Overview
In this unit, you will examine the elements of cultural capability required to practice culturally safe and inclusive midwifery care. You will have the opportunity to develop an understanding of cultural safety through self-reflexivity for culturally safe midwifery care that is free of racism and bias. You will be introduced to Aboriginal and Torres Strait Islander peoples' history and post-colonial experiences to gain an insight into the implications of this for midwifery care, population health, and health care practice. You will gain an understanding of the importance of equitable partnerships with Aboriginal and Torres Strait Islander families, health professionals, organisations, and the community to provide respectful midwifery practice that is underpinned by cultural safety. Specifically, you will focus on historical and current issues in relation to 'Women's Business', birthing on country, motherhood, and the models of midwifery care available to Aboriginal and Torres Strait Islander families.
Details
Pre-requisites or Co-requisites
Pre-requisites: MDWF12006 Midwifery Practice 2, MDWF12005 Foundations of Midwifery 2 and MDWF12004 Critical Inquiry and Midwifery Practice
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 3 - 2024
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 data
More compulsory online sessions would be beneficial. I enjoyed the content overall.
The students were strongly encouraged to attend a single, non-assessed, online experiential learning session. The unit coordinator will consider implementing a second session in the next offering.
Feedback from SUTE data
I was disappointed with this subject. The assessments kept asking for the same information.
The unit coordinator will request peer review from all members of the midwifery academic team to ensure that the assessment tasks are not too similar.
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
Draft ANMAC Midwifery Education Standards (2020).
Standard 1: Safety of the public.
Standard 3: Program of study.
Standard 5: Student assessment.
The Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework (2017).
The NMBA Aboriginal and Torres Strait Islander Health Strategy.
The NMBA Midwife Standards for Practice (2018).
Standard 1: Promotes health and wellbeing through evidence-based midwifery practice.
Standard 2: Engages in professional relationships and respectful partnerships.
Standard 5: Develops a plan for midwifery practice.
Standard 6: Provides safety and quality in midwifery practice.
The 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 6: Research in health.
The ICM Code of Ethics (2014).
1. Midwifery relationships.
2. Practice of midwifery.
3. Professional responsibilities of midwives.
4. Advancing midwifery knowledge and practice.
National Safety and Quality Health Care Standards (2017).
Partnering with consumers.
Comprehensive care.
Communicating for safety.
Clinical governance.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Group Discussion - 20% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Case Study - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Case Study - 40% | ||||||||||
Textbooks
Midwifery: Preparation for Practice
Edition: 5th (2023)
Authors: Sally Pairman, Sally K Tracy, Hannah G Dahlen, Lesley Dixon
Elsevier
Chatswood Chatswood , NSW , Australia
ISBN: 978-0-7295-4381-1
Yatdjuligin: Aboriginal and Torres Strait Islander Nursing and Midwifery Care
Edition: 3rd (2021)
Authors: Odette Best & Bronwyn Fredericks
Cambridge University Press
Port Melbourne Port Melbourne , Victoria , Australia
ISBN: 978-1-108-79469-5
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer - ability to access study materials, including instructional videos and scan and upload assessment.
- Headphones or speaker, and a microphone for Zoom sessions
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.
a.moran@cqu.edu.au
Module/Topic
Introduction to the Unit
Chapter
Australian Nursing & Midwifery
Accreditation Council. (2021). Midwife
accreditation standards.
https:/anmac.org.au/sites
/default/files/documents
/06920_anmac_midwife_std_
2021_online_05_fa.pdf
Williamson, M. (2008). Dealing with
diversity: incorporating cultural
sensitivity into professional midwifery
practice, Doctor of Philosophy thesis,
School of Nursing, Midwifery and
Indigenous Health,
University of Wollongong, 2008.
https://ro.uow.edu.au/theses/2068
Events and Submissions/Topic
Module/Topic
The History and Impact of
Colonisation in Australia
Chapter
White, J. (2019). The Australian and
New Zealand Context in Pariman, S.
Tracy, S. Dalen, HG & Dixon, L.
Midwifery Preparation for Practice,
Elsevier.
Reconciliation Australia (2021). 2021
State of Reconciliation in Australia
Report Moving from Safe to Brave
Summary Report, Reconciliation
Australia , Kingston ACT 2604.
