Overview
In this capstone unit, you will consolidate knowledge, skills, and values acquired throughout your course to facilitate your transition to registered midwifery practice. Midwives face challenges in their everyday practice, and this unit will equip you with graduate capabilities, resilience skills and strategies to mitigate personal risk and encourage peer support to effectively deal with these challenges encountered throughout your career. You will also learn the importance of continual professional development, for your own career progression, and for the care you will provide to women and their families.
Details
Pre-requisites or Co-requisites
Co-requisites: N6222 Pharmacology for 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 1 - 2023
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.
- Analyse knowledge and skills relating to resilience, self-care, mitigation of personal risk, and peer support to sustain midwifery practice
- Evaluate strategies for the beginning midwife practitioner to assist with professional socialisation into the midwifery profession
- Articulate the professional values associated with ongoing professional midwifery development.
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 practice.
Standard 3: Program of study.
3.5 a. achievement of the NMBA Midwife Standards for practice. g. understanding self-care, mitigating personal risk, and resilience.
Standard 5: Student assessment.
The Nursing and Midwifery Board of Australia (NMBA) Midwife Standards for Practice (2018).
Standard 1: Promotes health and wellbeing through evidence-based midwifery practice.
Standard 2: Engages in respectful partnerships.
Standard 3: Demonstrates the capability and accountability for midwifery practice.
Standard 4: Undertakes comprehensive assessments.
Standard 5: Develops a plan for midwifery practice.
Standard 6: Provides safety and quality in 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. Women centred care.
Principle 3. Cultural practice and respectful relationships
Principle 4. Professional behaviour
Principle 5: Teaching, supervising, and assessing.
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.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 50% | |||
| 2 - Presentation - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Presentation - 50% | ||||||||||
Textbooks
Midwifery: Preparation for Practice
Edition: 4th (2018)
Authors: Pairman, Sally, Tracey, Sally, K, Dahlen, Hannah and Dixon, Lesley
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780729542678
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Lap top or Computer with headphones or speaker, microphone and camera access
- Zoom access
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
Introduction: transitioning to graduate midwifery practice
Chapter
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
International Confederation of Midwives. (2014). International Code of Ethics for Midwives. https://www.internationalmidwives.org/assets/files/general-files/2022/05/professional-framework-2022.pdf
Events and Submissions/Topic
Module/Topic
Autonomous practice as a graduate midwife
Chapter
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
International Confederation of Midwives. (2011). Global Standards for Midwifery Regulation. https://www.internationalmidwives.org/assets/files/regulation-files/2018/04/global-standards-for-midwifery-regulation-eng.pdf
International Confederation of Midwives. (2014). International Code of Ethics for Midwives. https://www.internationalmidwives.org/assets/files/general-files/2022/05/professional-framework-2022.pdf
Events and Submissions/Topic
Module/Topic
Chapter
Eddy, A. (2019). Midwifery as primary health. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds.), Midwifery preparation for practice. Elsevier.
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
Advocacy and the graduate midwife
Chapter
Miller, S., & Bear R. J. (2019). Midwifery Parnership. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds.), Midwifery preparation for practice. Elsevier.
Queensland Health (2022). Partnering with the women who declines recommended maternity care. https://www.health.qld.gov.au/consent/html/pwdrmc
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
Self-care and the graduate midwife
Chapter
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Building resilience in the workplace
Chapter
Gilkinson, A.,& Hewitt L. (2019). Supporting midwives, supporting each other. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds.), Midwifery preparation for practice. Elsevier.
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Assessment 1: Written case study (50%) due on Friday 21st April at 2355
Assessment 1: Case Study Due: Week 6 Friday (21 Apr 2023) 11:55 pm AEST
Module/Topic
Applying skills to challenging situations
Chapter
Dahlen, H. (2019). Fear and Risk In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds.), Midwifery preparation for practice. Elsevier.
