Overview
This capstone unit will consolidate relevant knowledge and values acquired throughout the midwifery course thereby facilitating your transition to practicing as a midwife. You will evaluate the breadth and types of maternity services available and explore the role of the midwife in supporting a woman’s informed choice. You will also learn the importance of continual professional development, for your own professional development and for the care you will provide to women and their families. This unit is to be undertaken in conjunction with Midwifery Practice 4.
Details
Pre-requisites or Co-requisites
Co-reqs MDWF13006 Midwifery Practice 4 Pre-reqs MDWF13002 Postnatal Health and Wellbeing MDWF13003 Midwifery Practice 3
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 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Completing that assignment gave me enthusiasm and inspiration to continue my journey as a new midwife and help me realize what area of midwifery I want to work in.
To continue to ensure that assessment tasks promote reflective thinking that positively informs midwifery practice.
Feedback from SUTE
Great way to highlight issues surrounding midwifery fatigue and how to overcome them during practice
To continue to ensure that the unit covers the development of skills that assist with managing the challenges of day to day midwifery practice.
Feedback from SUTE
The weekly lectures did not contain any more information than the study guide as they were mostly just the study guide readout. I found it just as easier to only read through the study guides and not worry about the lectures as I wasn't learning anything new from them.
To ensure that one or two complex concepts are selected and covered in greater detail during lectures rather than the whole study guide content.
- Evaluate the breadth and types of available maternity services .
- Appraise the role of the midwife in supporting woman’s informed choice.
- Articulate the key values associated with a commitment to ongoing professional midwifery development.
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 | |
| 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 | |
| 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: 4th ed. (2020)
Authors: Pairman, S., Tracy, S., Dahlen, H., & Dixon, L.
Elsevier
Sydney Sydney , NSW , Australia
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials
- Computer - ability to access study materials, access Zoom application for meetings and view instructional videos.
- Access to a scanner and a printer (Distance students only)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.capper@cqu.edu.au
b.ferguson@cqu.edu.au
Module/Topic
Introduction to Autonomous Practice
Chapter
week one study guide
Events and Submissions/Topic
Module/Topic
Autonomous Practice in Midwifery
Chapter
week two study guide
Events and Submissions/Topic
Module/Topic
Maternity Services
Chapter
week 3 study guide
Events and Submissions/Topic
Module/Topic
Professional roles of the Midwife: part 1
Chapter
week four study guide
Events and Submissions/Topic
Module/Topic
Professional roles of the Midwife: part 2
Chapter
week 5 study guide
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Transitioning to Midwifery Practice
Chapter
week six study guide
Events and Submissions/Topic
Module/Topic
Continuing Professional Development: part 1.
Chapter
week seven study guide
Events and Submissions/Topic
Module/Topic
Continuing Professional Development: part 2.
Chapter
week eight study guide
Events and Submissions/Topic
Module/Topic
Career development
Chapter
week nine study guide
Events and Submissions/Topic
Module/Topic
Sustainability in Midwifery: part 1.
Chapter
week ten study guide
Events and Submissions/Topic
Module/Topic
Sustainability in Midwifery: part 2.
Chapter
week eleven study guide
Events and Submissions/Topic
Module/Topic
Midwifery Futures
Chapter
week twelve study guide
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Students must remain subscribed to the unit's discussion forum, Q & A forum and news forum for the term.
1 Group Discussion
Assessment 1 – Online Discussion
Type: Written assessment: Online group discussion: weeks 3, 5, & 7.
Due date: 18:00 hrs. (AEST) 07/05/2021 (week 8)
Weighting: 30%
Length: 300-350 words per post.
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
1. Evaluate the breadth and types of maternity services.
2. Examine the role of the midwife in supporting woman’s informed choice.
3. Demonstrate commitment to ongoing professional midwifery development.
Aim:
The aim of this assessment is to discuss your experience and knowledge of Australian midwifery services, your role as a midwife within these services, how you will support birthing women and continue your professional development.
Instructions
You are required to participate in an online group discussion via the Moodle subject discussion forum, which will be directed by the Unit Coordinator. The group discussion will take place on 3 (three) set weeks over the term and is based on topics in your study guide. Marks will be awarded as per the marking rubric. Give your professional opinion and write a discussion, using professional and academic dialogue that is supported by evidence. Each online submission is due by the Friday of that week at 18:00 pm AEST.
The Online Discussion will occur on weeks: 3, 5 and 7.
Week 3 Topic: Midwifery is a “Primary Health” strategy – what do you understand this statement to mean, and how does the role of the midwife fit into this strategy?