Events and Submissions/Topic
Module/Topic
Social and Environmental
Determinants of Aboriginal and Torres
Strait Islander Women’s Health
Chapter
MacDonald, C. & Dixon, L (2019).
Social and environmental
determinants of women’s health in
Pariman, S. Tracy, S. Dalen, HG &
Dixon, L. Midwifery Preparation for
Practice, Elsevier, Australia.
Sherwood, J (2021). Historical and
current perspectives on the health of
Aboriginal and Torres strait Islander
peoples in Best, O & Fredericks, B.
Yatdjuligin Aboriginal and Torres Strait
Islander Nursing and Midwifery Care,
Cambridge University Press, United
Kingdom.
Events and Submissions/Topic
Module/Topic
White Privilege and Racism in Health
and Maternity Care
Chapter
Thackrah, R.D., Wood, J., & Thompson,
S.C. (2021). Longitudinal Follow Up of
Early Career Midwives: Insights Related
to Racism Show the Need for Increased
Commitment to Cultural Safety in
Aboriginal Maternity Care. International
Journal of Environmental Research &
Public Health, 18, 1276.
https://doi.org/10.3390/ijerph18031276
Events and Submissions/Topic
Module/Topic
Cultural Safety and Midwifery Practice
Chapter
Miller, S & Bear, RJ (2019). Midwifery
partnership in Pariman, S. Tracy, S.
Dalen, HG & Dixon, L. Midwifery
Preparation for Practice, Elsevier,
Australia.
Events and Submissions/Topic
Module/Topic
Birthing on Country
Chapter
Australian College of Midwives,
Congress of Aboriginal and Torres
Strait Islander Midwives, CRANA.
(2017). Joint birthing on country
position statement.
https://www.midwives.org.au/
common/Uploaded%20files/_ADMIN
-ACM/Birthing-on-Country-Joint-
Position-Statement-2017.pdf
Events and Submissions/Topic
Module/Topic
Midwives working with Aboriginal and
Torres strait Islander Women
Chapter
Hartz, D., & Sherwood, J. (2019).
Midwives working with Aboriginal and
Torres Strait Islander women. In S.
Pairman, S.K. Tracy, H.G. Dahlen, & L.
Dixon (Eds). Midwifery preparation for
practice. Elsevier.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Growing Deadly Families Aboriginal
and Torres Strait Islander Maternity
Services Strategy 2019-2025
Chapter
Queensland Health. (2019).
Queensland Health growing deadly
families Aboriginal and Torres Strait
Islander maternity services strategy
2019-2025.
https://www.health.qld.gov.au/
__data/assets/pdf_file/0030/932880/
Growing-Deadly-Families-Strategy.pdf
Events and Submissions/Topic
Module/Topic
Pregnancy and birth outcomes for
Aboriginal and Torres Strait Islander
women: 2016–2018
Preterm birth and low birthweight
Chapter
Hartz, D., & Sherwood, S. (2018).
Midwives working with Aboriginal and
Torres Strait Islander women. In S.
Pairman, S.K. Tracy, H.G. Dahlen, &
Dixon, L. (Eds.), Midwifery preparation
for practice (pp. 158-170). Elsevier.
Events and Submissions/Topic
Module/Topic
Pregnancy and birth outcomes for
Aboriginal and Torres Strait Islander
women: 2016–2018
Perinatal Mortality
Chapter
AIHW. (2021). Australia’s mothers and
babies: Maternal deaths.
https://www.aihw.gov.au/
reports/mothers-babies/
maternal-deaths-australia#cause.
Events and Submissions/Topic
Module/Topic
Infant Health
Chapter
Events and Submissions/Topic
Module/Topic
Where to from here?
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Students need to remain subscribed to the discussion forum, the news forum and the Q & A forum for the duration of
term 3.
Students are expected to access and read emails to remain up-to-date with university correspondences.
1 Group Discussion
Type: Group Discussion
Due date: Topic 1: 16:00 hour (AEST) Wednesday 20th November 2024 (Week 6).
Topic 2: 16:00 hour (AEST) Wednesday 18th December 2024 (Week 6).
