Overview
This clinical placement unit is the final of four that provides you with midwifery clinical experience. In this capstone unit you will be required to integrate and apply knowledge, concepts and skills learnt throughout the course. The learning experiences will provide you with the opportunity to demonstrate your ability to practice at the level of a competent beginning midwife. Midwifery Practice 4 is to be undertaken with Transition to Autonomous Practice.
Details
Pre-requisites or Co-requisites
Co-req MDWF13005 Transition to Autonomous Practice Pre-Req 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 - 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).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Demonstrate safe and effective midwifery care at the level of a competent beginning midwife.
- Reflect on clinical learning and midwifery practice.
- Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) requirements.
NMBA Midwife Standards for Practice
Standard 1: Promotes evidence-based maternal health and wellbeing.
Standard 2: Engages in respectful partnerships and professional relationships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 4: Undertakes comprehensive assessments.
Standard 5: Develops plans for midwifery practice.
Standard 6: Provides safe and quality midwifery practice.
Standard 7: Evaluates outcomes to improve midwifery practice.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Portfolio - 40% | |||
2 - Written Assessment - 60% | |||
3 - Professional Practice Placement - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Communication | |||
2 - Problem Solving | |||
3 - Critical Thinking | |||
4 - Information Literacy | |||
5 - Team Work | |||
6 - Information Technology Competence | |||
7 - Cross Cultural Competence | |||
8 - Ethical practice | |||
9 - Social Innovation | |||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Portfolio - 40% | ||||||||||
2 - Written Assessment - 60% | ||||||||||
3 - Professional Practice Placement - 0% |
Textbooks
Myles textbook for Midwives
Edition: 16th Ed. (2014)
Authors: Marshall, J & Raynor, M.
Churchill Livingstone
London London , England
ISBN: 9780702051463
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.
b.ferguson@cqu.edu.au
Module/Topic
This clinical placement unit is the final of four that provides you with midwifery clinical experience. In this capstone unit you will be required to integrate and apply knowledge, concepts and skills learnt throughout the course. The learning experiences will provide you with the opportunity to demonstrate your ability to practice at the level of a competent beginning midwife. Midwifery Practice 4 is to be undertaken with Transition to Autonomous Practice.
Chapter
Australian College of Midwives Guidelines for Consultation and Referral.
Nursing and Midwifery Board of Australia: Code of Conduct, Ethics and Professional Standards for Midwives.
Queensland Health State Wide maternal and Neonatal Clinical Guidelines
CQ University Midwifery Student Clinical Placement Logbook
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Written Assessment Due: Week 9 Friday (11 May 2018) 11:45 pm AEST
Written Essay Due: Week 9 Friday (11 May 2018) 11:45 pm AEST
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Placement Completion Due: Exam Week Friday (15 Jun 2018) 11:45 pm AEST
Assessment One: Reflective Journal/Portfolio due Friday 15th June 2018.
Portfolio/Ongoing Reflective Journal Due: Exam Week Friday (15 June 2018) 11:45 pm AEST
Clinical Practice Placement Due: Exam Week Friday (15 June 2018) 11:45 pm AEST
1 Portfolio
To facilitate your reflective skill development you are required to complete a reflective piece of writing for a minimum of 10 continuity of care cases, including each of the four (4) newly recruited women from term three (3).
By week 14 you need to have completed 10 comprehensive reflective journals that include a minimum of:
- 4 antenatal visits
- labour/intrapartum care of at least 6 women
- 2 postnatal visits
(Additional guidance on writing a reflective journal is available on the Moodle site for this subject.)