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
The courage to speak up as a new graduate
Chapter
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
It’s never too early to plan your career
Chapter
Queensland Health (2018). Framework for Lifelong Learning for Nurses and Midwives. https://www.health.qld.gov.au/__data/assets/pdf_file/0032/725783/framework-lifelong-learning.pdf
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Assessment 2: Group presentation (50%) due on Friday 12th May at 1000 (AEST)
Assessment 2: Presentation Due: Week 9 Friday (12 May 2023) 10:00 am AEST
Module/Topic
Progressing your midwifery career
Chapter
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
Facilitating organizational change
Chapter
Tracy, L. (2019). Ways of looking at evidence and measurement. In S. Pairman, S.K. Tracy, H.G. Dahlen, & L. Dixon (Eds.), Midwifery preparation for practice. Elsevier.
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
Midwives of the future
Chapter
Australian Digital Health Agency. (2020). National Nursing and Midwifery Digital Health Capability Framework. https://www.digitalhealth.gov.au/sites/default/files/2020-11/National_Nursing_and_Midwifery_Digital_Health_Capability_Framework_publication.pdf
Nursing and Midwifery Board of Australia. (2018). Midwife standards for practice. https://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=WD18%2f25281&dbid=AP&chksum=kYbO0%2bO7kx9I%2fBlvmKH%2bwg%3d%3d
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
MDWF13009 Foundations of Midwifery 4
Assessment 1: Case study
Type: Interview and written case study
Due date: 2355 (AEST) Friday 21st April – Week 6
Weighting: 50%
Length: Written assessment - 2500 words
Unit Coordinator: Kelly Haynes
This task will assess the following learning outcomes:
- Analyse knowledge and skills relating to resilience, self-care, mitigation of personal risk, and peer support to sustain midwifery practice.
- Evaluate strategies for the beginning midwife practitioner to assist with professional socialisation into the midwifery profession.
- Articulate the professional values associated with ongoing professional midwifery development
Aim
The aim of this assessment is to gain an insight and understanding into some of the prominent issues, challenges, and enablers that a graduate / early career midwife can encounter, experience, and overcome. This involves professional and personal development to ensure career resilience and sustainability including strategies on self-care and mitigating personal risk. Students will also develop an awareness of the key values of the midwifery profession aligning with professional frameworks associated with a commitment to ongoing midwifery development.
Instructions
This assessment requires you to undertake an interview with a graduate or early career midwife who has commenced clinical practice in the last five years. You are to explore their positive and negative transition experiences with them and the personal and professional skills, attributes and key qualities they implemented or developed in relation to their professional development and career sustainability.
The elements of midwifery practice to be discussed in the interview and written assignment are:
Roles: Identify the role/s and models of care that the midwife you have interviewed has worked within. Evaluate the benefits and limitations of these roles and the skills developed. Identify the core values of the midwife and how they align with professional frameworks.
Working as an autonomous practitioner: Discuss their experiences as primary health carer and autonomous practitioner. What were the benefits and how have they mitigated any challenges? Analyse the importance of autonomy as one of the core pillars of midwifery practice, as highlighted by the relevant professional bodies.
Social dynamics and support mechanisms: Discuss the new graduate or early career midwife’s experiences of collaboration and support mechanisms within their workplace and team, both formal and informal. This can include peer, leadership, and graduate program support. What barriers have they faced when integrating into the workplace environment? Evaluate what strategies they used to build resilience.
Providing self-care: Analyse how the new graduate or early career midwife was able to provide physical and emotional care for themselves. What were the challenges to their wellbeing and what enablers, knowledge and skills did they utilise?
Please follow the steps below to complete your assessment task:
1. Obtain the midwife’s consent in writing through the form available on the Moodle assessment page. They will choose a pseudonym to protect their privacy. Please advise them not to mention their HHS name during the interview or the town they reside in.