Topic 3: 16:00 hour (AEST) Wednesday 22nd January 2025 (Week 10).
Return date: 16:00 hour (AEST) Wednesday 5th February 2025 (Week 12)
Weighting: 20%
Length: 400 words +/- 10% (excluding reference list)
Unit Coordinator: Aras Moran
Learning Outcomes Assessed
1. Examine and discuss different forms of racism, the concept of white privilege, one's positioning in terms of white privilege, and the social determinants of health.
2. Explore the history and ongoing impact of colonisation and post-colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice.
3. Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families.
4. Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers.
5. Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
Aim
The aim of this assessment is for students to watch the documentary ‘Djakamirr’ and use it as a basis for discussing racism, the impact of colonisation, and culturally appropriate midwifery practices in Indigenous communities.
Instructions
Please follow the steps below to complete this assessment task:
In this assessment, you are required to write primary and secondary posts about three topics – Experiences of Racism and White Privilege, Colonisation and its Ongoing Impact, and Culturally appropriate Midwifery Practice. A detailed overview of these topics is presented below.
1. Primary Post (approximately 400 words)
• Address the topic provided (Experiences of Racism and White Privilege, Colonisation and its Ongoing Impact, and Culturally appropriate Midwifery Practice).
• Write a primary post discussing the topic, incorporating relevant points from the prompts.
• Aim for a minimum of 400 words to ensure depth and thoughtful analysis.
2. Secondary Post (approximately 400 words)
• After reading another student’s primary post, compose a secondary response.
• Engage with their ideas, ask questions, and provide constructive feedback.
• Encourage respectful dialogue and consider diverse perspectives.
3. Repeat for the three topics
Topic 1: Experiences of Racism and White Privilege
In the Djäkamirr documentary, we witness various forms of racism. Some guiding points you could use in your discussion are:
- Discuss these forms, including systemic, interpersonal, and structural racism.
- Explore the concept of white privilege and how it impacts individuals' experiences
- Consider how social determinants (such as socioeconomic status, education, and access to resources) intersect with racism.
- Highlight the importance of addressing racism in promoting health equity.
Topic 2: Colonisation and its ongoing impact
Reflect on how colonisation has influenced First Nation communities in the documentary. Some guiding points you could use in your discussion are:
- Consider changes in culture, health, and social structures due to historical events.
- Discuss how colonisation has shaped health outcomes, cultural identity, and social structures.
- Explore the intergeneration trauma resulting from colonization.
- Consider strategies for healing and reconciliation.
Topic 3: Culturally appropriate midwifery practice for Aboriginal and Torres Strait Islander Peoples
Investigate how midwifery practices portrayed in the documentary honor First Nations cultural traditions during childbirth. Some guiding points you could use in your discussion are:
- What aspects of First Nations birthing practices demonstrate respect for Indigenous knowledge and customs?
- Discuss equitable partnerships between midwives and First Nation families.
- Explore contemporary models of midwifery care that integrate cultural competence.
- Highlight the importance of culturally safe communication and understanding the unique needs of First Nation families.
Literature and references
In this assessment, use at least two (2) contemporary references (7 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles, 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, universities, or peak national bodies like the Australian College of Nursing. 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 your name, student number, unit code, and in-text word count.
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, 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.
- Write in the third person perspective.
- Students have the option to write from either the first or third person.
- Use formal academic and discipline specific language and essay structure.
- All work submitted must be your own work.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- Start your reference list on a separate page to the body of your assessment.
- The word count is considered from the first word of the introduction to the last word in the conclusion of the assessment. The word count excludes template headings and the reference list but includes in-text references, direct quotations and paraphrasing.
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 Resource 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 academic writing and referencing information, 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.
- Submit at least one draft before the due date to review your Turnitin Similarity Score before uploading your 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 (Microsoft Copilot, Chat GPT or other generative artificial intelligence agents) is permitted for the following purposes:
- Gen AI content is used to generate ideas and general structures.
- Gen AI content editing.
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. Assessment re-attempt is not available for Assessment One.
Minimum Pass Criteria
To successfully pass this unit, students must actively engage in all discussions throughout the term. They must consistently participate by posting both primary and secondary responses for each topic.