Week 5 Topic: What are the main characteristics of a profession and why is it important for midwifery to be a profession? How do the roles of midwife educator and midwife researcher contribute to professionalism for the overall profession of midwifery, the individual midwife and for women?
Week 7 Topic: Midwives are required to continually develop their practice once registered. Under legislation midwives are required to undertake 20 hours of Continuing Practice Development (CPD) annually. Midwives in private practice have further requirements of an additional 10 hours CPD related to prescribing and diagnostics. CPD requirements for midwives include newly graduated midwives even if they are not yet employed. Many new graduate midwives may not commence employment for up to 12-18 months post-graduation but will need to maintain CDP to keep their registration. Discuss the various options and costs for professional development that a newly registered midwife can undertake, think outside the box. Include how you plan to achieve these requirements for annual registration and differentiate between Nursing CPD and Midwifery CPD for your ongoing career development.
Contribution to the online group discussion is to add to the topics in the weekly study guide and to expand upon the discussion generated by your colleagues with reference to the literature. Simply stating 'yes I agree with previous statements' will not be considered as contributing to the discussion. If you are citing from other work in your post, you will be required to reference this using APA 7th edition style.
Assessment Due Date: Each post will be due on the Friday of that week by 1800 hrs AEST and final submission is due Week 8 on Friday the 7th of May 2021 by 18:00 PM AEST.
The Unit co-ordinator will collate your responses and complete the final submission.
Literature and references
In this assessment you may use contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 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).
• 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 post to the last word of the post. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide: Midwifery Resource Guide.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
Submission
Submit your assessment via the unit Moodle General Discussion forum in response to the initiating post by the unit coordinator.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 8 Friday (7 May 2021) 6:00 pm AEST
Final submission will be completed by the Unit Coordinator.
Week 10 Friday (21 May 2021)
Please allow up to two weeks from the due date for the return of marked assessments.
| Key Criteria | High Distinction 84.5-100% | Distinction 74.50-84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.50% |
| Comprehension of topic (40%) | Comprehensively addresses all aspects of the discussion with strong linking to the weekly online lecture material/course resources. Thorough comprehension of relevance of content clearly evident. (40.00-33.80) | Extensively addresses the majority of the aspects for the discussion with linking to the weekly online lecture material/course resources and effectively comprehends relevance of content. (33.80-29.80) | Broadly addresses most aspects of the discussion with some linking to the weekly online lecture material/course resources. Generally, demonstrates comprehension of how content is relevant. (29.80-25.80) | Content basically addresses aspects of the discussion with minimal linking to the weekly online lecture material/course resources. Demonstrates limited comprehension of how content is relevant. (25.80-19.80) | Content does not address all aspects of the discussion with no linking to the weekly online lecture material/course resources Inadequate comprehension of required content. (19.80-0.00) |
| Critical Thinking (40%) | • Clear, coherent and convincing critical thinking that provided meaningful discussion, insight, understanding and reflective thought about the topic. Comprehensively inclusive of concepts and evidence. (40.00-33.80) | Clear, coherent critical thought that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. (33.80-29.80) | Clear, and logically developed thought presented. Generally inclusive of concepts and evidence. (29.80-25.80) | Critical thought discernible. Generally, demonstrates logical flow although some reliance on descriptive discussion. (25.80-19.80) | Discussion is poorly developed or absent. No or minimal evidence of critical analysis. (19.80-0.00) |
| Professional responses to other students’ posts (20%) | Professional, collegial communication is used, with detailed, insightful, and reflective connections made to other students’ posts throughout the discussion thread. Posts made in response, expand on the topic with reference to the literature. All posts are made by the respective deadline. (20.00-16.90) | Professional communication style is used. Insightful connections are made to other students’ posts throughout the discussion thread. Posts made in response, expand on the topic with reference to the literature. All posts are made by the respective deadline. (16.90-14.90) | Appropriate communication style is used. Connections are made to other students’ posts in some of the discussion thread. Posts made in response, partially expand on the topic, and sometimes refer to the literature. All posts are made by the respective deadline. (14.90-12.90) | Appropriate communication style used. Connections are made to other students’ posts occasionally in the discussion thread. Posts made in response, provide a basic expansion on the topic with occasional reference to the literature. Some posts are made by the respective deadline. (12.90-9.90) | Poor communication style used. Connections are not made to other students’ discussion in many postings. Greater than 50% of posts are not made by the respective deadline. No expansion of the topic in responses to other students(9.90-0.00) |
- Evaluate the breadth and types of available maternity services .
- Appraise the role of the midwife in supporting woman’s informed choice.
