The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
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 learned 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. The clinical practicum component of this unit will require you to complete a minimum of 224 hours in addition to Continuity of Care Experiences (COCE).
Details
Pre-requisites or Co-requisites
Co-requisite: MDWF13009 Foundations of Midwifery 4
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 - 2025
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 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.
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 data.
Students provided feedback about Assessment 2, a reflective journal portfolio in which the students critically reflect upon each encounter with the women they engage with for continuity of care experiences. This assessment task carries a 60% weighting for the unit. The feedback from the students included statements indicating that the assessment task is too "time-consuming".
This is a challenging feedback item to address, as the nature of the required work is fulfils 3.13.a.iv. of the Midwife Accreditation Standards 2021, which state that regarding continuity of care experiences, students must "maintain a record of each engagement incorporating regular reflection and review by the education provider". The midwifery academic team will discuss possible amendments to the assessment task for the next 2025 intake to the course, which maintain the integrity of the course accreditation and adherence to the standards. The Learning Design & Innovation Directorate will be consulted.
- Demonstrate safe, effective, collaborative midwifery care and the use of digital health and emerging technologies at the level of a beginning registered midwife.
- Critically reflect on clinical learning, midwifery practice, and continuity of care experiences (COCE) to enhance practice
- Apply midwifery knowledge, cultural safety, and inclusivity to the care of Aboriginal and Torres Strait Islander women and their families
- Demonstrate professional midwifery competence at the level of a graduate midwife based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards for Practice (2018) requirements.
The proposed changes to learning outcomes and the unit will meet the following:
The draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 4: Student experience.
Standard 5: Student assessment.
NMBA Midwife Standards for Practice (2018).
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.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Midwives (2018).
Principle 1. Legal compliance.
Principle 2. Woman-centred practice.
Principle 3. Cultural practice and respectful relationships.
Principle 4. Professional Behaviour.
Principle 7. Health and wellbeing.
The International Confederation of Midwives (ICM) International Code of Ethics for Midwives (2014).
1. Midwifery Relationships.
2. Practice of Midwifery.
3. The Professional Responsibilities of Midwives.
4. Advancement of Midwifery Knowledge and Practice.
National Safety and Quality Health Service Standards (2017).
Clinical Governance Standard.
Partnering with Consumers Standard.
Preventing and Controlling Healthcare-Associated Infection Standard.
Medication Safety Standard.
Comprehensive Care Standard.
Communicating for Safety Standard.
Blood Management Standard.
Recognising and Responding to Acute Deterioration Standard.
The Nursing and Midwifery Digital Health Framework
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Case Study - 40% | ||||
| 2 - Portfolio - 60% | ||||
| 3 - Professional Practice Placement - 0% | ||||
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 | ||||
Textbooks
Midwifery: Preparation for Practice
Edition: 5th (2022)
Authors: Sally Pairman, Sally K. Tracy, Hannah G. Dahlen, & Lesley Dixon
Elsevier
Chatswood Chatswood , NSW , Australia
ISBN: 9780729597852
Binding: Paperback
Myles Textbook for Midwives
Edition: 17th (2020)
Authors: Jayne E. Marshall & Maureen D. Raynor
Elsevier
Edinburgh Edinburgh , Scotland
ISBN: 9780702076428
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer - ability to access study materials, access Zoom application for meetings and view instructional videos.
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.
k.a.haynes@cqu.edu.au
Module/Topic
Students will commence professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Assessment 3 - Professional Practice Placement formative AMSAT due 23:55 Friday 21st April 2023
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Students will continue professional practice placement at the allocated healthcare facility. This placement constitutes Assessment 3 - Professional Practice Placement.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Case Study
Unit Code: MDWF13006
Unit Title: Midwifery Practice 4
Assessment 1
Type: Case Study
Due Date: 4pm (AEST), Wednesday 7th May 2025 (Week 8)
Extensions: Available as per policy
Return Date: Wednesday 28th May 2025
Weighting: 40%
Length: 2000 words +/- 10% (excluding reference list)
Unit Coordinator/s: Kelly Haynes
Learning outcomes assessed
- Demonstrate safe, effective and collaborative midwifery care and the use of digital health and emerging technologies at the level of a beginning registered midwife.