Week 10 Wednesday (22 Jan 2025) 4:00 pm AEST
Please submit each post to the designated discussion board on the MDWF13007 Moodle site.
Week 12 Wednesday (5 Feb 2025)
Please allow two weeks for the return of this assessment task.
|
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% |
Low Fail 39.50–0% |
|
Comprehension of topics
(30%)
|
(30–25.5) Comprehensively addresses all aspects of the discussion topic, strongly links to the weekly online lecture material/course resources. and thoroughly demonstrates relevance of content. |
(25–22.5) Extensively addresses most aspects of the discussion topic, links to the weekly online lecture material/course resources and effectively demonstrates relevance of content. |
(22–19.5) Broadly addresses most aspects of the discussion topic, links to the weekly online lecture material/course resources and generally demonstrates relevance of content. |
(19–15) Content basically addresses aspects of the discussion topic, with minimal links to the weekly online lecture material/course resources. Demonstrates limited comprehension of relevance of content. |
(14.5–12) Content does not address the discussion topic and/or does not link to the weekly online lecture material/course resources and/or Inadequate comprehension of required content. |
(11.5–0) Submission is missing most aspects of task. Little evidence of task requirements. |
|
Discussion of topics
(30%) |
(30–25.5) Clear, coherent, and convincing discussion. Comprehensively inclusive of concepts and evidence. |
(25–22.5) Clear and coherent discussion that is well developed and logically builds each point on the last. Effectively inclusive of both concepts and evidence. |
(22–19.5) Clear and logical discussion. Generally inclusive of concepts and evidence. |
(19–15) Discussion discernible. Generally, demonstrates logical flow although some reliance on description. |
(14.5–12) Discussion is poorly developed or absent. |
(11.5–0) No discussion of topic for discussion evident. |
|
Professional responses to other students’ posts
(20%) |
(20–17) Professional, kind, and mindful connections are made to other students’ posts throughout the discussion thread. All posts are made by the respective deadline. |
(16.5–15) Mindful connections are made to other students’ posts throughout the discussion thread. All posts are made by the respective deadline. |
(14.5–13) Connections are made to other students’ posts in some of the discussion thread. All posts are made by the respective deadline. |
(12.5–10) Connections are made to other students’ posts sometimes in the discussion thread. Some posts are made by the respective deadline. |
(9.5–8) Connections are not made to other students’ discussion in many postings. Greater than 50% of posts are not made by the respective deadline. |
(7.5–0) No response to other students’ discussions. |
|
Professional writing and presentation
(10%) |
(10–8.5) Content is students own work, consistently 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. The language of the discipline is comprehensively used. Formatting requirements applied without error. Adheres to the word count. |
(8.4–7.5) Content is students own work, 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. The language of the discipline is frequently used. Formatting requirements applied with 1 error. Adheres to the word count. |
(7.4–6.5) Content is students own work, 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. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Adheres to the word count. |
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Adheres to the word count. |
(4.9–0) Content is not students own work, consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
(0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
|
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 intext citations used to support ideas, information, and quotations. |
(0) 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. At least one peer reviewed reference provided per post. 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. At least one peer reviewed reference provided per post. 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. At least one peer reviewed reference provided per post. 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. At least one peer reviewed reference provided per post. 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. At least one non-peer reviewed/appropriate reference provided per post. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library. |
(0) No reference list provided. |
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Type: Written assessment
Due date: 16:00 hour (AEST) Wednesday 11th December 2024 (Week 6)
Return date: 16:00 hour (AEST) Thursday 2nd January 2025 (Week 8)
Weighting: 40%
Length: 2,000 words +/- 10% (excluding reference list)
Unit Coordinator: Aras Moran
Learning Outcomes Assessed
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health.
- Explore the history and ongoing impact of colonisation and post-colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice.
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships, and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families.
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers.
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
Aim
The aim of this assessment is for you to critically evaluate the importance of culturally safe midwifery practices for Aboriginal and Torres Strait Islander peoples in the context of Australia’s history and the ongoing impact of colonisation. Assess the current healthcare services available to First Nations women in your placement and provide recommendations for enhancing maternity care to better support their health and well-being. In your discussion, consider the key points of the Growing Deadly Families Aboriginal and Torres Strait Islander Maternity Services Strategy 2019-2025, including the emphasis on cultural focus, community involvement, access to care, and workforce development.
