Overview
In this unit, you will have the opportunity to gain theoretical knowledge in pharmacology relating to maternal, fetal and neonatal physiology for midwifery practice. This will include the use and effect of over the counter and prescribed medications, and illicit substances upon the mother, placenta, fetus and neonate. You will develop your midwifery knowledge of pharmacotherapeutics and the quality use of medicines to inform effective care across the childbearing continuum.
Details
Pre-requisites or Co-requisites
Pre-requisites: MDWF13003 Midwifery Practice 3, and MDWF13008 Foundations of Midwifery 3 and MDWF13007 Midwifery Practice for Aboriginal and Torres Strait Islander Families
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 - 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 Student email
Thank you for your assignment feedback and for getting the marks for the pharmacology assignment back so promptly Bridget. I have thoroughly enjoyed this subject
The unit coordinator will continue to provide timely, relevant and helpful assessment feedback. Unit learning and teaching materials will be updated with contemporary evidence for safe and relevant practice.
Feedback from Weekly student/unit coordinator zoom meetings
Students raised concerns about ongoing technical glitches with the online quizzes.
The unit coordinator immediately addressed issues with the online quizzes by undertaking a review of the automatic grading and adjusting marks as required. Additionally, the unit coordinator worked closely with staff from the Learning and Teaching department who assisted them with building quizzes and adjusting them as required to improve student experience. Upon reflection, the unit coordinator has gained valuable insights into the design and construction of online quizzes, including aspects such as question construction and wording, as well as the appropriate types and styles of questions within the quizzes. Building on this newfound knowledge, the unit coordinator intends to further develop this form of assessment, aiming to optimise student learning and enhance their overall experience by streamlining this assessment process.
Feedback from Student email
Thank you so much for your support during our course and in Pharmacology. It has definitely been a challenging time but having the support of wonderful lecturers like yourself has been fantastic. Pharmacology was definitely a difficult course but your support made it a lot easier. Thank you.
The unit coordinator will continue to assist students and provide them with support and targeted assistance.
Feedback from SUTE
There was information overload each week for each module. The word count for the case study was 3500 words (+/- 10%) which was not adequate for the depth of information
The unit coordinator will revise and streamline the 60% written assessment to improve clarity and efficiency.
Feedback from SUTE
The expectation of inclusion into the assignment were huge and then tips were given at the end of the term.
This AQF 8 unit covers crucial pharmacological information for the midwife relevant across the childbearing continuum. This is reflected in the unit's learning outcomes aligned to this 60% weighted assessment. Consequently, the assessment task included aspects of pharmacokinetics, and dynamics, as well as psychological and physiological aspects of safe medication treatment, administration and evaluation for the mother, fetus and breastfeeding neonate by the midwife. Pertinent assessment information was provided from the beginning of the term, including accessibility to the unit coordinator for additional assistance. At the commencement of the term, the unit coordinator provided a highly structured and peer-reviewed assessment task with detailed step-by-step questions aligned with weekly content across the unit. This was coupled with additional resources, such as an essay guide and rubric, that were all available from the commencement of the term. The unit coordinator held weekly Zoom sessions for students to discuss queries related to content and assessment from the start of the term. Additionally, the unit coordinator held an assessment-specific recorded Zoom lecture explaining each step of the case study in detail, and this was given two and a half weeks before the due date.
Feedback from SUTE
The course was too content-heavy. For assessment 2, it would have been more beneficial for hints and tips to be discussed earlier on
This unit is an AQF 8 level requiring advanced cognitive, technical and communication skills to select and apply methods and technologies to medication safety across the childbearing continuum. This unit directly aligns with the safety of the public and preparation for registered practice hence has greater complexity. The unit coordinator is empathetic to student concerns and will streamline content to improve user experience, enhance learner outcomes and support conducive learning. Pre-recoded assignment instructions and hints and tips will be made available from the commencement of the term.
Feedback from SUTE
I found a lot of the rounding of drug calculations confusing.
Students were given rounding instructions for medication calculations at the beginning of the term and a practice quiz to familiarise themselves with this skill. Additionally, they were provided with weekly quiz preparation worksheets and enrolled in the Maths Central platform for additional support. The unit coordinator will remove the rounding component of the quiz in future.