Exam Week Friday (15 June 2018) 11:45 pm AEST
End of week 14
Assessment return is within three weeks following submission i.e. by 6th July 2018
HD | D | C | P | F |
Structure (10%) | ||||
Excellent presentation of portfolio. Reflective journals set out as per template. Consistently accurate with spelling, grammar and paragraph structure. (10%) | Well-presented portfolio, Reflective journals set out as per template. 1 or 2 errors spelling, grammar and paragraph structure. | Well-presented portfolio. Reflective journals set out as per provided template. 3 or 4 consistent errors with spelling, grammar and paragraph structure. | Well-presented portfolio, reflective journals set out per provided template. 2 or 3 inconsistent errors with spelling, grammar and paragraph structure | Poorly presented journal. Provided template not utilised. Many inaccuracies with spelling, grammar and paragraph structure (> 5 errors). |
Approach & Argument (90%) As per template. | ||||
Comprehensive critical and analytical reflective journals that explore and identify gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome –what was learnt (45 %) (Learning Outcomes 1 & 2) | Insightful and well- developed reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt | Provides logical and broadly reflective journals that explore and identifies gaps in knowledge. Each reflective journal provides - A description - An Interpretation - An outcome – what was learnt | Disjointed reflective journals that explores and identify some gaps in knowledge. Each reflective journal provides some of the following: - A description - An Interpretation - An outcome – what was learnt | Inadequate reflective journals that do not explore or identify gaps in knowledge. The following have not been included: - A description - An Interpretation - An outcome –what was learnt |
10 Comprehensive reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits (45%) (Learning Outcome 1 & 2) | 10 Well-developed reflective journals that include a minimum of : - 4 antenatal visits - +/- the labour (intrapartum care) - 2 postnatal visits | 10 reflective journals that include a minimum of: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits | 10 disjointed reflective journals that include some of the following: - 4 antenatal visits - +/- the labour (Intrapartum care) - 2 postnatal visits | 10 or less inadequate reflective journals that have not met the minimum requirements of: - 4 antenatal visits - +/- the labour (Intrapartum Visits) - 2 postnatal visits |
- Demonstrate safe and effective midwifery care at the level of a competent beginning midwife.
- Reflect on clinical learning and midwifery practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Written essay: 3000 words
This written essay provides you with an opportunity to demonstrate knowledge that supports your ability to practice at the level of a competent beginning midwife.
Choose one of the following scenarios:
Scenario 1
Marie presents unaccompanied to the Birth Suite complaining of mild intermittent abdominal pain at 36 weeks gestation. She appears moderately distressed.
Antenatal history: Marie has had one ultrasound scan at 18 weeks and a subsequent booking-in appointment at your facility at 20 weeks gestation, but no further antenatal care. She has no documented medical conditions and is a G4 P3 with previous uncomplicated pregnancies and births.
The Birth Suite is busy. You are a recently qualified Midwife and have been asked to make an initial assessment of the woman. The midwifery team leader tells you that the obstetric medical officer has been informed of the admission and will come to review the woman when they have finished a procedure in another of the Birth Suite rooms.
Scenario 2
You are a recently qualified midwife who has just started an early shift on the postnatal ward. Among the women assigned to your care is a Jenna, a 19 year old first time mother whose pregnancy had been under a GP shared care model. Jenna had a vacuum assisted birth at 9 pm the previous evening. This had followed an induction of labour for post-dates pregnancy which was commenced one day prior. The induction required a syntocinon infusion and Jenna also had an epidural. She has a 2° perineal tear which was sutured. Estimated blood loss was normal. The baby weighed 3.600 Kgs. He had skin to skin contact with Jenna immediately following birth and attached on and off the breast for some brief periods during this time. Since then, the baby has been sleepy and no good nutritive sucking has been documented on the feed chart. When you meet Jenna she is tearful and tells you that when her partner comes in later that morning, she is going to go home with the baby.
In your essay:
1). Discuss what considerations would guide your initial approach to Jenna, or Marie.
2). Discuss a) what clinical assessments you would make, b) what psychosocial assessments you would make.
3). Taking account of your level of experience as a new graduate midwife, discuss:
a). What initial plan of care you would formulate based on these assessments.
b). What consultation and referral process you would follow to communicate this plan to both the midwifery, and the wider multi-disciplinary team.