Instructions
Please follow the steps below to complete your assessment task:
- Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
- Provide an overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples. Critically discuss the impact of colonisation on the health of the communities, exploring white privilege, and the social determinants of health (approximately 600 words).
- State the main argument or focus of your essay related to culturally safe midwifery practices. Providing an evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with detailed examples (approximately 600 words).
- Offer recommendations for improving maternity care referring to the Growing Deadly Families Strategy for Aboriginal and Torres Strait Islander women and their families (approximately 600 words).
- Provide a concise conclusion summarising the main concepts from your assessment (approximately 100 words).
Literature and references
In this assessment use at least 15 contemporary references (7 years or less) 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 Nursing or the Australian Association of Social Workers. 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 your name, student number, unit code and title, and in-text word count.
- 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.
- Write in the third-person perspective.
- Use formal academic and discipline specific language and essay structure.
- Be respectful and culturally sensitive in your discussion and analysis.
- A critical discussion goes beyond description – Evaluate the effectiveness of current practices and strategies.
- All work submitted must be your own work.
- 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. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
- We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services 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.
- You may wish to submit a draft to Studiosity.
- 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 (Microsoft Copilot, Chat GPT or other generative artificial intelligence agents) is permitted for the following purposes:
a. Gen AI content is used to generate ideas and general structures.
b. Gen AI content editing.
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. Assessment re-attempt is not available for Assessment Two.
Minimum Pass Criteria
Students must achieve a cumulative grade of at least 49.5 across all assessments to complete this unit.
References
Best, O., & Fredericks, B. (2021). Yatdjuligin: Aboriginal and Torres Strait islander nursing and midwifery care (3rd ed) Cambridge University Press
Queensland Government. (2019). Growing Deadly Families Growing Deadly Families Aboriginal and Torres Strait Islander Maternity Services Strategy 2019 -2025. https://www.health.qld.gov.au/__data/assets/pdf_file/0030/932880/Growing-Deadly-Families-Strategy.pdf
Week 6 Wednesday (11 Dec 2024) 4:00 pm AEST
Please submit your assessment on the MDWF13007 Moodle site.
Week 8 Wednesday (8 Jan 2025)
Please allow up two weeks for the return of this assessment task.
|
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% |
Low Fail 39.50–0% |
|
Introduction and conclusion
(10%)
|
(10–8.5) The written assessment has a clear and succinct introduction and conclusion and is the student’s own work. The introduction provides excellent background information and outlines the direction of the assessment, and the conclusion succinctly summarises the key points. |
(8.4–7.5) The written assessment has a clear introduction and conclusion and is the student’s own work. The introduction provides good background information and outlines the direction of the assessment, and the conclusion summarises most key points. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion and is the student’s own work. The introduction provides some background information and outlines the direction of the assessment, and the conclusion summarises some key points. |
(6.4–5) An introduction and conclusion have been attempted and are the student’s own work. The introduction provides limited background information and an outline of the assessment’s direction, and the conclusion has a few key points. |
(4.9–4) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided and/or is not the student’s own work. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
(3.5–0) The introduction has extensive errors or omissions of aims and direction of content or the introduction is not provided and/or is not the student’s own work. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
|
Discusses the impact of Australia’s history on Aboriginal and Torres Strait Islander peoples
(25%) |
(25–21.25) A insightful overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples, which discusses the impact of colonisation on the health of the communities. |
(21.24–18.75) A comprehensive overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples, which discusses the impact of colonisation on the health of the communities. |
(18.74–16.25) A well-developed overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples, which discusses the impact of colonisation on the health of the communities. |
(16.24–12.5) An overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples. A brief discussion the impact of colonisation on the health of the communities is provided. |
(12.4–10) A minimal overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples. A brief or absent discussion the impact of colonisation on the health of the communities is provided. |
(9.9–0) Absent or inadequate overview of Australia’s history and its impact on Aboriginal and Torres Strait Islander peoples. Absent or inadequate discussion of the impact of colonisation on the health of the communities is provided. |
|
Discusses culturally safe midwifery practice for Aboriginal and Torres Strait Islander families
(20%) |
(20-17) An insightful evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with detailed examples. |