- Demonstrate a sound understanding of pharmacology, pharmacokinetics and pharmacodynamics, inclusive of over the counter and prescribed medications and illicit substances, as related to maternal, placental/fetal and neonatal physiology for midwifery practice
- Demonstrate sound numeracy and mathematical calculation skills to correctly administer and critically evaluate medication orders for women and their infants
- Critically evaluate the physiological and psychological effects of medication administration on the maternal, fetal or neonatal wellbeing to determine the effectiveness of treatment
- Critically appraise the role of the midwife in the use of pharmacological therapies during the childbearing continuum.
Draft ANMAC Midwifery Education Standards.
Standard 3: Program of study.
NMBA Code of Conduct.
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.
Principle 7: Health and wellbeing.
NMBA Standards for Practice.
Standard 1: Promotes health and wellbeing through evidence based midwifery practice.
Standard 2: Engages in professional relationships and 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.
ICM code of Ethics.
1. Midwifery relationships
2. Practice of midwifery.
3. Professional responsibilities of midwives.
4. Advancement of midwifery knowledge and practice.
NPS Competencies Required to Prescribe Medicines: All competency areas apply.
NSQHSS: All standards apply.
National Nursing and Midwifery Digital Health Capability Framework
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 40% | ||||
| 2 - Case Study - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Fundamentals of Pharmacology for Midwives
Edition: 1st ed. (2022)
Authors: Ian Peate and Cathy Hamilton
Wiley Blackwell
Hoboken Hoboken , NJ , USA
ISBN: 9781119649236
Binding: Paperback
Midwifery:Preparation for Practice
Edition: 5th ed. (2023)
Authors: Pairman, S., Tracy, S., Dahlen, H., Dixon, L.
Elsevier Australia
Sydney Sydney , NSW , Australia
ISBN: 9780729597852
Binding: Paperback
Additional Textbook Information
Available as an e-copy from the CQU library
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, a microphone
- Scanner and printer (Distance students only)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.ferguson@cqu.edu.au
Module/Topic
Midwifery & medications - an overview
Chapter
Chapter 33, pages 796-798 - 'Pharmacology and Prescribing' by M. Hunter and D. Davis, in Midwifery Preparation for Practice, edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier 2023.
Chapters 1 & 4 - Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Study guide - week 1 readings
Events and Submissions/Topic
Module/Topic
Law, medicines, and the midwife
Chapter
‘Scope of Midwifery Prescribing’ pages 796-797: in Midwifery Preparation for Practice, edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier 2023.
Study guide - week 2 readings
Events and Submissions/Topic
Module/Topic
What is Pharmacology?
Chapter
Chapters 5 & 6 - Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Study guide - week 3 readings
Events and Submissions/Topic
Module/Topic
Medicines during pregnancy
Chapter
Chapters 9, 15, 16, & 19 - Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Please read pages 472-477 - ‘Micronutrients’ and pages 800-808 - 'Folic Acid' in Midwifery Preparation for Practice, edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier 2023.
Study guide - week 4 readings
Events and Submissions/Topic
Module/Topic
Medicines during childbirth
Chapter
Chapters 8, & 10 - Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Study guide - week 5 readings
Events and Submissions/Topic
Practice Quiz
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Medicines during the Puerperium
Chapter
Chapters 20 & 24 - Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Please read pages 775-776 - ‘Lactation Insufficiency’ in Midwifery Preparation for Practice, edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier 2023.
Please read Chapter 33, pages 813 - 814 ‘Postpartum Contraception’ in Midwifery Preparation for Practice, edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier 2023.
Please read Pages 828-837, Chapter 34 ‘Contraception’ by Foran in Midwifery Preparation for Practice, Vol. 2, (2023) edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier
Study guide - week 6 readings
Events and Submissions/Topic
Module/Topic
Medicines during pregnancy with a pre-existing disease
Chapter
Chapters – 13: pages 208-219, 14: pages 223-224, 232-234, & 17: pages 277-284: Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Pages 928-929 of Pairman et al.– Midwifery Preparation for Practice (2023) ‘Thyroid Disease’ in Chapter 37 Challenges in Pregnancy by Donaldson & Dixon
Pages 937-938 of Pairman et al.– Midwifery Preparation for Practice (2023) ‘Epilepsy’ in Chapter 37 Challenges in Pregnancy by Donaldson & Dixon
Study guide - week 7 readings
Events and Submissions/Topic
Quiz 1
Module/Topic
Medicines for disordered physiology during the childbearing continuum
Chapter
- Pages 163-180 Chapter 11 (Medications and the cardiovascular system) in:
Fundamentals of Pharmacology for Midwives (2022).
- Pages 330-349 Chapter 21 (Medications and sexually transmitted infections) in: Fundamentals of Pharmacology for Midwives (2022).