Within your discussion of the above you must clearly state the rationale for action, and link these to:
· Relevant clinical guidelines
· A woman-centred midwifery philosophy of care
· ACM National Midwifery Guidelines for Consultation & Referral
· NMBA Professional codes and guidelines for midwives
(additional guiding information on Moodle)
Week 9 Friday (11 May 2018) 11:45 pm AEST
Week 12 Friday (1 June 2018)
Within 3 weeks of submission date
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 question and the argument proceeds logically and is within the set word limit. (10%) | Content is relevant to the topic, the approach clearly answers the question and the argument proceeds logically and is within the set word limit | Content is appropriate and answers the question and the argument for the most part proceeds logically and is within the set word limit | Content answers the question 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 question and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance | |
Clear, articulate and insightful discussion of what considerations should guide the midwife’s initial approach to the woman in the scenario. Rationales clearly articulated and links made to professional codes and guidelines. (20%)
|
Clear and well-developed discussion of what considerations should guide the midwife’s initial approach to the woman in the scenario. Rationales clearly articulated and links made to professional codes and guidelines. | A competent discussion of what considerations should guide the midwife’s initial approach to the woman in the scenario. Rationales given and links made to professional codes and guidelines. | A limited or disjointed discussion of what considerations should guide the midwife’s initial approach to the woman in the scenario. Somewhat limited rationales given and limited links made to professional codes and guidelines. | An inadequate discussion of what considerations should guide the midwife’s initial approach to the woman in the scenario. Rationales poorly articulated and inadequate links made to professional codes and guidelines. | |
Clear, coherent outline of appropriate clinical and psychosocial assessments given. Rationales clearly articulated and links made to professional codes and guidelines. (25%)
|
Comprehensive outline of appropriate clinical and psychosocial assessments given. Rationales clearly articulated and links made to professional codes and guidelines. | Competent outline of some appropriate clinical and psychosocial assessments given. Rationales given and links made to professional codes and guidelines. | Limited outline of appropriate clinical and psychosocial assessments given. Rationales given but somewhat limited. Limited links made to professional codes and guidelines. | Inadequate outline of appropriate clinical and psychosocial assessments given. Rationales poorly articulated and inadequate links made to professional codes and guidelines. | |
An articulate and comprehensive discussion of formulation of care plan and consultation and referral process followed. Rationales clearly articulated and links made to professional codes and guidelines. (20 %) | A clear and well developed discussion of formulation of care plan and consultation and referral process followed. Rationales clearly articulated and links made to professional codes and guidelines. | A competent discussion of formulation of care plan and consultation and referral process followed. Rationales given and links given to professional codes and guidelines. | Limited or disjointed discussion of formulation of care plan and consultation and referral process followed. Rationales given but somewhat limited. Limited links made to professional codes and guidelines. | Inadequate discussion of formulation of care plan and consultation and referral process followed. Rationales given but somewhat limited. Limited links made to 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 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. | |
- Demonstrate safe and effective midwifery care at the level of a competent beginning midwife.
- Reflect on clinical learning and midwifery practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Professional Practice Placement
Minimal clinical practice experience of 224 hours is required by completion of this course. This clinical experience will allow you to consolidate knowledge and skills acquired throughout the course. You are required to meet the clinical requirements listed below and these requirements need to be documented within your Student Clinical Experience Record Book.
You are expected to work towards minimal clinical requirements which are:
1. Complete the four (4) ‘Continuity of Care (CoC) experience women recruited in term 3. By week 14 you must have completed 10 comprehensive reflective journals that include a minimum of:
- 4 antenatal visits
- labour/intrapartum care of at least 6 women
- 2 postnatal visits
2. Completed Competency Performance Assessment.
3. Complete 224 hours of clinical practice experience plus continuity of care hours (10-20 in total per woman recruited).
Exam Week Friday (15 June 2018) 11:45 pm AEST
Return within 3 weeks of submission date
Satisfactory completion of the clinical requirements outlined above in the Assessment Task description, and in the student clinical experiences record book is the criteria for successfully passing this subject.
Assessment outcome = Pass / Fail
- Demonstrate safe and effective midwifery care at the level of a competent beginning midwife.
- Reflect on clinical learning and midwifery practice.
- Demonstrate midwifery competence based upon the Nursing and Midwifery Board Australia (NMBA) requirements.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- 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.