- Apply midwifery knowledge, cultural safety, and inclusivity to the care of Aboriginal and Torres Strait Islander women and their families.
Aim
The aim of this assessment is for you to demonstrate your ability to construct a woman-centred and culturally safe care plan for an Aboriginal woman who presents to a hospital for assessment and care.
Instructions
In this assessment, you are required to examine a fictional case study and construct a care plan for an Aboriginal woman who presents to the birth suite for assessment. You are required to assess the woman’s current presentation and her Pregnancy Health Record to construct a Culturally Safe midwifery care plan.
Please follow the steps below to complete your assessment task.
Access the "Marli Guyula Case Study" and the associated file located on the MDWF13006 Moodle site under the 'Assessments' tile.
Answer the three questions provided in the case study in essay format.
- Question 1 asks you to identify the main risk factors to consider following your initial assessment of Marli and her baby, along with the implications of these factors (approximately 500 words).
- Question 2 requires you to discuss recommendations for the ongoing care of Marli and her baby during labour, including clinical assessment, plan of care, referral, and multidisciplinary collaboration (approximately 500 words).
- Question 3 requires a discussion about Marli’s declining care and strategies for providing appropriate woman-centered care. Your discussion should include strategies to ensure Culturally Safe care for Marli (approximately 1000 words).
Literature and references
In this assessment use at least 10 contemporary references (7 years or less) sourced from the CQUniversity library 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 government, university, or peak national bodies: for example, the Australian College of Midwives, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
-
Use a cover page for your assignment that includes in the following order:
-
Student name
-
Student number
-
Unit code and name
-
Assessment type
-
Due date
-
In-text word count
-
Use of Gen AI: Gen AI agent (identify agent).……..has been used for editing and proofreading this assessment (insert or delete as applicable).
-
Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
-
Include page numbers on the top right side of each page in a header.
-
Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
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An introduction and conclusion are not required for this assessment
-
All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
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Write in the third-person perspective.
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Use formal academic, discipline specific, professional and inclusive language.
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Use Microsoft Word English (Australia) spelling and grammar checker.
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Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
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Use essay structure to answer each question.
-
Headings, bullet points, tables and appendices are not to be used in this assessment.
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Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
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All work submitted must be your own work.
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Start your reference list on a separate page to the body of your assessment.
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Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
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The word count is considered from Q1 introduction to the last word of Q3. 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, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
-
We recommend that you access your discipline specific Nursing and Midwifery Subject Guide.
-
You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
-
For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
-
You may wish to submit a draft to Studiosity.
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Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
-
You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
-
The use of any generative artificial intelligence is permitted for the following purposes:
-
Gen AI content is used to generate ideas and general structures.
-
Gen AI content editing.
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Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
-
Phone toll-free 1300 666 620
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Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment.
Minimum Pass Criteria
-
You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
-
In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 8 Wednesday (7 May 2025) 4:00 pm AEST
Please submit the assessment via the submission point on the MDWF13006 Moodle site.
Week 11 Wednesday (28 May 2025)
Grades will be available to students 3 weeks post the due date.