- Articulate the key values associated with a commitment to ongoing professional midwifery development.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assessment 2 – Annotated Bibliography
Type: Written assessment
Due date: 1800 hrs (AEST) 20/4/21 (Week 6)
Weighting: 30%
Length: 1600 words (400 words per annotation)
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
1. Evaluate the breadth and types of maternity services.
2. Examine the role of the midwife in supporting woman’s informed choice.
Aim
By undertaking this annotated bibliography students will have the opportunity to build their knowledge on identified topics that relate to written assessment 3-case study, thus building one assignment from the other.
Annotated Bibliography: An annotated bibliography is a brief synopsis of a journal article on a given topic. In essence, it is a list of references with a structured format, and succinct description, and critique of the reference. The annotated bibliography entry commences with the basic bibliographical information, which is alphabetically presented in the standard referencing style, APA 7th. This is then followed by a brief annotation adhering to a format that follows key elements. The annotation comprises a summary and critique of the source material. Resources on annotated bibliography, key elements for inclusion and an exemplar will be provided on the Moodle unit site for further guidance.
Instructions
You are required to prepare an annotated bibliography of four (4) journal articles, that is one (1) article related to the following topics:
1) Benefits of Midwifery Led Continuity of Care Models
2) Collaborative Practice for Midwives
3) Midwifery Leadership
4) Midwives role in ensuring informed consent.
Please follow the steps below to complete your assessment task:
1) Read the resources provided on the Moodle unit regarding how to write an annotated bibliography.
2) Review the exemplar provided.
3) Review the APA 7th referencing guide provided.
4) Search the CQU library databases for the journal articles you require. You will need one (1) article per topic listed above.
5) Read, comprehend and analyse each journal article to discern the key elements for the annotation. As you read through make notes on the various points and elements you must write within the annotation for each article.
6) Review your notes and compose these into succinct, meaningful sentences that address the key elements.
7) Construct each annotation out of these notes and refined sentences. Write the 400-word annotation to convey the summarization and critique in a professional and academic way.
8) Review your writing: proofread and correct any spelling, grammatical, referencing, or formatting errors.
9) Submit to Studiosity for a final check and make edits as advised.
10) Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
11) Submit completed assessment task by the due date.
Format for each annotation:
The references and their annotations should be presented in alphabetical order of the first author’s last name. The annotations should be written in academic style (paragraph structure). Avoid using dot points. Each annotation should include:
• A summary of the content of the reference.
• A description of the author(s) that evaluates the author’s credentials (e.g. are they an expert on the subject matter).
• Provide the context for the journal article for example: if it discussed a research study, the research setting and country where the research was conducted.
• A summary of the key themes or arguments presented in the reference.
• An explanation of how the research was conducted and an evaluation of the validity of the research methods.
• Your evaluation (critical analysis) of the reference. The annotation needs to demonstrate your analytical/critical thinking ability, which might include comments about aspects such as: how reliable you think the information is, whether there are any flaws in the findings/discussion/research or the conclusions, how you think it contributes to the knowledge of the topic, who the reference has been written for (its audience), or how the reference may be useful for the midwifery profession.
These points should be combined into the one paragraph, for example, the summary of the content could also include the context of the discussion/research and/or the credentials of the author.
Literature and references
In this assessment use at least four (4) contemporary references (<5 years) to support your discussion. Suitable references include peer-reviewed journal articles. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage.
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 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 annotation to the last word of the annotation. The word count excludes the reference and refence list but includes in-text references and direct quotations.
Resources
• The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide: Midwifery Resource Guide;
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 6 Tuesday (20 Apr 2021) 6:00 pm AEST
Please submit to the assessment upload submission zone on the Moodle unit page.
Week 8 Friday (7 May 2021)
Please allow for up to 2 weeks post the due date for the return of marked assessments.