- Pages 364-389 Chapter 23 (Medications used in emergency midwifery situations) in: Fundamentals of Pharmacology for Midwives (2022).
Tweet, M. S., Lewey, J., Smilowitz, N. R., Rose, C. H., & Best, P. J. (2020). Pregnancyassociated myocardial infarction: prevalence, causes, and interventional management. Circulation: Cardiovascular Interventions, 13(11), e008687.
Beech, A., & Mangos, G. (2021). Management of hypertension in pregnancy. Australian Prescriber, 44(5), 148.
Regitz-Zagrosek, V., Roos-Hesselink, J. W., Bauersachs, J., Blomström-Lundqvist, C., Cifkova, R., De Bonis, M., ... & Warnes, C. A. (2018). 2018 ESC guidelines for the management of cardiovascular diseases during pregnancy: the task force for the management of cardiovascular diseases during pregnancy of the European Society of Cardiology (ESC). European heart journal, 39(34), 3165-3241.
Study guide - week 8 readings
Events and Submissions/Topic
Module/Topic
Medicines and Perinatal Mental Health
Chapter
Chapter 18, pages 289 - 297, ‘Medications and Mental Health’, in Fundamentals of Pharmacology for Midwives (2022).
Pages: 849-852 ‘Perinatal Mental Health Issues’ of Chapter 35 by Schmied and Dixon, in Pairman (2023).
Study guide - week 9 readings
Events and Submissions/Topic
Module/Topic
Complementary and Alternative Medicines (CAM), and Over-the-Counter Medications.
Chapter
Pages 266 – 267 in Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Pages 797-798, Chapter 33: ‘Medication History’ & page 804, ‘Non-Steroidal Anti-Inflammatory Drugs’ by M. Hunter and D. Davis, in Midwifery Preparation for Practice, Vol. 2, (2023) edited by S. Pairman, S. K. Tracy, H. G. Dahlen and L. Dixon. Elsevier
Study guide - week 10 readings
Events and Submissions/Topic
Module/Topic
Illicit Substances
Chapter
Chapter 22 - Peate, I., & Hamilton, C. (2022). Fundamentals of Pharmacology for Midwives. United Kingdom, Wiley.
Page 853 – 857 of Chapter 35 by Schmied, V., & Dixon, L. (2023). ‘Alcohol & substance misuse during pregnancy’. In S. Pairman, S. K. Tracy, H. Dahlen, & L. Dixon (Eds.), Midwifery Preparation for Practice (5th ed., Vol. 2). Sydney Australia: Elsevier.
Flykt, M. S., Salo, S., & Pajulo, M. (2021). “A Window of Opportunity”: Parenting and Addiction in the Context of Pregnancy. Current addiction reports 8(4), 578-594. doi:10.1007/s40429-021-00394-4
Suchman, N. E., DeCoste, C. L., McMahon, T. J., Dalton, R., Mayes, L. C., & Borelli, J. (2017). Mothering From the Inside Out: Results of a second randomised clinical trial testing a mentalization-based intervention for mothers in addiction treatment. Development and psychopathology, 29(2), 617–636. doi:10.1017/S0954579417000220
Study guide - week 11 readings
Events and Submissions/Topic
Written Assessment - Case Study due
Written Assessment - Case Study Due: Week 11 Friday (24 May 2024) 6:00 pm AEST
Module/Topic
Medication Administration for Neonates
Chapter
Please read pages 724-725 of Preparation for Midiwfery Practice (2023) ‘Clotting factors and vitamin K synthesis – Vitamin K deficiency bleeding’ by Davies and Baddock.
Study guide - week 12 readings
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Quiz 2
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Assessment 1 – Online Quizzes x 2
Number of Quizzes – 2.
To be held - After the first two and the last two modules.
Due dates:
• Quiz 1: opens 8 am (AEST) Monday 22nd of April 2024 (week 7). Closes Friday 26th of April at 5 pm AEST
• Quiz 2: opens 8 am (AEST) Monday 3rd of June 2024 (week 13). Closes Friday 7th of June at 5 pm AEST.
Unit Coordinator: Bridget Ferguson
Aim
The purpose of the online quizzes is to challenge your knowledge and understanding of the concepts that underpin pharmacology and midwifery practice. Each quiz will be available for one (1) week and must be completed by the closing date listed above.
Instructions:
You are completing two (2) online quizzes. Each quiz will assess your knowledge and understanding of the MDWF14002 unit topics.