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail <49.5% |
Fail (content absent) 0% |
|
Identifies key risk factors and the implications for care
(20%) |
(20.0–17.0) Comprehensive and logical discussion of key risk factors and their implications. Is written in the student’s own words. |
(16.8–15) Clear and logical discussion of key risk factors and their implications. Is written in the student’s own words.
|
(14.80– 13.0) Satisfactorily and mostly logical discussion of key risk factors and their implications. Is written in the student’s own words. |
(12.8–10.0) Adequate and mostly logical discussion of key risk factors and their implications. Is written in the student’s own words. |
(9.8–0) Inadequate and/or illogical and/or no discussion of key risk factors and their implications and/or is/is not written in the student’s own words. |
|
|
Identifies recommendations for emergent care
(30%) |
(30–25.5) Comprehensive and logical discussion of the recommendations for ongoing care including clinical assessment, plan of care, referral and multidisciplinary collaboration written in the student’s own words. |
(25.2–22.5) Clear and logical discussion of the recommendations for ongoing care including clinical assessment, plan of care, referral and multidisciplinary collaboration written in the student’s own words.
|
(22.2–19.5) Satisfactory and mostly logical discussion of the recommendations for ongoing care including clinical assessment, plan of care, referral and multidisciplinary collaboration written in the student’s own words. |
(19.2–15.0) Adequate and mostly logical discussion of the recommendations for ongoing care including clinical assessment, plan of care, referral and multidisciplinary collaboration written in the student’s own words. |
(14.7–0) Inadequate and/or illogical and/or no discussion of the recommendations for ongoing care including clinical assessment, plan of care, referral and multidisciplinary collaboration and/or is/is not written in the student’s own words.
|
|
|
Identifies management of declining care alongside the principles of woman centres and Culturally Safe care.
(30%) |
(30–25.5) Comprehensive and logical explanation of providing woman centred care and culturally appropriate care for Marli when declining care written in the student’s own words. |
(25.2–22.5) Clear and logical explanation of providing woman centred care and culturally appropriate care for Marli when declining care written in the student’s own words. |
(22.2–19.5) Satisfactory and mostly logical explanation of providing woman centred care and culturally appropriate care for Marli when declining care written in the student’s own words. |
(19.2–15.0) Adequate and mostly logical explanation of providing woman centred care and culturally appropriate care for Marli when declining care written in the student’s own words. |
(14.7–0) Inadequate and/or illogical and/or no explanation of providing woman centred care and culturally appropriate care for Marli when declining care and/or is/is not written in the student’s own words. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
|
|
Intext citations (5%) |
(5–4.25) Consistently accurate intext citations with no errors in APA 7th Edition referencing style to support and reflect all ideas, information, and quotations. |
(4.2–3.8) One consistent in-text citation error in APA 7th Edition referencing style identified. Intext citations support and reflect most ideas, information, and quotations. |
(3.75–3.55) Two consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect many ideas, information, and quotations. |
(3.50–2.5) Three consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect some ideas, information, and quotations. |
(2.4–0) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited or no intext citations used to support ideas, information, and quotations. |
|
|
Reference List (5%)
|
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors.10 peer reviewed references provided. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. 9 peer reviewed references provided. The majority of literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. 8 peer reviewed references provided. Most literature cited has been published in the last 7 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges some sources and/or meets APA (7th Edition) referencing standards with 3 errors. 7 peer reviewed references provided. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. 6 or less peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library.
|
|
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TOTAL: |
MARKER: |
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Marker’s feedback:
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||||||
- Demonstrate safe, effective, collaborative midwifery care and the use of digital health and emerging technologies at the level of a beginning registered midwife.
- Apply midwifery knowledge, cultural safety, and inclusivity to the care of Aboriginal and Torres Strait Islander women and their families
2 Portfolio
Unit Code: MDWF13006
Unit Title: Midwifery Practice 4
Assessment 2
Type: Portfolio
Due date: 4pm (AEST), Wednesday 28th May 2025 (Week 11)
Extensions: Available as per policy
Return date: Wednesday 18th June 2025
Weighting: 60%
Length: Approximately 300 words per experience, however, labour and birth reflections can be longer (approximately 400 words)
Unit Coordinator/s: Kelly Haynes
Learning Outcomes Assessed
2. Critically reflect on clinical learning, midwifery practice, and continuity of care experiences (CoCE) to enhance practice.
4. Demonstrate professional midwifery competence at the level of a graduate midwife based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards for Practice (2018) requirements.