2. Conduct an interview that should be no longer than 20 minutes.
3. Record the interview.
4. Listen to the interview and identify the main themes that arise in the interview related to the four topics identified.
5. From the identified themes you will write a 2500 essay that explores the challenges, barriers and facilitators experienced by graduates and early career midwives for the ongoing development of professional clinical confidence and personal sustainability. Provide in your discussion, the key values associated with midwifery professionalism.
6. Your submission will include the consent form, interview recording and your accompanying essay.
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 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 from government, university, or peak national bodies: for example, the Australian College of Midwives.
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman, 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.
- Please refrain from writing in the first-person perspective for this assignment.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide
- The word count excludes the reference list but includes in-text citations (i.e., paraphrasing or direct quotations). Note: Paraphrasing is preferred.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Assessment Submission
Submit your written assessment via the unit Moodle site in Microsoft Word format only.
**Please note that your interview recording will not be marked but must be submitted as evidence that you have completed the task. You can record your interview using a smart phone, tablet, or mobile device. There is no preference as to what platform you use but once recorded, please upload the recording to Google Drive and provide the link to your recording at the bottom of your assignment/ Word Doc. The instructions for undertaking this are here:
How to upload files to Google Drive:
Share files from Google Drive:
If you require further assistance with this task, please contact TaSAC on 4930 9090.
Week 6 Friday (21 Apr 2023) 11:55 pm AEST
Week 8 Friday (5 May 2023)
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HD 85-100% |
D 75-84% |
C 65-74% |
P 50-64% |
F <50% |
Marks |
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Structure -15% |
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5.00 - 4.23 Excellent presentation of assignment with inclusion of all correct components: consent form, recording, double line spaced, 12-point font, page numbers, and well-structured. Consistently accurate with spelling, grammar, and paragraph structure. De-identification of the midwife has been undertaken. |
4.22 - 3.73 Well-presented assignment, double line spaced, 12-point font, all correct components: consent form and recording. 1 or 2 errors in spelling, grammar, or paragraph structure. De-identification of the midwife has been undertaken.
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3.72 - 3.23 Well-presented assignment, double line spaced, 12-point font, 3 or 4 consistent spelling, grammar, or paragraph structure errors. Includes the components of consent form and recording. De-identification of the midwife has been undertaken. |
3.22 - 2.46 Adequate assignment presentation, double line spaced with 12-point font. 5 to 6 consistent errors with spelling, grammar, or paragraph structure. Includes the components of consent form and recording. De-identification of the midwife has been undertaken. |
2.45-0 Poorly presented assignment. Double spacing not used, 12-point font not used. Many inaccuracies (>6) in spelling, grammar, or paragraph structure. Does not include the components of consent form and/or recording. De-identification of the midwife has not been undertaken.
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5.00 - 4.23 Clear and succinct introduction that introduces the topic and outlines the direction of the paper.
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4.22 - 3.73 Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. |
3.72 - 3.23 Appropriate introduction that introduces the topic and outlines the direction of the paper. |
3.22 - 2.46 Introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly introduced. |
2.45-0 No recognisable introduction— the topic is not introduced and/or there is no direction offered in respect of the paper. |
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5.00 - 4.23 Clear and succinct conclusion that summarises the topic without unnecessary repetition bringing the discussion to a logical closure. |
4.22 - 3.73 Clear and appropriate conclusion that outlines the main aspects of the topic and closes the paper. |
3.72 - 3.23 Appropriate conclusion that broadly summarises the topic and draws some conclusion. |
3.22 - 2.46 Conclusion is apparent although consists only of a list of the contents of the paper. Paper is not clearly or logically concluded. |
2.45-0 No recognisable conclusion— the topic is not summarised and/or there is no logical conclusion of the paper. |
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Approach and Argument - 75% |
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15-12.61 Content is clearly relevant and extensively applicable to the topic. The approach comprehensively answers the question, and the argument proceeds logically. |
12.6-11.11 Content is insightful and relevant to the topic; the approach clearly answers the question, and the argument proceeds logically.