Topics examined:
Quiz 1 –Modules 1 & 2 (weeks 1 to 6).
Quiz 2 – Modules 3 & 4 (weeks 7 to 12)
Important Information:
Please access the quiz via the Assessment portal on the Moodle site.
Each quiz is individually worth 20%.
The quiz consists of 20 multiple-choice and drug calculation questions. Each question is worth one (1) mark.
This is not an open-book quiz. You can use a calculator for the drug calculation questions during your attempt.
You have a maximum of 30 minutes to complete the quiz.
You must complete the quiz in one sitting.
Once you start the quiz, you must complete it in 30 minutes.
The quiz will automatically close at the end of 30 minutes and will submit your result even if you have not finished.
Students are allowed two attempts. The second attempt will open 60 minutes after the end of the first attempt.
The highest grade you achieve will serve as your final mark for the quiz.
A cumulative total of 50% across both quizzes is required to pass this assessment.
Without an approved extension, the task cannot be completed after the assigned date.
Marks will be available when the quiz closes.
2
Other
Each quiz will open on the Moday of the associated week at 0800 hrs AEST.
Quiz marks will be available to students when the quiz closes.
NA
- Demonstrate a sound understanding of pharmacology, pharmacokinetics and pharmacodynamics, inclusive of over the counter and prescribed medications and illicit substances, as related to maternal, placental/fetal and neonatal physiology for midwifery practice
- Analyse and understand the National Prescribing Service (NPS): Competencies Required to Prescribe Medicines within the midwifery scope of practice, and demonstrate the principles of safe and quality medication use
- Demonstrate sound numeracy and mathematical calculation skills to correctly administer and critically evaluate medication orders for women and their infants
- Critically evaluate the physiological and psychological effects of medication administration on the maternal, fetal or neonatal wellbeing to determine the effectiveness of treatment
- Critically appraise the role of the midwife in the use of pharmacological therapies during the childbearing continuum.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Case Study
Assessment 2 – Case Study
Due date: week 11 – Friday the 24th of May 2024, 6 PM AEST
Weighting: 60%
Length: 2500 words (+/- 10%)
Unit Coordinator: Bridget Ferguson
Learning Outcomes Assessed
1) Demonstrate a sound understanding of pharmacology, pharmacokinetics, and pharmacodynamics related to maternal, placental/fetal, and neonatal physiology for midwifery practice.
2) Demonstrate sound mathematical calculation skills to correctly administer and critically evaluate medication orders for women and their infants.
3) Critically evaluate the physiological and psychological effects of medication administration on maternal, fetal, or neonatal well-being to determine the effectiveness of treatment.
4) Critically appraise the midwife's role in using pharmacological therapies during the childbearing continuum.
Aim
This assessment aims to demonstrate your knowledge and understanding of safe medication management in the Australian context across the childbearing continuum. You will understand the midwife's role in providing a woman-centred and multidisciplinary approach to ensuring safe outcomes for the pregnant woman and her baby.
Instructions
Using a midwifery perspective, you will analyse the case study provided and write an academic paper answering all assessment components. Using this approach, you will demonstrate that you have read up-to-date evidence, including various Australian guidelines and the NMBA (2018) Midwife Standards of Practice, to support safe woman-centred midwifery practice.
Case Study: Jane's Pregnancy and Medication Management
You are caring for Jane, a 30-year-old woman who is pregnant with her second child. She has a history of mild asthma and usually takes a salbutamol inhaler (short-acting beta-agonist) for symptom relief. At 26 weeks gestation, Jane was diagnosed with gestational diabetes and prescribed insulin therapy. Jane is now 32 weeks gestation and is experiencing a marked exacerbation of her Asthma. She has been prescribed oral Prednisolone, a corticosteroid, daily as a part of her medication regime to manage the Asthma. Jane is concerned about this as she has been experiencing higher than normal blood glucose levels since commencing the Prednisolone.
Assessment Questions:
1. Critically evaluate the implications of gestational diabetes and the rationale behind insulin therapy for the mother and fetus.
2. Identify the potential risks and benefits of Jane's use of Prednisolone for asthma.
3. Critically discuss the implications of steroid use in pregnancy, its effects on gestational diabetes and the impacts on the mother, fetus, and neonate. Provide midwifery advice to Jane in preparation for a neonate born to a diabetic mother.
4. Complete Jane's medication calculations and show your mathematical work.
Drug Calculation One: Insulin Dosage Calculation
Jane has been prescribed a Mixtard Insulin Flex pen. Jane's weight in kilograms is 70kg.