Aim
The aim of this assessment is for you to demonstrate your ability to reflect on and complete your 10 CoCE women previously recruited. Reflective practice is a key element that contributes to the Nurses and Midwives Board of Australia’s Midwife Standards for Practice (2018). It is through reflective processes that both students and registered midwives can identify and explore diverse values, beliefs, learning needs, and sociocultural structures.
Instructions
To facilitate your reflective skill development, you are required to complete a reflective piece of writing for each of the CoCE women you recruited in term three. You must ensure that you have recruited enough CoCE women to meet the required total of 10 completed CoCEs by the end of the term. Each of your 10 CoCEs must include 4 antenatal experiences, +/- birth (the births must be attended for six out of your 10 CoCEs) and two postnatal appointments. You must attend the 4–6-week appointment for three out of the 10 women/ CoCEs.
A reflective journal documents the development of a therapeutic midwifery relationship between midwifery students, women and their families and can encompass interpersonal aspects of the interaction. Reflective writing is a deeper cognitive process that demonstrates what has been learned about the midwifery profession, in addition to one’s development as a practicing midwife. You will continue to develop and build upon your reflective skills after the submission of your reflective portfolio in term 1 and the feedback you received in previous terms. This process is designed to elevate the CoCE experience from merely ticking off appointments and completed women, to demonstrating active cognitive learning.
Reflective writing is more personal than other kinds of academic writing and is an exploration and analysis of events, not just a description of them. This involves analysing an experience, assessing what you have learned from it, what you could have done differently, realising new approaches to your care, and ultimately, how you felt about the whole experience. As a midwifery student, it identifies how different aspects of your work interconnect. It can be very useful for identifying gaps in knowledge and ethical dilemmas or situations that need further thought.
The template provided must be used for each Continuity of Care Experience (CoCE). This is accessed on the MDWF13006 Assessment 2 Moodle page. The framework below is included in the template to support you in structuring each reflective journal entry:
|
Action |
Reflection |
|
Description |
What is it? What happened? Why am I talking about it? |
|
Interpretation |
What is important and relevant? Look through your description and try to find words or phrases that require further exploration. Include the rationale for what was done or why it was done. Where there is controversy about what was done or found, provide the rationale and sources of evidence for both sides of the argument. How can it be explored and explained using contemporary theories? |
|
Outcome |
What have I learned from this? How will it influence my future work? |
Literature and references
In this assessment use at least one contemporary reference (7 years or less) for each portfolio entry sourced from the CQUniversity library 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 five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
· Each CoCE woman must have their own individual journal in Word Document format.
· Each CoCE woman and any health professionals discussed must be de-identified.
· Each journal entry in the portfolio must adhere format provided in the Instructions of this assessment task. You must submit a minimum of 10 documents during the Bachelor of Midwifery program.
· Each CoCE must include at least ten hours of clinical and reflective time. The written reflection for antenatal and postnatal experiences should take no more than 45 minutes, while the reflection on birth experiences and therapeutic care should take no more than one hour.
· Complete the use of Gen AI declaration on the front cover of your template: Gen AI agent…….. (state which agent) has been used for editing and proofreading this assessment (delete declaration if not applicable).
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
· An introduction and conclusion are not required for this assessment.
· All areas in the instruction framework for this assessment must be attempted and clearly answered to pass this assessment task.
· Write in the first-person perspective for your reflection, however, write in the third-person perspective when referring to the literature.
· Use formal academic, discipline specific, professional and inclusive language.
· Use Microsoft Word English (Australia) spelling and grammar checker.
· Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
· Headings, bullet points, tables and appendices are not to be used in this assessment.
· Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
· All work submitted must be your own work.
· Include a reference list at the end of each CoCE experience/ portfolio entry 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 a guide and 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, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing and Midwifery Subject Guide.
