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 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit evaluation.
I really enjoyed this subject. Tanya brings a lot of knowledge and information to every course she teaches. She is supportive, informative and always returns papers back in a fast manner. I believe Tanya is a fair marker and provides helpful comments to further enhance learning. I thoroughly enjoy any course taught by Tanya. Thank you.
To continue to provide additional information and support to students when it is sought. To continue to return assessment pieces promptly in order to enable students to take feedback on board and apply it to future assessments.
Feedback from Unit evaluation.
I always looked forward to the weekly lectures from Tanya, she is so passionate about her teaching, it shines through to motivate us. The whole team of lecturers has been happy to help and supported us the whole 18months.
To continue to provide weekly recorded lectures to support the study guide content.
Feedback from Unit evaluation.
Occasionally I found it difficult to find the link to the assessment forums as they were not just on the left side menu and the link to the portfolios section doesn't stand out. I feel they both should be stand-alone, quick access icons/links.
To ensure that students are provided with clear instructions around how to access the assessment forums. This will be provided at the residential school.
- 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
Additional Textbook Information
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to The Australian College of Midwives App 'National Midwifery Guidelines for Consultation and Referral is a requirement for this unit. This can be downloaded from: https://www.midwives.org.au/resources/national-midwifery-guidelines-consultation-and-referral-3rd-edition-issue-2-2014
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
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Students must ensure that they do not unsubscribe from any of the discussion forums.
1 Group Discussion
Assessment One: Online 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 online submission is due by the Friday of the corresponding week at 11:55 pm AEST.
Objectives: This assessment item relates to the following learning outcomes:
1. Examine the legal and ethical parameters of midwifery practice.
2. Explain professional accountability in relation to the 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
Total weighting: 30%
Week 3 Topic: Due: 27/03/2020 at 23.55
Case Study 1
You work with Angela in the postnatal ward of a busy tertiary hospital. Angela gained registration as a midwife 3 months ago and is transitioning well into her role as a graduate midwife. You have built up a good relationship with Angela in the time you have worked together and have become friends on Facebook. One evening you are scrolling through your newsfeed on Facebook and one of Angela’s posts catches your eye. Upon closer inspection, you realise that a photo Angela has posted is of her and one of the mothers and her baby that are currently on the postnatal ward. In fact, not only has Angela posted this picture but she has also named the woman and her baby in the photo.
Let’s Discuss:
What are the issues here? How do the NMBA Standards for Practice, Code of Conduct, Social Media policy and the ICM code of ethics for midwives relate to this scenario? How would you address this situation?
Week 6 Topic: Due: 24/04/2020 at 23.55
Case Study 2
As you arrive at work on a late shift you see Lisa, a woman known to you, who is a current inpatient on the antenatal ward. Lisa is 35 weeks pregnant and has been on the ward for 2 weeks with intermittent abdominal pain and PV bleeding. Lisa has a type 3 placenta praevia and will remain on the ward until her elective LSCS is booked. Lisa is out the front of the hospital smoking a cigarette whilst laughing and joking on her mobile phone. Lisa follows you up in the lift and appears happy and well chatting away on her phone. Two minutes after arriving back on the ward Lisa rings the call bell and appears to be doubled up in pain requesting Endone, she yells at you that she has been in agony for 2 hours and needs analgesia immediately.
Let’s Discuss:
What is the ethical challenge here? What are your responsibilities as a midwife in this situation? What other concerns may you have? How would you manage this situation?
Week 9 Topic: Due: 15/05/2020 at 23.55
Case Study 3
You are working as a graduate midwife in the antenatal clinic undertaking the booking in appointment for Claire, a 27-year-old woman who is having her first baby. When you ask Claire whether there is anything she would like to discuss she discloses to you that she is very anxious about labour and birth due to her previous experience of being sexually assaulted as a child. When you then attempt to ask Claire for more information, she tells you that she doesn’t want to discuss it, and that you are the only person that knows about this and she would like to keep it that way.
Let’s Discuss:
Your professional responsibilities in this situation. What action would you take? How would you proceed in this situation? Any other concerns?
Week 12 Topic: Due: 05/06/2020 at 23.55
Case Study 4
You are a newly graduated midwife working in the birth suite on a night shift. You quietly enter a birthing room to take over the care of the women you have been allocated. As you enter the room you overhear the evening shift midwife overtly berating a midwifery student in front of the labouring women and her partner. The midwife is mocking the student and laughing at her saying ‘she will never survive in this profession’ and even attempting to involve the woman in her attack.