1. Calculate the Total Daily Insulin Dose (TDID) in units using the weight-based formula:
TDID = Weight in kg X 0.3 units/kg/day
2. Divide the TDID into basal (bedtime) and bolus (postprandial/three times per day) insulin doses based on the recommended ratio:
- Basal Insulin: 40% of TDID:
- Bolus Insulin: 60% of TDID:
3. Determine the amount of insulin administration per dose:
- Basal Insulin: Administered once daily (e.g., at bedtime). How many units are given at bedtime?
- Bolus Insulin: Administered before each meal (e.g., three times daily). How many units are given at each postprandial administration?
Drug Calculation Two: Salbutamol Inhaler Dosage Calculation
The prescribed dose of salbutamol metered dose inhaler is 100 mcg/spray. The frequency of administration based on Jane's needs and the prescriber’s instructions is two puffs every 4 hours.
1. Calculate the total daily dose based on the frequency of administration.
2. Convert the total daily dose to milligrams (mg) using the appropriate conversion factors.
Literature and references
In this assessment, use at least ten contemporary references (<5 years) 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 five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature from the internet must be from reputable websites such as government, university, or peak national bodies, such as the Australian College of Midwifery.
Requirements
• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with double line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on each page in a footer.
• Write in the third-person perspective.
• Use formal academic language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the introduction's first word to the conclusion's last word. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can reference your argument using unit-provided materials and other credible sources (e.g., journal articles, books). The quality and credibility of your citations are essential.
• We recommend that you access your discipline-specific library guide: Nursing and Midwifery Resource Guide.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only. If you need help with submission, please contact the CQU helpdesk at (07) 49309090.
Support and Contact Details: Unit Coordinator – Bridget Ferguson - Phone number
(07) 4930 9158 and e-mail b.ferguson@cqu.edu.au
Marking Criteria
Refer to the marking rubric on the Moodle site for more details on how marks will be assigned.
Week 11 Friday (24 May 2024) 6:00 pm AEST
Please submit your assessment via the unit Moodle site in Microsoft Word format only.
Exam Week Friday (14 June 2024)
Please allow for up to two weeks post the due date for the return of marked assessments.
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HD |
D |
C |
P |
F |
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Structure & Calculation (20%)
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4.23-5.0% Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) |
3.73-4.22% Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. |
3.23-3.72% Appropriate introduction that introduces the topic and outlines the direction of the paper. |
2.48-3.22% The introduction is apparent, and the topic is introduced but there is no clear direction to the paper. |
0.0-2.47% No recognisable introduction to the topic is not introduced, and/or there is no direction for the paper. |
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4.23-5.0% A clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) |
3.73-4.22% A clear and appropriate conclusion that outlines the main points and draws the argument close. |
3.23-3.72% The conclusion outlines most of the main points and brings some sense of closure. |
2.48-3.22% The conclusion is apparent, outlines most of the main points, and endeavours to bring the argument to a close. There may be some incongruity. |
0.0-2.47% No recognisable conclusion little reference to the main points and no clear conclusion to the paper. |
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Excellent presentation of assignment double-spaced with 12-point font. Consistently accurate with spelling, grammar, and paragraph structure. The calculations are correct. Content is students own work. (10%) 20-17 |
A well-presented assignment that is double spaced with 12-point font. 1 or 2 errors in spelling, grammar, and paragraph structure. The calculations are correct. Content is students own work. 16.8-15 |
A well-presented assignment that is double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar, and paragraph structure. The calculations are correct. Content is students own work.14.8-13 |
An adequately presented assignment that is double spaced with 12-point font. 4 or 5 inconsistent errors in spelling, grammar, and paragraph structure. The calculations are correct. Content is students own work. 12.9-10 |
Poorly presented assignment. Double spacing is not used. 12point font not used. Many inaccuracies in spelling, grammar, and paragraph structure. (> 5 errors). The calculations are incorrect. Content is not the students own work. 9-0
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Approach & Argument (70%) |
Content is clearly relevant to the topic; the approach comprehensively answers the questions, and the argument proceeds logically and is within the set word limit. (10%) 10-8.5
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Content is relevant to the topic; the approach clearly answers the questions, and the argument proceeds logically and is within the set word limit. 8.4-7.5 |
Content is appropriate and answers the questions, and the argument mainly proceeds logically and is within the set word limit. 7.4-6.6 |
Content answers the questions; the argument is sometimes repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit). 6.4-5
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Content is irrelevant and does not answer the questions, and the argument lacks cohesion. The word limit has not been adhered to; the word limit is well over or under the 10% allowance. 4.9-0
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A comprehensive exploration of the implications of gestational diabetes and a clear, evidence-based rationale and explanation for using insulin therapy in Jane's case. (20%) 20-17 |
An insightful exploration of the implications of gestational diabetes and a clear, evidence-based rationale and explanation for using insulin therapy in Jane's case.