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11.1-9.61 Content is appropriate and answers the question and the argument mostly proceeds logically.
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9.6-7.36 Content answers the question to a satisfactory level although the argument but is at times repetitive or lacks cohesion. |
7.35-0 Content does not address all aspects of the assessment task. Inadequate description of required content. Little or no discernible critical thought. |
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30-25.21 Provides an astute thematic analysis of the interview and identifies the main themes. Provides an in-depth, comprehensive, and thoughtful discussion of themes. The discussion is underpinned by a comprehensive literature review and discussion on the key challenges, barriers, issues, and facilitators associated with the transition to registered midwife clinical practice. |
25.2-22.21 Provides an insightful thematic analysis of the interview and identifies the main themes. Provides a well-developed and thoughtful discussion of the main themes. The discussion is underpinned by an extensive literature review and insightful discussion on the key challenges, barriers, issues, and facilitators associated with the transition to registered midwife clinical practice. |
22.2 -19.21 Provides an acceptable and logical thematic analysis of the interview and identifies the main themes. Provides a logical and acceptable discussion of the main themes. The discussion is underpinned by an adequate literature review and logical discussion on the key challenges, barriers, issues, and facilitators associated with the transition to registered midwife clinical practice.
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19.2-14.71 Provides a broad thematic analysis of the interview and identifies the main themes. Provides a satisfactory discussion of the main themes. The discussion is underpinned by a satisfactory literature review and broad discussion on the key challenges, barriers, issues, and facilitators associated with the transition to registered midwife clinical practice. |
14.7-0 Provides a limited thematic analysis of the interview and does not identify the main themes. Provides a limited and unsatisfactory discussion of the main themes. The discussion is underpinned by a limited or absent literature review with limited discussion on the key challenges, barriers, issues, and facilitators associated with the transition to registered midwife clinical practice. |
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30-25.21 From the identified themes a comprehensive exploration of professional and personal development of the early career midwife including role/s, autonomy, self-care and the social dynamics and support mechanisms to support ongoing career sustainability. |
25.2-22.21 From the identified themes an insightful exploration of professional and personal development of the early career midwife including role/s, autonomy, self-care and the social dynamics and support mechanisms to support ongoing career sustainability. |
22.2 -19.21 From the identified themes an adequate and logical exploration professional and personal development of the early career midwife including role/s, autonomy, self-care and the social dynamics and support mechanisms to support ongoing career sustainability. |
19.2-14.71 From the identified themes a satisfactory exploration of professional and personal development of the early career midwife including role/s, autonomy, self-care and the social dynamics and support mechanisms to support ongoing career sustainability. |
14.7-0 From the identified themes a limited or absent exploration of professional and personal development of the early career midwife including role/s, autonomy, self-care and the social dynamics and support mechanisms to support ongoing career sustainability. |
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Referencing - 10% |
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5.00 - 4.23 Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations.
A minimum of 10 up-to-date references used including 5 up-to-date journal articles as well as relevant books and web sites. |
4.22 - 3.73 1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations.
A minimum of 9 references used including 4 journal articles as well as relevant books and web sites. |
3.72 - 3.23 3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations.
A minimum of 8 references used including 4 journal articles as well as relevant books and web sites. |
3.22 - 2.46 3 or 4 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations.
A minimum of 7 references used including 3 journal articles as well as relevant books and web sites. |
2.45-0 Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support and reflect all ideas, factual information and quotations.
