |
| Comprehensive and critical exploration of the legal and ethical considerations in this scenario. (20%) | Well-developed exploration of the legal and ethical considerations in this scenario | Broad exploration of the legal and ethical considerations in this scenario. | Minimal exploration of the legal and ethical considerations in this scenario | Inadequate exploration of the legal and ethical considerations in this scenario | |
| Clear, coherent, discussion based upon an appropriate ethical decision making framework, which explores the approach you would take in the provision of care for Claire with reference to the ANMC Code of Ethics and Professional Conduct for Midwives in Australia. (30%) | A clear and relevant discussion based upon an appropriate ethical decision making framework, which explores the approach you would take in the provision of care for Claire with reference to the ANMC Code of Ethics and Professional Conduct for Midwives in Australia. | A logical discussion based upon an appropriate ethical decision making framework, which explores the approach you would take in the provision of care for Claire with reference to the ANMC Code of Ethics and Professional Conduct for Midwives in Australia. . | Satisfactory discussion based upon an appropriate ethical decision making framework, which explores the approach you would take in the provision of care for Claire with reference to the ANMC Code of Ethics and Professional Conduct for Midwives in Australia. | Poor understanding of the topic. Inadequate discussion based upon an appropriate ethical decision making framework, which explores the approach you would take in the provision of care for Claire with reference to the ANMC Code of Ethics and Professional Conduct for Midwives in Australia. | |
| Referencing (10%) | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. (5%) | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions | Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations | |
| Consistently accurate with referencing. A minimum of 10 references used including 7 journal articles and relevant web-sites. (5%) | 1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant web-sites. | 3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant web-sites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant web-sites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant web-sites not included. | |
- Explore the different types of professional discourses that influence women's decision making in relation to their care.
- Demonstrate effective decision making within the midwifery framework.
- Communication
- Critical Thinking
- Information Literacy
- 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?