| Key Criteria | High Distinction 84.5-100% | Distinction 74.50-84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.50% |
| Structure and presentation of the Annotated Bibliography. (40%) | Comprehensively addresses all key elements. Annotations, comprehensively included: · A concise and entirely relevant summary of the content of each reference · evaluation of the author(s) credentials, and · described the context of each study. No spelling, grammatical, or formatting errors. Well edited academic writing style with correct style, format, and layout applicable to an Annotated Bibliography (40-34). | Extensively addresses many key elements required in the annotated bibliography. Annotations extensively included: · A concise and relevant summary of the content of each reference · evaluation of the author(s) credentials, and · described the context of each study. 1-2 spelling, grammatical, or formatting errors. Clear academic writing style with good style, format, and layout applicable to an Annotated Bibliography (33.8-30). | Broadly addresses most key elements required in the annotated bibliography. Annotations broadly included: · A concise summary of the content of each reference · evaluation of the author(s) credentials, and · described the context of each study. 3-4 spelling, grammatical, or formatting errors. Basic academic writing style with a broadly correct style, format, and layout applicable to an Annotated Bibliography (29.8-26). | Content basically addresses a few key elements required in the annotated bibliography. Annotations basically: · summarised the content of each reference · provided an evaluation of the author(s) credentials, and · described the context of each study. 4-5 spelling, grammatical, or formatting errors. Basic academic writing style with limited format, and layout that is basically applicable to an Annotated Bibliography. (25.8-20) | Content does not address key elements required in the annotated bibliography. Annotations did not: · summarise the content of each reference · provided an evaluation of the author(s) credentials, and · described the context of each study. >5 spelling, grammatical, or formatting errors. Poor academic writing style with incorrect style, format, and layout that is not applicable to an Annotated Bibliography (<20). |
| Evaluation and Critical Thinking (50%) | Clear, coherent, and convincing critical thought. Comprehensively summarised all the key themes or arguments presented in each reference. Comprehensively demonstrated critical analysis of each reference. (50-42.5) | Logical and well-developed critical thought. Extensively summarised many key themes or arguments presented in each reference. Insightfully demonstrated critical analysis of each reference. (42.25-37.5) | Broadly developed critical thought. Broadly summarised most key themes or arguments presented in each reference. Broadly demonstrated critical analysis of each reference. (37.25-32.5) | Basic critical thought demonstrated. Basic summarisation of a few key themes or arguments presented in each reference. Basic critical analysis of each reference. (32.25-25) | Poorly developed critical thought demonstrated. Limited to absent summarisation of some key themes or arguments presented in each reference. Limited or absent critical analysis of each reference. (<25) |
| Referencing (10%) | Presented in alphabetical order as per the author surname. Adheres precisely to APA 7th format. (10-8.5) | Presented in alphabetical order as per the author surname. Adheres closely to APA 7th format. (8.4-7.5) | Presented in alphabetical order as per the author surname. Adheres mainly to APA 7th format. (7.4-6.6) | Presented mostly in alphabetical order as per the author surname. Adheres limitedly to APA 7th format. (6.4-5) | Not presented in alphabetical order as per the author surname. Does not adhere to APA 7th format. (<5) |
- Evaluate the breadth and types of available maternity services .
- Appraise the role of the midwife in supporting woman’s informed choice.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Assessment 3 – Case Study
Type: Written assessment
Due date: 1800 hrs (AEST) 14/5/21 (Week 9)
Weighting: 40%
Length: 2000 words
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
3. Articulate the key values associated with a commitment to ongoing professional midwifery development.
Aim
The aim of this assessment is to develop and articulate your knowledge of midwifery leadership, advocacy and collaboration and ongoing professional development to support midwives in their duty of supporting women.
Instructions
You are required to write a comprehensive and academic discussion in response to the following case study:
Sarah is a graduate midwife working with the multidisciplinary team who are caring for Hailey, a healthy 21 yr. old primigravida woman at 22 weeks gestation who is pregnant with MCDA twins. Hailey and her partner Ryan have been seeing their GP for shared care and the consultant obstetrician at the Feto-Maternal Medicine clinic at their local hospital. Hailey has been having fortnightly scans to determine fetal wellbeing and growth as she is at risk of Twin-to-Twin transfusion however all scans are within normal limits and show good doppler flow, good AFI and limited fetal discordance. Both fetuses are growing well, the placenta is functioning optimally and there are no current issues or concerns in the pregnancy. The management plan is to continue with frequent monitoring and observation and booked LUSC at 36-37 weeks. Hailey and Ryan have recently been to Hypnobirthing classes delivered by a local midwife where they learned about the benefits of vaginal birth and Hailey would like to try this option which she discusses at her antenatal visit with the obstetrician and Sarah is in attendance. The doctor tells Hailey and Ryan that this is unsafe, and her babies are likely to die, that midwives have no right to advise Hailey on birth options as this is outside of their scope of practice, it is the doctor’s domain and that if she doesn’t consent to a LUSC she must have an induction of labour and will definitely have an epidural so that they can rush her off for the emergency caesarean section that will be required. Hailey looks to Sarah for support as she refuses the doctors plan of care.
Please follow these steps to complete your assessment task:
You will write an essay on midwifery leadership, advocacy and collaboration and ongoing professional development to support midwives in the role of supporting women. You will include your references from the annotated bibliography in assessment 2 to construct your discussion:
Discuss: the key characteristics of leadership, professional development, advocacy, and collaboration in contemporary midwifery practice.