16.8-15 |
An appropriate and logical exploration of the implications of gestational diabetes and an evidence-based rationale and explanation for using insulin therapy in Jane's case. 14.8-13 |
A basic exploration of the implications of gestational diabetes and an evidence-based rationale and explanation for using insulin therapy in Jane's case. 12.9-10 |
A limited and irrelevant exploration of the implications of gestational diabetes and a clear, discerning, evidence-based rationale and explanation for using insulin therapy in Jane's case. 9-0 |
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Comprehensive identification and explanation of potential risks and benefits of Prednisolone use for asthma management (20%) 20-17 |
A well-developed and insightful identification and explanation of potential risks and benefits associated with Prednisolone use for asthma management. 16.8-15 |
Appropriate and logical identification and explanation of potential risks and benefits associated with Prednisolone use for asthma management. 14.8-13 |
Basic identification and explanation of potential risks and benefits of Prednisolone use for asthma management. 12.9-10 |
Limited or irrelevant identification and explanation of potential risks and benefits associated with Prednisolone use for asthma management. 9-0 |
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A comprehensive analysis and thorough evaluation of the implications of steroid use in pregnancy, its effects on gestational diabetes and the impacts on the mother, fetus, and neonate. Comprehensive and appropriate midwifery advice is provided in preparation for the birth of a neonate to a diabetic mother. (20%) 20-17 |
A well-developed evaluation of the implications of steroid use in pregnancy, its effects on gestational diabetes and the impacts on the mother, fetus, and neonate. Insightful and appropriate midwifery advice is provided in preparation for the birth of a neonate to a diabetic mother. 16.8-15 |
An appropriate and logical evaluation of the implications of steroid use in pregnancy, its effects on gestational diabetes and the impacts on the mother, fetus, and neonate. Relevant and appropriate midwifery advice is provided in preparation for the birth of a neonate to a diabetic mother. 14.8-13 |
A basic evaluation of implications of steroid use in pregnancy, its effects on gestational diabetes and the impacts on the mother, fetus, and neonate. Appropriate midwifery advice is provided in preparation for the birth of a neonate to a diabetic mother. 12.9-10 |
A limited and irrelevant evaluation of the implications of steroid use in pregnancy, its effects on gestational diabetes and the impacts on the mother, fetus, and neonate. Inappropriate or limited midwifery advice is provided in preparation for the birth of a neonate to a diabetic mother. 9-0 |
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Referencing (10%) |
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations.
(5%) 5.00 - 4.23
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Generally, it integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. 4.22 -3.73 |
Frequently integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. 3.72 - 3.23 |
Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. 3.22 - 2.26
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Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. 2.25 - 0.00 |
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Consistently accurate with referencing. A minimum of 10 references were used, and relevant websites. (5%) 5.00 - 4.23
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1 or 2 consistent referencing errors were identified. A minimum of 9 relevant websites. 4.22 -3.73 |
3 or 4 constant referencing errors were identified. A minimum of 8 -7 references used and relevant websites. 3.72 - 3.23 |
4 or 5 inconsistent referencing errors were identified. A minimum of 5 to 6 references were used, and relevant websites. 3.22 - 2.26 |
Many inaccuracies with referencing (>5). Less than five references were used. Relevant websites are not included. 2.25 - 0.00 |
- Demonstrate a sound understanding of pharmacology, pharmacokinetics and pharmacodynamics, inclusive of over the counter and prescribed medications and illicit substances, as related to maternal, placental/fetal and neonatal physiology for midwifery practice
- Analyse and understand the National Prescribing Service (NPS): Competencies Required to Prescribe Medicines within the midwifery scope of practice, and demonstrate the principles of safe and quality medication use
- Demonstrate sound numeracy and mathematical calculation skills to correctly administer and critically evaluate medication orders for women and their infants
- Critically evaluate the physiological and psychological effects of medication administration on the maternal, fetal or neonatal wellbeing to determine the effectiveness of treatment
- Critically appraise the role of the midwife in the use of pharmacological therapies during the childbearing continuum.
- 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?