· You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
· For information on academic writing and referencing, please visit the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
· Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Individual reflective portfolios should be submitted for each CoCE via the unit Moodle site in Microsoft Word format only. You should have submitted 10 completed CoCEs in total across the Bachelor of Midwifery program.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
· Phone toll-free 1300 666 620
· Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment.
Minimum Pass Criteria
· You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
· In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
Week 11 Wednesday (28 May 2025) 4:00 pm AEST
Submit your assessment task via the submission point on the MDWF13006 Moodle site.
Exam Week Wednesday (18 June 2025)
Grades will be available to students 3 weeks post the due date
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Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
TOTAL |
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Critical reflection and identification of knowledge gaps (40%) |
(40–34) Provides comprehensive, critical and analytical reflective portfolios that explores and identify gaps in knowledge. Each reflective portfolio provides: A description An interpretation An outcome –what was learnt.
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(33.6–30) Provides appropriately concise and analytical reflective portfolios that explores and identify gaps in knowledge. Each reflective portfolio provides: A description An interpretation An outcome – what was learnt.
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(29.6–26) Provides logical and broadly reflective portfolios that explores and identify some gaps in knowledge. Each reflective journal provides: A description An interpretation An outcome – what was learnt.
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(25.6-20) Basic reflective portfolios with some exploration which identify some gaps in knowledge. Each reflective journal provides some of the following: A description An interpretation An outcome - what was learnt.
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(19.6-0) Inadequate reflective portfolios with minimal or no information provided and/or lack of relevance in discussion. Portfolios do not explore or identify gaps in knowledge. The following have not been included: A description An interpretation An outcome –what was learnt.
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Development of portfolio to meet requirements. (40%) |
(40–34) 10 highly developed reflective portfolios that include: • 4 antenatal visits • +/- the labour (intrapartum care) • 2 postnatal visits • Face-to-face/ telehealth visits • A minimum of 10 hours face to face and reflective time included in each CoCE/portfolio.
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(33.6–30) 10 well-developed reflective portfolios that include: • 4 antenatal visits • +/- the labour (intrapartum care) • 2 postnatal visits • Face-to-face/ telehealth visits • A minimum of 10 hours face to face and reflective time included in each CoCE/portfolio.
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(29.6–26) 10 adequately developed reflective portfolios that include: • 4 antenatal visits • +/- the labour (intrapartum care) • 2 postnatal visits • Face-to-face/ telehealth visits • A minimum of 10 hours face to face and reflective time included in each CoCE/portfolio.
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(25.6-20) 10 somewhat developed reflective portfolios that include: • 4 antenatal visits • +/- the labour (intrapartum care) • 2 postnatal visits • Face-to-face/ telehealth visits • A minimum of 10 hours face to face and reflective time included in each CoCE/portfolio.
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(19.6-0) Limited, unclear or omitted reflective portfolios that do not meet the expected requirements of: • 4 antenatal visits • +/- the labour (Intrapartum care) • 2 postnatal visits • Face-to-face/ telehealth visits • A minimum of 10 hours face to face and reflective time included in each CoCE/portfolio.
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Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate and presented using the template provided, in a logical, succinct order and demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented using the template provided, in a logical order and demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented using the template provided, in a logical order and demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented using the template provided, in a logical order and demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect, not using the template provided appropriately, and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 1 reference per portfolio entry with appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is 1 reference per portfolio entry with appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with 1 reference per portfolio entry with 1 omission. Appropriate contemporary peer reviewed journal articles are utilised. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with 1 reference per portfolio entry with 2 omissions. Appropriate contemporary peer reviewed journal articles were utilised. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources of peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤3 portfolio entries without reference, reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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TOTAL: |
MARKER: |
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Marker’s feedback:
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- Critically reflect on clinical learning, midwifery practice, and continuity of care experiences (COCE) to enhance practice
- Demonstrate professional midwifery competence at the level of a graduate midwife based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards for Practice (2018) requirements.