The required number of 7 references not used, > 3 journal articles sourced. Relevant web sites not used. |
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5.00 - 4.23 Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. |
4.22 - 3.73 Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. |
3.72 - 3.23 Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style. |
3.22 - 2.46 Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. |
2.45-0 Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style. |
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Comments: |
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/100% |
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- Analyse knowledge and skills relating to resilience, self-care, mitigation of personal risk, and peer support to sustain midwifery practice
- Evaluate strategies for the beginning midwife practitioner to assist with professional socialisation into the midwifery profession
- Articulate the professional values associated with ongoing professional midwifery development.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Presentation
MDWF13009 Foundations of Midwifery 4
Assessment 2: Presentation
Type: Group Presentation
Due date: 2355 (AEST) Friday 12th May – week 9
Weighting: 50%
Unit Coordinator: Kelly Haynes
Learning Outcomes Assessed
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Analyse knowledge and skills relating to resilience, self-care, mitigation of personal risk, and peer support to sustain midwifery practice.
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Evaluate strategies for the beginning midwife practitioner to assist with professional socialisation into the midwifery profession.
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Articulate the professional values associated with ongoing professional midwifery development.
Aim
The aim of this assessment is to demonstrate an understanding of transitioning to midwifery practice and the graduate capabilities required. This includes the role and responsibilities of the graduate midwife and strategies to mitigate personal risk to effectively deal with challenges encountered throughout your career. You will also demonstrate your ability to critically analyse relevant literature.
Instructions : Group PowerPoint Presentation
Students are required to work in groups to develop and present a PowerPoint presentation on topics relevant to transitioning to registered midwifery practice. The target audience is your student peers. Students will be assigned to groups of 2-3 to be published on the Moodle discussion board and assessment page.
Topics on transitioning to graduate midwifery practice include:
Developing resilience as a graduate midwife
Managing workplace violence
Interprofessional collaboration and communication
Developing support mechanisms
Self-care
The graduate midwife as a primary health carer
The graduate midwife as an autonomous practitioner
Partnering with women who decline care
Developing reflective practice
Advocating for safe care
Managing critical incidents
Working as an evidence-based practitioner
Groups will be required to present their findings during the scheduled Zoom session on Friday 12th May at 10.00
Each group will have 10 minutes to explain their understanding of the chosen topic and the associated information. Within the PowerPoint presentation and discussion students are required to:
- Explain the rationale for the topic, why it is important for the transitioning graduate midwife. Utilise midwifery professional values and standards to support your arguments.
- Explore challenges for the graduate midwife and supporting strategies, knowledge and skills that mitigate personal risk and sustain midwifery practice.
- Each presenter will individually discuss and critically evaluate one source of high-quality literature such as a journal article:
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- Briefly introduce and provide the context for the literature, for example: if you chose a research study, discuss the research setting and country where the research was conducted.
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- Explain how the research was conducted and an evaluation of the validity of the research methods.
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- Summarise the key themes or arguments presented in the literature and critically analyse the reference used. This might include: how reliable you think the information is, whether there are any flaws in the findings/discussion/research or the conclusions, how you think it contributes to the knowledge of the topic and how the reference may be useful for the midwifery profession.
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- Please be prepared to answer questions at the end of your presentation.
As this is a group learning exercise, all students must be present for the duration of the scheduled Zoom session. You will need to make appropriate roster requests to ensure that you are available.
Literature and references
In this assessment use at least 5 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Midwives.
Requirements
- In your PowerPoint presentation use language appropriate to the target audience.
- There is no word count for the presentation but ensure that you use a legible font size and text is clear and to the point.
- Use bullets, numbering, and headlines to make it easy to read.
- References should be included.
Resources
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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.
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We recommend that you access your discipline specific library guide: the Nursing and Midwifery Guide;
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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.
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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.
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Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
The PowerPoint presentation should be formatted as a PDF file and submitted via the unit Moodle site prior to the Zoom session.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
Nil.
Week 9 Friday (12 May 2023) 10:00 am AEST
The PowerPoint presentation should be formatted as a PDF file and submitted via the unit Moodle site prior to the scheduled Zoom session.