(16.9-15) A comprehensive evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with detailed examples. |
(14.9-13) A well-developed evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with examples. |
(12.9-10) A basic evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with some examples. |
(9.9-9) A minimal evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with minimal examples. |
(8.9-0) Absent or inadequate evaluation of culturally safe midwifery practices for Aboriginal and Torres Strait Islander families with no examples. |
|
Recommendations for enhancing maternity care for Aboriginal and Torres Strait Islander families
(25%) |
(25–21.25) Provides specific, detailed, and feasible recommendations for enhancing maternity care with strong justification. Consistently refers to the Growing Deadly Family strategy. |
(21.24–18.75) Provides good recommendations for enhancing maternity care with justification. Refers to the Growing Deadly Family strategy. |
(18.74–16.25) Provides recommendations for enhancing maternity care but may lack detail or strong justification. Refers to the Growing Deadly Family strategy. |
(16.24–12.5) Provides basic recommendations for enhancing maternity care with minimal justification. Minimal links made to the Growing Deadly Families strategy. |
(12.4–10) Fails to provide clear recommendations and/or lacks justification. No links made to the Growing Deadly Families strategy. |
(9.9–0) No recommendations or justification. No links made to the Growing Deadly Families strategy. |
|
Professional writing and presentation
(10%) |
(10–8.5) Content is students own work, consistently 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. The language of the discipline is comprehensively used. Formatting requirements applied without error. Adheres to the word count.
|
(8.4–7.5) Content is students own work, 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. The language of the discipline is frequently used. Formatting requirements applied with 1 error. Adheres to the word count. |
(7.4–6.5) Content is students own work, 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. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Adheres to the word count. |
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Adheres to the word count. |
(4.9–4) Content is not students own work, consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
(3.9–0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
|
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. |
(2.45–2) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited intext citations used to support ideas, information, and quotations. |
(2.45–2) No intext references provided. |
|
Reference List
(5%)
|
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Fifteen 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. Fourteen 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. Thirteen 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. Twelve 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. Eleven peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library.
|
(0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. Eleven peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library. |
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Case Study
Type: Case Study
Due date: 16:00 hour (AEST) Wednesday 15th January 2025 (Week 9)
Return date: 16:00 hour (AEST) Wednesday 29th January 2025 (Week 11)
Weighting: 40 %
Length: 2000 words +/- 10% (excluding reference list)
Unit Coordinator: Aras Moran
Learning Outcomes Assessed
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health.
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice.
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families.
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers.
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
Aim
This assessment aims to for you to demonstrate your comprehensive understanding and ability to deliver holistic and culturally safe midwifery care tailored to Aboriginal and Torres Strait Islander families' unique needs. This includes addressing the various complexities that may arise during pregnancy, childbirth, and the postpartum period and ensuring culturally sensitive and respectful practices are upheld throughout.
Instructions
Please follow the steps below to complete your assessment task:
- Review the fictional case study titled “MDWF13007 Case Study Samantha” (see Appendix 1 at end of assessment task), which outlines the care of Samantha, an Aboriginal woman pregnant with her fourth baby.
- Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
- Identify and discuss the complications that Aboriginal women, like Samantha, are more likely to experience during pregnancy, childbirth, and the postpartum period compared to the non-Indigenous population (approximately 600 words).
- Identify and discuss the elements of care that should be considered to provide Samantha with culturally appropriate care while she is in the hospital. Use current evidence, guidelines, and regulatory standards to justify your recommendations (approximately 600 words).
- Explore the cultural beliefs and practices that are important to Samantha and her family. Discuss how these can be integrated into her midwifery care to ensure it is culturally safe and appropriate (approximately 600 words).
- Provide a concise conclusion summarising the main concepts from your assessment (approximately 100 words).
Literature and references
In this assessment use at least 15 contemporary references 7 years or less) 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 Nursing. 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 your name, student number, unit code and title, and in-text word count.
- 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.
- Write in the third-person perspective.
- Use formal academic and discipline specific language and essay structure.
- Be respectful and culturally sensitive in your discussion and analysis.
- All work submitted must be your own work.