3 Professional Practice Placement
Unit Code: MDWF13006
Unit Title: Midwifery Practice 4
Assessment 3
Type: Professional Practice Placement
Due date: Formative Assessment due: 4pm (AEST), Wednesday 23rd April 2025 (Week 6, midway during placement)
Summative Assessment due: 4pm (AEST), Wednesday 4th June 2025 (Week 12)
Weighting: Pass/Fail
Unit Coordinator/s: Kelly Haynes
Learning outcomes assessed
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1. Demonstrate safe, effective, collaborative midwifery care and the use of digital health and emerging technologies at the level of a beginning registered midwife.
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2. Critically reflect on clinical learning, midwifery practice, and continuity of care experiences (COCE) to enhance practice.
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3. Apply midwifery knowledge, cultural safety, and inclusivity to the care of Aboriginal and Torres Strait Islander women and their families.
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4. Demonstrate professional midwifery competence at the level of a graduate midwife based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards for Practice (2018) requirements.
Aim
The aim of this assessment is for you to demonstrate your midwifery knowledge and the application of theory to practice to ensure safe and effective care is received by the women and infants in your care. As your final professional experience placement, this provides you with the opportunity to demonstrate competent midwifery clinical practice that meets the requirements of the Nursing and Midwifery Board of Australia’s Midwife Standards for Practice (2018).
Instructions
To complete this assessment, you are required to:
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Complete a minimum of 224 hours of clinical placement (or to complete a minimum of 896 hours over the four Midwifery Practice units plus Continuity of Care experience hours).
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Complete the Facilitator/preceptor notification form and submit on SONIA on day 1 of placement.
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Record your clinical hours at the end of each shift in the Student Professional Experience Practice Record Book. This record must be verified/countersigned each shift by the RM or health professional you have worked with. The log of hours from the book will need to be uploaded to the Record of Hours form when your required hours and placement for the term/program are completed. This will be provided to you electronically through the SONIA system which is located under the ‘forms’ section. You will receive an email via the WIL team with a link to the form. Please note that you are required to continue with Professional Experience Practice shifts/hours throughout the final term to enable clinical placement supervisors to assess your progress at both the Formative and Summative stages.
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Complete the formative AMSAT face-to-face with your RM or relevant health professional during week 6 and submit via the SONIA online.
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The AMSAT will be provided to you electronically through the SONIA system which is located under the ‘forms’ section. You will receive an email via the WIL team with a link to the AMSAT form. Examples of the Formative and Summative Assessments are available on the WIL Moodle site.
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Complete the Student formative self-assessment form in SONIA and submit to your assessor when nearing the midway point of placement.
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Engage in discussion with your assessor after they have completed their feedback in the Formative Assessment in SONIA.
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The Unit Coordinator will review your AMSAT assessment, add comments and sign it. If you have a score below 3, a learning support plan may be implemented to provide you with clear performance expectations and goals.
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Review the Unit Coordinator’s comments and complete the Student Declaration and signature section at the end of your formative AMSAT. You will receive an email notification when this is available (Completing these steps will trigger the release of the summative AMSAT.
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Complete the summative AMSAT and the Student Professional Experience Practice Record Book (Record of Clinical Hours) with your RM or relevant health professional during Week 12 or the last week of placement and submit via the SONIA platform.
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Complete the Student summative self-assessment form in SONIA and submit to your assessor near the completion of your placement.
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Your assessor will complete your Summative Assessment in SONIA and discuss your assessment and feedback with you.
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You will be notified by email to complete the Student declaration and signature section on your summative AMSAT.
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A score of 3 or higher for each AMSAT criterion on the summative AMSAT assessment is required to pass the summative assessment. If you do not meet each AMSAT criteria at a 3 or above on your summative assessment, you may receive a Fail grade for the Unit.
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Please note that successful completion of this unit is not merely completing requisite clinical hours and skills but also demonstrating midwifery novice competency based upon the NMBA requirements and professional behaviour as per relevant CQUniversity policies.