Week 11 Friday (26 May 2023)
POWERPOINT PRESENTATION - 50%
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HD 100-85% |
D 75-84% |
C 65-74% |
P 50-64% |
F 49-0% |
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Communication (10%) |
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Verbal and non-verbal communication:
Uses an extensive and rich vocabulary appropriate to topic.
Speaks clearly with a natural speaking pace.
Strongly and positively engaged in topic during discussion.
Consistently holds attention of panel/questioner with the use of direct eye contact. 10.00-8.41 (10%) |
Verbal and non-verbal communication:
Uses a wide and appropriate vocabulary appropriate to topic.
Speaks clearly with minimal pauses or hesitation.
Demonstrates good and mostly positive engagement with topic during discussion.
Mostly consistent use of direct eye contact with panel/questioner. 8.40-6.61
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Verbal and non-verbal communication:
Uses acceptable vocabulary which is appropriate to topic.
Speech mostly clear but noticeable pauses and/or speaks too fast occasionally.
Demonstrates acceptable engagement with topic during discussion.
Adequate eye contact made with panel/questioner. 6.60-6.41
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Verbal and non-verbal communication:
Uses adequate vocabulary appropriate to topic.
Speech is low and/or unclear at times. Multiple pauses and/or speaks too fast on numerous occasions.
Demonstrates adequate engagement with topic during discussion 6.40-4.91
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Verbal and non-verbal communication:
Uses limited or inadequate vocabulary which is not appropriate to the topic.
Student mumbles is incoherent and speaks too quietly for panel to hear.
Shows no engagement and/or negativity towards topic during discussion. 4.90-0.00 |
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Structure (10%) |
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Content is very well organised, highly engaging, and aesthetically appealing.
Language is appropriate for the target audience (health care professionals / peers).
Consistently accurate with spelling, grammar, and punctuation. 10.00-8.41 (10%) |
Content is well organised, engaging and aesthetically appealing.
Language is appropriate for the target audience (health care professionals / peers).
Mostly accurate with spelling, grammar, and punctuation (1-2 errors). 8.40-6.61
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Content is adequately organised, engaging and aesthetically appealing.
Language is generally appropriate for the target audience (health care professionals / peers).
Some inaccuracies with spelling, grammar, and punctuation (3-4 errors). 6.60-6.41
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Content is somewhat organised, engaging and aesthetically appropriate.
Language is at times inappropriate for the target audience (health care professionals/ peers).
A few inaccuracies with spelling, grammar, and punctuation (4-5 errors). 6.40-4.91
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Organisation of content is limited, unengaging, and not aesthetically appealing.
Language is generally inappropriate for the target audience (health care professionals / peers).
Many inaccuracies with spelling, grammar, and punctuation (>6 errors). 4.90-0.00 |
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Approach and Argument (35%) |
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Content is clearly relevant to the topic; the approach demonstrates a high understanding with an argument that proceeds logically. The chosen topic is clearly identifiable. 10.00-8.41 (10%) |
Content is relevant to the topic; the approach demonstrates an insightful understanding of the argument and proceeds logically. The chosen topic is clearly identifiable. 8.40-6.61
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Content is appropriate, addresses the topic and for the most part proceeds logically. The chosen topic is identifiable. 6.60-6.41
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Content addresses the topic but is at times repetitive or lacks cohesion. The chosen topic is somewhat clear. 6.40-4.91
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Content frequently lacks relevance and does not address the topic. The script lacks cohesion. The chosen topic is not clear. 4.90-0.00 |
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A concise, yet comprehensive explanation of the presentation’s subject matter including:
-the rationale for the topic and why it is important for the transitioning graduate midwife using the professional standards and values.
-challenges for the graduate midwife and supporting strategies, knowledge and skills that mitigate personal risk and sustain midwifery practice. 25.00-21.1 (25%)
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A clear and relevant explanation of the presentation’s subject matter including:
-the rationale for the topic and why it is important for the transitioning graduate midwife using the professional standards and values.