- 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. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
- We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide; Social Work and Community Services 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.
- You may wish to submit a draft to Studiosity.
- 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 (Microsoft Copilot, Chat GPT or other generative artificial intelligence agents) is permitted for the following purposes:
- Gen AI content is used to generate ideas and general structures.
- Gen AI content editing.
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. Assessment re-attempt is not available for Assessment Three.
Minimum Pass Criteria
Students must achieve a cumulative grade of at least 49.5 across all assessments to complete this unit.
References
Best, O., & Fredericks, B. (2021). Yatdjuligin: Aboriginal and Torres Strait islander nursing and midwifery care (3rd ed., pp. 61–80). Cambridge University Pres
Birthing on Country. (n.d.). Midwives.org.au. https://midwives.org.au/Web/Web/Shop/Item_Detail.aspx?iProductCode=BOC&Category=ELEARN
Appendix 1 – Case Study
Background
Samantha is a proud Aboriginal woman who is 36 weeks pregnant with her fourth child. She lives in the northern suburbs of Brisbane. Samantha’s first child was taken into foster care due to her struggles with substance abuse and the unstable environment created by her previous relationship, which was marred by domestic violence. Her second child was also removed shortly after birth for similar reasons.
After experiencing a period of profound difficulties, Samantha made a determined effort to change the course of her life. She has been clean for five years and has undergone extensive therapy to address her past trauma. Now in a stable and loving relationship with her new partner, Michael, who is the father of their 4 year old daughter Lily, together they are in the process of getting custody of Samantha’s two older children.
Situation
Samantha is experiencing severe back pain and decides to go to the emergency department. Upon arrival, she is sent to the maternity ward, where she recognises one of the other midwives who was present when her two oldest children were taken away.
The midwife makes eye contact with Samantha and comment, “Oh, you again, back again…” She snickers as she turns to her colleague and says, “Let’s see how long she keeps this one!”.
Guiding points
What would you do as the midwife taking over for Samantha and witnessing this situation?
Situation
Samantha is in the birth suite, experiencing ongoing pain that the doctor believes could be early labour. They are concerned that the baby might be arriving too early. Samantha is a strong believer in Women’s business, viewing pregnancy and birth as journeys for women, and generally believes that men do not support women in labour.
Guiding points
Considering Samantha’s social and cultural needs, what would you as Samantha’s midwife take into account?
Situation
One of the midwives has noticed that child welfare services were involved in Samantha’s previous pregnancies. She calls a case worker to discuss the matter.
Guiding points
What would be the appropriate course of action?
Situation
Samantha’s family and supporters arrive, including her five sisters, her mother, Michael’s mother, and his sister. They are excited but also noisy, confused, and anxious about the baby coming too early. Samantha doesn’t know they are here yet.
Guiding points
How can you, as Samantha's midwife, support and facilitate her having the support of her extended family, as she requests? What steps would you take in this situation?
Situation
Samantha’s labour slows down, and she is admitted to the hospital for monitoring. She goes on to have her daughter at 37+5 weeks, and all of her children now live with her and Michael.
Guiding points
Consider potential differences in behaviour between midwives who have received cultural safety training and those who have not. What differences might you observe in the behaviour of midwives based on their cultural safety training?
Week 9 Wednesday (15 Jan 2025) 4:00 pm AEST
Please submit your assessment task to the MDWF13007 Moodle site.
Week 11 Wednesday (29 Jan 2025)
Please allow up to two weeks for the return of this assessment.
|
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% |
Low Fail 39.50–0% |
|
Introduction and conclusion
(10%)
|
(10–8.5) The written assessment has a clear and succinct introduction and conclusion and is the student’s own work. The introduction provides excellent background information and outlines the direction of the assessment, and the conclusion succinctly summarises the key points. |
(8.4–7.5) The written assessment has a clear introduction and conclusion and is the student’s own work. The introduction provides good background information and outlines the direction of the assessment, and the conclusion summarises most key points. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion and is the student’s own work. The introduction provides some background information and outlines the direction of the assessment, and the conclusion summarises some key points. |
(6.4–5) An introduction and conclusion have been attempted and are the student’s own work. The introduction provides limited background information and an outline of the assessment’s direction, and the conclusion has a few key points. |
(4.9–4) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided and/or is not the student’s own work. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
(3.5–0) The introduction has extensive errors or omissions of aims and direction of content or the introduction is not provided and/or is not the student’s own work. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
|
Identifies and analyses the pregnancy complications Aboriginal women are more likely to experience.