Explore: the key values associated with a commitment to lifelong professional development and why these matter to the Australian midwifery profession.
Critically analyse: why professional development is important for midwives like Sarah and in relation to informed consent. Relate this directly to the case study to discern what the risks are to Hailey’s legal and human right of informed consent. Provide options for what the most professional response Sarah could give to support Hailey, and advocate for her birth preferences.
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 Midwifery.
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 seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide:Midwifery Resource Guide
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 9 Friday (14 May 2021) 6:00 pm AEST
Please submit to Turnitin and the assessment upload submission zone on the Moodle unit page.
Week 11 Friday (28 May 2021)
Please allow for up to 2 weeks post the due date for the return of marked assessments.
| HD 100-85% | D 84-75% | C 74-65% | P 64-50% | F 49-0% |
| Structure (15%) | ||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the 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) |
| 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) |
| 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) |
| Approach & Argument (75%) | ||||
| Content is clearly relevant to the topic; the approach comprehensively answers the question, and the argument proceeds logically and is within the set word limit. (15-12.75) | Content is relevant to the topic; the approach clearly answers the question, and the argument proceeds logically and is within the set word limit. (12.6-11.25) | Content is appropriate and 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 in parts or completely and does not address the topic. The discussion lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. (7.35-0) |
| An articulate, succinct, and comprehensive discussion encompassing the key characteristics of leadership, professional development, advocacy, and collaboration in contemporary midwifery practice.(20-17) | Insightful and well-developed discussion which outlines the key characteristics of leadership, professional development, advocacy, and collaboration in contemporary midwifery practice. (16.8-15) | A logical discussion that demonstrates competent knowledge of the key characteristics of leadership, professional development, advocacy, and collaboration in contemporary midwifery practice. (14.8-13) | A disjointed discussion that demonstrates a basic knowledge of the key characteristics of leadership, professional development, advocacy, and collaboration in contemporary midwifery practice. (12.0-10) | An inadequate discussion which demonstrates a poor knowledge of the key characteristics of leadership, professional development, advocacy, and collaboration in contemporary midwifery practice. (9-0) |
| Comprehensive analysis that critically explores the key values associated with a commitment to lifelong professional development and why this matters to the Australian midwifery profession. (20-17) | Well-developed analysis and discussion that explores the key values associated with a commitment to lifelong professional development and why this matter to the Australian midwifery profession. (16.8-15) | Broad discussion that explores the key values associated with a commitment to lifelong professional development and why this matter to the Australian midwifery profession. (14.8-13) | Minimal analysis and disjointed discussion attempting to explore the key values associated with a commitment to lifelong professional development and why this matter to the Australian midwifery profession. (12.0-10) | Inadequate analysis and discussion (which at time is repetitive) that explores the key values associated with a commitment to lifelong professional development and why this matter to the Australian midwifery profession. (9-0) |
| Clear, coherent critical analysis why professional development is important for midwives like Sarah and relates this to informed consent. Comprehensively discerns the risks to Hailey’s legal and human rights from information provided in the case study. Provides sophisticated, professional options for a midwifery response that Sarah could give to support Hailey, and advocate for her birth preferences: must reflect information in case study. (20-17) | A clear and relevant analysis why professional development is important for midwives like Sarah and relates this to informed consent. Comprehensively discerns the risks to Hailey’s legal and human rights from information provided in the case study. Provides sophisticated, professional options for a midwifery response that Sarah could give to support Hailey, and advocate for her birth preferences: must reflect information in case study. (16.8-15) | A logical discussion and broad analysis on why professional development is important for midwives like Sarah and relates this to informed consent. Logical discernment of the risks to Hailey’s legal and human rights from information provided in the case study. Provides appropriate professional options for a midwifery response that Sarah could give to support Hailey, and advocate for her birth preferences: must reflect information in case study. (14.8-13) | Satisfactory but basic discussion analysis on why professional development is important for midwives like Sarah and relates this to informed consent. Basically, discerns the risks to Hailey’s legal and human rights from information provided in the case study. Provides basic options for a midwifery response that Sarah could give to support Hailey, and advocate for her birth preferences: must reflect information in case study. (12.0-10) | Poor understanding of the topic. Content does not adequately discuss why professional development is important for midwives like Sarah and does not relate this to informed consent. Fails to discern the risks to Hailey’s legal and human rights from information provided in the case study. Provides no or limited professional options for a midwifery response that Sarah could give to support Hailey, and advocate for her birth preferences: does not reflect information in case study. (9-0) |
| Referencing (10%) | ||||
| 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) |
| 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) |
- Articulate the key values associated with a commitment to ongoing professional midwifery development.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- 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?