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Complete 10 Continuity of Care Experiences (COCE) in full and provide this information in your Record of Hours form and attach scans of your Record of Continuity of Care Experiences (page 37-42) in the Student Professional Experience Practice Record Book through the SONIA online system.
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Complete the three additional forms located in your Student Clinical Experience Record Book with your clinical placement supervisor to provide evidence that you have met the total unit and program clinical requirements. Upload these to the Record of Hours form. This will be provided to you electronically through the SONIA system which is located under the ‘forms’ section.
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Total hours of experience gained (page 134)
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Total mandatory experiences gained (page 135)
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End of course declaration of competence form (page 136)
Requirements
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Attendance of clinical placement is mandatory for this unit.
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The required hours of clinical practice (896 hours over the 4 Midwifery Practice units) must be completed in entirety by the end of term 4 alongside a satisfactory Summative AMSAT to be eligible for a Pass grade for this Unit.
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Please see the CQUniversity Clinical Placement Attendance policy for further information.
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If you are not meeting satisfactory practice standards at any point of the placement, a meeting will be scheduled with the facilitator, yourself, and the Unit Coordinator to discuss your progress. A support plan may be implemented to assist you in meeting the AMSAT criteria satisfactorily. If you do not meet each AMSAT criteria at a satisfactory level at the Summative assessment, you may receive a Fail grade for this assessment.
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Any unsatisfactory performance that jeopardises the safety of people in your care or which does not adhere to the NMBA Registered Midwife Standards for Practice, Code of Professional Conduct, Code of Ethics, and/or Social Media Policy criteria may result in you being removed from placement. Please refer to The Work-integrated Learning-Student Placement Policy and Procedure that can be found on the WIL Moodle site.
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As a midwifery student representing CQUniversity, you are required to comply with CQU student midwife uniform requirements and the CQU Student Charter during your professional experience placement. Please refer to Work-integrated Learning-Student Placement Policy and Procedure that can be found on the WIL Moodle site.
Submission
Submit your documents via the SONIA platform.
Record of Hours
Submit your Record of Hours form provided to you electronically through the SONIA system (located under the ‘forms’ section) and attach your 10 or more COCE Record of Continuity of Care Experiences (page 37-42) from the Student Professional Experience Practice Record Book. Please also attach the three forms located in your Student Clinical Experience Record Book (pages 134-136) to illustrate that you have met the total unit and program clinical requirements.
Formative/ Summative AMSAT
Submit your AMSAT self-assessment and assessor assessment at the Formative and Summative assessment through the SONIA system (located under the ‘forms’ section). Your finalised documentation as outlined above must be submitted on the dates provided. Your grade cannot be finalised until this step has been completed.
Marking Criteria
The midwifery educator/manager will review the required clinical experience in conjunction with the Unit Coordinator.
Minimum Pass Criteria
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You must pass this assessment to pass this unit
AND
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You must achieve a cumulative grade of at least 49.5% across all written assessments to pass this unit.
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In the event you are eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit
Unit Engagement
You must engage in all learning resources in this Unit.
Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Please access and complete your documents via the Sonia platform.
Exam Week Wednesday (18 June 2025)
Verification of documents will be completed 2 weeks following the due date.
Successful fulfillment of the assessment criteria will be determined according to the Australian Midwifery Standards Assessment tool (AMSAT), notification of mandatory clinical experiences gained, and completion of 224 professional practice placement hours (896 in total for the Bachelor of Midwifery Program).
- Demonstrate safe, effective, collaborative midwifery care and the use of digital health and emerging technologies at the level of a beginning registered midwife.
- Critically reflect on clinical learning, midwifery practice, and continuity of care experiences (COCE) to enhance practice
- Apply midwifery knowledge, cultural safety, and inclusivity to the care of Aboriginal and Torres Strait Islander women and their families
- Demonstrate professional midwifery competence at the level of a graduate midwife based upon the Nursing and Midwifery Board Australia (NMBA) Midwife Standards for Practice (2018) requirements.
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?