-challenges for the graduate midwife and supporting strategies, knowledge and skills that mitigate personal risk and sustain midwifery practice. 21.00-18.51 |
A general explanation of the presentation’s subject matter including:
-the rationale for the topic and why it is important for the transitioning graduate midwife using the professional standards and values.
-challenges for the graduate midwife and supporting strategies, knowledge and skills that mitigate personal risk and sustain midwifery practice. 18.50-16.10 |
A limited explanation of the presentation’s subject matter is provided although this lacks depth and detail.
-the rationale for the topic and why it is important for the transitioning graduate midwife using the professional standards and values.
-challenges for the graduate midwife and supporting strategies, knowledge and skills that mitigate personal risk and sustain midwifery practice. 16.00-12.51 |
An inadequate or absent explanation of the presentation’s subject matter that should include:
-the rationale for the topic and why it is important for the transitioning graduate midwife using the professional standards and values.
-challenges for the graduate midwife and supporting strategies, knowledge and skills that mitigate personal risk and sustain midwifery practice. 12.50-0.00 |
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Individual Presentation (35%) |
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A comprehensive and insightful individual critical analysis of sources of high-quality research literature relevant to the topic. 25.00-21.1 (25%) |
A well-developed and thoughtful individual critical analysis of sources of high-quality research literature relevant to the topic. 21.00-18.51
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A broad individual evaluation of sources of high-quality research literature relevant to the topic. 18.50-16.10
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A minimal and/or limited individual evaluation of sources of high-quality research literature relevant to the topic. 16.00-12.51 |
An inadequate individual evaluation of sources of high-quality research literature relevant to the topic. Understanding of the topic is poorly demonstrated. 12.50-0.00
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The student can provide comprehensive and insightful answers to audience questions and to illustrate extensive knowledge and critical thinking on the literature source/s discussed. 10.00-8.41 (10%)
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The student can provide clear and well-developed answers to audience questions and to illustrate knowledge and critical thinking on the literature source/s discussed. 8.40-6.61
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The student can provide logical and relevant answers to audience questions and illustrates adequate knowledge of the literature source/s discussed. 6.60-6.41
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The student can provide answers to audience questions although lacks cohesion. There is limited understanding and knowledge demonstrated of the literature source/s discussed. 6.40-4.91
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The student provides inadequate answers to audience questions and has no understanding of the literature source/s discussed. Knowledge of the topic is poorly demonstrated. 4.90-0.00
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Referencing (10%) |
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Consistently integrates up-to-date references to support and reflect all ideas, information, and quotations. 5.00 - 4.23 (5%) |
Generally, integrates up-to-date references to support and reflect ideas, information, and quotations, with 1 or 2 exceptions. 4.22 - 3.73 |
Frequently integrates up-to-date references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. 3.72 - 3.23 |
Occasionally integrates up-to-date references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. 3.22 - 2.46 |
Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, information, and quotations. 2.45-0.00
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Consistently accurate with APA referencing. A minimum of 5 references used including journal articles and relevant websites. 5.00 - 4.23 (5%)
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1 or 2 consistent APA referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 4.22 - 3.73 |
3 or 4 consistent APA referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 3.72 - 3.23
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3 or 4 inconsistent APA referencing errors identified. A minimum of 5 references used including journal articles and relevant websites. 3.22 - 2.46 |
Many inaccuracies with APA referencing (>5). Less than 5 references used. Journal articles not sourced. Relevant websites not included. 2.45-0.00 |
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Comments:
/ 100 Percentage for presentation: /50% |
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Assessment is worth 50% of overall total.
- Analyse knowledge and skills relating to resilience, self-care, mitigation of personal risk, and peer support to sustain midwifery practice
- Evaluate strategies for the beginning midwife practitioner to assist with professional socialisation into the midwifery profession
- Articulate the professional values associated with ongoing professional midwifery development.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- 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?