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/bullying? Any other concerns?
Important information
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 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 (5 June 2020) 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 (19 June 2020)
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. Posts for every discussion topic. | 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. Posts for every discussion topic. | 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. Posts for every discussion topic. | 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. Posts for every discussion topic. | 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. Fails to post for every discussion topic. | 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
Week 4 Friday (3 Apr 2020) 11:55 pm AEST
Week 6 Friday (24 Apr 2020)
| 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 exploration of the concept of informed consent and its application to contemporary midwifery practice. (20%) | An insightful and well-developed exploration of the concept of informed consent and its application to contemporary midwifery practice. | A logical exploration of the concept of informed consent and its application to contemporary midwifery practice. | A disjointed exploration of the concept of informed consent and its application to contemporary midwifery practice. | An inadequate exploration of the concept of informed consent and its application to contemporary midwifery practice. | |
| Articulate and comprehensive consideration and discussion of the legal and ethical consideration in relation to the given scenario. (25 %) |
Insightful and well-developed consideration and discussion of the legal and ethical consideration in relation to the given scenario.
|
A logical consideration and discussion of the legal and ethical consideration in relation to the given scenario. | A disjointed consideration and discussion of the legal and ethical consideration in relation to the given scenario. | Inadequate consideration and discussion of the legal and ethical consideration in relation to the given scenario. | |
| Comprehensive description of how you would manage this situation given that Louise was not listened to and not given the opportunity to provide informed consent to this procedure. (20%) | Well-developed description of how you would manage this situation given that Louise was not listened to and not given the opportunity to provide informed consent to this procedure. | Broad description of how you would manage this situation given that Louise was not listened to and not given the opportunity to provide informed consent to this procedure. | Minimal description of how you would manage this situation given that Louise was not listened to and not given the opportunity to provide informed consent to this procedure. | Inadequate description of how you would manage this situation given that Louise was not listened to and not given the opportunity to provide informed consent to this procedure. | |
| 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
Week 10 Friday (22 May 2020) 11:55 pm AEST
Week 12 Friday (5 June 2020)
| 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 untreated HIV infection in pregnancy. (15%) | Insightful and well-developed discussion surrounding the risks of untreated HIV infection in pregnancy. | A logical discussion surrounding the risks of untreated HIV infection in pregnancy. | A disjointed discussion surrounding the risks of untreated HIV infection in pregnancy. | An inadequate discussion surrounding the risks of untreated HIV infection in 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 | |
| A clear, coherent, discussion based upon the NMBA Decision-making framework, about the approach you would take to the care of Caroline and her unborn baby with reference to the ICM International Code of Ethics for Midwives (ICM, 2014) and the relevant NMBA Professional Codes and Guidelines. (30%) | A clear and relevant discussion based upon the NMBA Decision-making framework, about the approach you would take to the care of Caroline and her unborn baby with reference to the ICM International Code of Ethics for Midwives (ICM, 2014) and the relevant NMBA Professional Codes and Guidelines. | A logical discussion based upon the NMBA Decision-making framework, about the approach you would take to the care of Caroline and her unborn baby with reference to the ICM International Code of Ethics for Midwives (ICM, 2014) and the relevant NMBA Professional Codes and Guidelines. | Satisfactory discussion based upon the NMBA Decision-making framework, about the approach you would take to the care of Caroline and her unborn baby with reference to the ICM International Code of Ethics for Midwives (ICM, 2014) and the relevant NMBA Professional Codes and Guidelines. | Poor understanding of the topic. Inadequate discussion based upon the NMBA Decision-making framework, about the approach you would take to the care of Caroline and her unborn baby with reference to the ICM International Code of Ethics for Midwives (ICM, 2014) and the relevant NMBA Professional Codes and Guidelines. | |
| 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 websites. (5%) |
1 or 2 consistent referencing errors identified. A minimum of 10 references used including 6 journal articles and relevant websites. |
3 or 4 consistent referencing errors identified. A minimum of 10 references used including 5 journal articles and relevant websites. | 3 or 4 inconsistent referencing errors identified. A minimum of 10 references used including 4 journal articles and relevant websites. | Many inaccuracies with referencing (>5). Less than 10 references used. Less than 4 journal articles not sourced. Relevant websites 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?