(25%) |
(25–21.25) Comprehensive identification and analysis of the pregnancy complications Aboriginal women are more likely to experience. |
(21.24–18.75) A well-developed identification and analysis of the pregnancy complications Aboriginal women are more likely to experience. |
(18.74–16.25) A logical identification and analysis of the pregnancy complications Aboriginal women are more likely to experience. |
(16.24–12.5) A disjointed identification and analysis of the pregnancy complications Aboriginal women are more likely to experience. |
(12.4–10) Inadequate identification and analysis of the pregnancy complications Aboriginal women are more likely to experience. |
(9.9–0) No identification and analysis of the pregnancy complications Aboriginal women are more likely to experience. |
|
Analyses the elements of culturally appropriate care for the family.
(25%) |
(25–21.25) A sophisticated analysis of the elements of culturally appropriate care for the case study family. |
(21.24–18.75) A well-developed analysis of the elements of culturally appropriate care for the case study family. |
(18.74–16.25) A broad analysis of the elements of culturally appropriate care for the case study family. |
(16.24–12.5) Minimal or disjointed analysis of the elements of culturally appropriate care for the case study family. |
(12.4–10) Inadequate analysis of the elements of culturally appropriate care for the case study family. |
(9.9–0) No analysis of culturally appropriate care for the case study family. |
|
Exploration of cultural practices and how these can be integrated with midwifery care.
(20%) |
(29–17) Comprehensive exploration of the cultural beliefs and practices that are important to Samantha and discussion of how these can be integrated midwifery care. |
(16.9-15) Well-developed exploration of the cultural beliefs and practices that are important to Samantha and discussion of how these can be integrated midwifery care. |
(14.9-13) Broad exploration of the cultural beliefs and practices that are important to Samantha and discussion of how these can be integrated midwifery care. |
(12.9-10) Minimal exploration of the cultural beliefs and practices that are important to Samantha and discussion of how these can be integrated midwifery care. |
(9.9-9) Inadequate exploration of the cultural beliefs and practices that are important to Samantha and discussion of how these can be integrated midwifery care. |
(9–0) No exploration of the cultural beliefs and practices that are important to Samantha or discussion of how these can be integrated midwifery care. |
|
Professional writing and presentation
(10%) |
(10–8.5) Content is students own work, consistently 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. The language of the discipline is comprehensively used. Formatting requirements applied without error. Adheres to the word count.
|
(8.4–7.5) Content is students own work, 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. The language of the discipline is frequently used. Formatting requirements applied with 1 error. Adheres to the word count. |
(7.4–6.5) Content is students own work, 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. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Adheres to the word count. |
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Adheres to the word count. |
(4.9–4) Content is not students own work, consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
(3.9–0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Deviates +/- 10% of the word count. |
|
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. |
(2.45–2) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited intext citations used to support ideas, information, and quotations. |
(2.45–2) No intext references provided. |
|
Reference List
(5%)
|
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Fifteen 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. Fourteen 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. Thirteen 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. Twelve 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. Eleven peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library.
|
(0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. Eleven peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library. |
- Examine and discuss different forms of racism, the concept of white privilege, one's own positioning in terms of white privilege, and the social determinants of health
- Explore the history and ongoing impact of colonisation and post colonisation experiences upon the health of Aboriginal and Torres Strait Islander peoples in relation to midwifery practice
- Explore culturally appropriate midwifery practice that integrates respect and equitable partnerships and which promotes contemporary models of midwifery care for Aboriginal and Torres Strait Islander peoples and their families
- Identify and explore the barriers to equity and equality in healthcare for Aboriginal and Torres Strait Islander peoples and explain the impact of culturally safe midwifery care and advocacy on these barriers
- Explore the cultural beliefs and practices that are important to Aboriginal and Torres Strait Islander women and their families and integrate these into culturally safe and appropriate midwifery care.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
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?
